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The following is a sample non-supervisory
Position Description in FES format:
Introduction
Explain the organizational location of the position
Describe the major functions of the organization
Explain the overall purpose of the job
For example:
This position is located within Great Views National Park, Office of the
Superintendent, Management Support Group. The Management Support Group is
responsible for (refer to functional/mission statement). The purpose of the position is to
assist park management in improving the effectiveness of park operations through the
establishment of appropriate organizational structures and the use of efficient work
methods and procedures.
DUTIES AND RESPONSIBILITIES
Duties are a critical part of the position description. Each duty plays a significant
role in recruiting qualified employees for the position and evaluating an employee’s
performance once the position is filled.
The order in which duties are listed may vary. The first duty paragraph should normally be
the one that constitutes a majority of the employee’s time (by percentage) and/or
which is the highest level of work being performed (by grade level, if known). If the
position is supervisory, the first duty should address supervisory responsibilities.
Normally, four to seven duties will be sufficient. Remember, only significant duties and
responsibilities should be described, not every task the employee must accomplish.
Active verbs, such as writes, creates, recommends, lectures, etc., should be used. If
incidental duties are described, explain how often they occur, such as "once a month,
as requested, etc." Finally, the percentage of time spent by the employee in
accomplishing the duty as a whole should be indicated.
EXAMPLE OF DUTY 1:
Interviews and observes employees of various organizations park-wide to collect
information on workflow, lines of authority and/or organizational layout. Produces charts
to depict the workflow and organizational design of these units. Assists managers in
preparing reorganization requests based on information gathered. Advises organization
representatives of how to complete the necessary forms. Once information is gathered,
refers complex situations to management analyst.
If any assistance in developing or writing the duties of a position are needed, contact
the appropriate personnel specialist within the servicing personnel office.
The Factor Evaluation System (FES) is the job evaluation approach
applicable to most General Schedule (GS) positions. There are nine factors within
the FES, and some of these factors include two or more subfactors. These factors and
subfactors help clarify the meaning of the factor as a whole and each should be addressed
specifically. Supervisors, are responsible for supplying the information for each of the
factor levels (and subfactors within them) to ensure the personnelist classifying the
position has the information needed to accurately grade the position. The levels and
points assigned to each factor will be determined by the personnelist based on the
supervisor's responses