Human Resource Management

The job description is a valuable management tool used to describe the specific duties of a position along with the required education and necessary experience. The following information can be used as a guide in developing a job description.

Differentiating between a job description and a performance program:

Job Description:
A clearly written job description communicates the scope and nature of the job responsibilities to the employee or job applicant. The focus is on duties and responsibilities and it remains fairly stable. It is used as a starting point in the development of the yearly performance program. When the performance program is developed, the job description is reviewed and edited, if necessary, to reflect any major changes in job responsibilities.

Performance Program:
While the job description will remain the same or similar over time, the performance program changes each year to reflect the specific goals and focus for the upcoming year.

Completing the Job Description
I.  Identifying Information

II.  Position Summary - Briefly describe the position in no more than 4-5 sentences.

III.  Job Functions
A. Essential Responsibilities:
Essential responsibilities are the fundamental duties the incumbent performs, the "must haves" of the position. By law, a job function may be considered essential if the reason the position exists is to perform that function, or because of the limited number of employees available to perform the function, or because the function is highly specialized and the incumbent in the position has been hired for his or her ability to perform the function.

Duties may be deemed essential based on the percentage of time spent performing them and the consequences of not having them performed. A duty may be essential if it requires a certain degree of skill or expertise. Some guidelines and information for writing the essential responsibilities:

• Each major duty performed should be listed individually.
• Indicate the percentage of time spent on each, clarifying the most important functions.
• Be as descriptive as possible.
• Use action verbs (e.g. trains, operates, supervises, etc.) that best describes the work performed.
• If using verbs such as "assists" or phrases such as "is responsible for" explain how and to what degree the individual assists others or is responsible for completion of the task(s).
• Describe the level of supervision received, e.g. "closely supervised" or "expected to act independently" and give examples of procedures/policies followed.
• Provide examples of the level of authority and the decisions the individual is expected to make.
• Describe who is supervised by this position.

Sample Verbs:
Data:  analyze, compile, compare, copy, compute, synthesize, coordinate
People:  negotiate, instruct, direct, supervise, assist, help, mentor, manage
Things:  setup, schedule, operate, drive, manipulate, handle, arrange, prepare, prepare

B. Secondary Responsibilities:
Secondary responsibilities are routine duties that must be performed coincidentally with the essential responsibilities. The job does not exist to perform these ancillary functions.

IV.  Required Knowledge, Skills, and Abilities
Detail the necessary skills, knowledge, and abilities required for the position, linking them to the essential job functions. Information to include in this section:

• Specific knowledge needed (e.g. knowledge of Microsoft PowerPoint)
• The level of knowledge (e.g. some working, or detailed, etc.)
• Physical and mobility requirements (e.g. ability to transport equipment)
• Mental abilities (e.g. ability to work under pressure)

V. Qualifications
Describe the minimum qualifications needed to perform the position, as well as the preferred qualifications for the position, if different from the minimum. Include the date the job description was developed and when it was last reviewed and revised.  Information to include in this section:

• Degrees
• Number of years of experience, and type of experience
• Licenses, certificates
• If a certain number of years of experience can be a substitute for education (e.g. associate's degree or two years of experience)

VI. Signatures

Performance programs are established for one-year cycles.  Note, according to a memo of understanding on evaluation in the UUP Contract (Appendix A-28), performance programs cannot be retroactive.  The beginning date cannot be prior to the date the performance program is finalized. When you are ready to create a new performance program, please use an effective date that it is finished through xx/xx/xxxx.  Employees should receive a new performance program each year, even if there are no changes to it, or as conditions warrant.  Performance programs may be modified on an as needed basis as long as the workload remains consistent.

Once an employee achieves permanent appointment or is Management Confidential, a one-year cycle of July 1 - June 30 is recommended, which corresponds with the college’s fiscal year and annual report cycle. 

Completing the Performance Program
I.  Identifying Information

• Secondary Source
  This field is optional.  A Secondary Source typically is an individual (or office) that will be involved with the performance of the employee and may affect the employee's ability to achieve the stated objectives. The immediate supervisor, after consultation with the professional employee, shall identify in the written performance program the secondary source to be consulted as part of the evaluation process and the relationship between the secondary source and the professional employee. Persons identified as secondary sources in the performance program should be notified of their role in the evaluation process at the time the performance program is prepared in order that they be able to provide their comments on the employee's performance when they are called upon to do so.

II.  Goals - Supervisor drafts and finalizes goals. The employee may also draft goals (optional).
A.  Individual goals related to Department/Division goals (3 to 5)
Space is provided for 5 goals (the maximum recommended number), one per section, on the form.  This section is designed to clarify how the goals of the individual employee contribute to the goals of the department, the division, and ultimately to the college.  In any job there is a number of worthwhile activities in which to be engaged; therefore, it is important for the supervisor and employee to set priorities for the year and decide which activities are likely to make the most significant contribution to the institutional priorities.  This section is not intended to be a listing of all of the activities or responsibilities of the individual.  Rather it is to be focused, indicating the top 3-5 priorities for the year.

Enter the department or division goal to which the goal relates.  If there is not a specific relationship, indicate the connection to the employee’s job description or college strategic initiative in the space for department/division goal. To add an additional goal,  delete empty rows, or spell check, click the Review tab, then Protect Document, select Restrict Formatting and Editing, and click the Stop Formatting button.

B.  Professional Development goals (minimum of 1)  
This section addresses one of the evaluation criteria listed in the Agreement between SUNY and United University Professions, "Continuing Growth."  Examples of continuing growth include such things as continuing education, participation in professional organizations, enrollment in training programs, research, improved job performance, and increased duties and responsibilities.

The supervisor and employee negotiate the employee's level of involvement in professional development.  Each employee should have at least one (1) activity listed in his/her performance program.  Professional development may be geared toward improving an area "in need of improvement" from a previous evaluation or related to an employee's new responsibilities or future career goals.

Complete all three parts. For example: 
Statement of the Goal: To improve public speaking skills.
Activity Plan:  Take a class, take on a new assignment that requires public speaking, present a paper, read a book and present information to others, etc.
Support necessary for completion:  time, monetary resources, support from specific people, networking connections, etc.

C. College Community Service Activity (minimum of 1)
This section addresses one of the evaluation criteria in the Agreement between SUNY and United University Professions, "Effectiveness in University Service."  Examples of community service include "such things as successful committee work, participation in local campus and university governance, involvement in campus-related or university related student or community activities." Further examples may include advising a student organization, volunteering at commencement, move-in day and other campus activities, etc.

Each employee should have at least one (1) college community service activity listed in his/her performance program.  Obviously some activities require a long-term commitment, some are one-time events, some involve a few hours, and some require several hours.  The supervisor and employee will negotiate the employee's level of involvement in college community service activities, taking into consideration the workload demands of the employee's job.

III.  Job Description
Indicate status of the job description by checking the appropriate box AND review the Checklist for Supervisor at the end of the document to ensure all steps are completed.

IV.  Acknowledgment/Signatures

Completing the Mid-Year Discussion
I.  Identifying Information

II.  Progress on Goals Comments

III. Performance Feedback Comments 
Evaluate the employee's progress on goals and provide feedback on overall performance.  This is an opportunity to recognize and reward positive performance and if necessary, to redirect performance that is not on target.  This is not intended to take the place of day-to-day feedback but is a means of documenting feedback.  Be specific, reference individual goals and give examples whenever possible.

IV.  The following action was taken...    
Check the appropriate box to indicate whether there have been changes in the performance program.  If changes have been made, attach a new performance program and forward it with the form.  Do not eliminate any goal that has been accomplished since it will be evaluated at the end-of-year evaluation.

V.  Signatures  

The Memorandum of Understanding (MOU) between UUP and the State of New York and the Policies of the Board of Trustees states that professional employees shall be evaluated by their immediate supervisor formally, in writing, once each year during the term of appointment and as changing conditions warrant, except where the employee is serving a final year in the University, following notice of non-renewal. The evaluation shall be based on a performance program determined by the immediate supervisor after consultation with the employee, a copy of which shall be given to the employee.

If the employee is serving a term appointment, the immediate supervisor shall provide the professional employee with a dated copy of the final evaluation report as soon after the completion of the evaluation process as practicable, but not less than forty-five (45) calendar days prior to the notification date for non-renewal of a term appointment.

Evaluation Cycle
Permanent and Management Confidential employees are on a one-year cycle from July 1 - June 30 of each year.  Term and Temporary employees are on a one-year cycle beginning with the date of appointment (anniversary date) in accordance with the notice provisions of the Policies of the Board of Trustees and the UUP Agreement.

Evaluation Criteria
As they relate to the duties, responsibilities and objectives of the position in which a professional employee is being evaluated or for which such employee is being considered for promotion, the following criteria may include but not be limited to:

• Effectiveness in performance as demonstrated, for example, by success in carrying out assigned duties and responsibilities, efficiency, productivity, and relationship with colleagues.
• Mastery of specialization as demonstrated, for example, by degrees, licenses, honors, awards, and reputation in professional field.
• Professional ability as demonstrated, for example, by invention or innovation in professional, scientific, administrative, or technical areas; i.e., development or refinement of programs, methods, procedures, or apparatus.
• Effectiveness in University service as demonstrated, for example, by such things as college and University public service, committee work, and involvement in college or University related student or community activities.
• Continuing growth as demonstrated, for example, by continuing education, participation in professional organizations, enrollment in training programs, research, improved job performance and increased duties and responsibilities

Completing the End-of-Year Evaluation
I.  Identifying Information   

• Secondary Source
  This field is optional.  A Secondary Source typically is an individual (or office) that will be involved with the performance of the employee and may affect the employee's ability to achieve the stated objectives. The immediate supervisor, after consultation with the professional employee, shall identify in the written performance program the secondary source to be consulted as part of the evaluation process and the relationship between the secondary source and the professional employee. Persons identified as secondary sources in the performance program should be notified of their role in the evaluation process at the time the performance program is prepared in order that they be able to provide their comments on the employee's performance when they are called upon to do so.

II.  Rate and Comment on each Goal 
 
III.  Job Description Evaluation
This section provides a supervisor the opportunity to provide feedback on an employee’s performance of their day-to-day job functions of essential and secondary responsibilities outlined in their job description.  Individual, professional development, and college community service goals are articulated in Section II and may not always reflect an employee’s day-to-day job functions so this field allows the opportunity to do so.

IV.  Overall Rating and Optional Satisfactory Rating
Overall Rating:  Check either Satisfactory or Unsatisfactory to reflect the employee’s overall performance.  Consult your supervisor and Human Resource Management prior to assigning an unsatisfactory rating to discuss the implications of this rating.

V.  Recommendation from Immediate Supervisor  
Check a recommendation: renewal, non-renewal, permanent appointment (if eligible), Management Confidential evaluation, or annual professional evaluation. Attach a Current Employee Change Form if you checked a recommendation of renewal, non-renewal, or permanent appointment. It will be used to process the appropriate letter to the employee and to update personnel records.  

Please create a new performance program for the upcoming year so you may evaluate the employee next year.

VI.  Signatures

The performance management system (PEPDS) was developed as a result of a joint labor management initiative.  The PEP (Performance Evaluation and Promotion) team reviewed the previous evaluation system and made recommendations for changes.  The team included professional staff, a labor representative, and a management representative.   A consultant from the Cornell School of Industrial and Labor Relations provided leadership for the team.  The project sponsors were the Vice Presidents Council (VPC) and the United University Professions (UUP) Executive Board.

The PEP team gathered data about the previous system by surveying professional staff and managers.  They also explored best practices in the field of performance management and surveyed a number of colleges and businesses to see what was being done in other organizations.  As a result of this research the team concluded that rather than modify the existing system, a new system should be developed.  This new system would need to make performance expectations clear, encourage and support professional development, provide specific feedback, and encourage dialogue between employees and supervisors.  The team also felt it was important that the system provide opportunities for professional development and preparation for promotion and salary increase.  The final recommendations of the PEP team were submitted to the sponsors (VPC and UUP Executive Board) and the current system reflects recommendations of the team and modifications suggested by the sponsors.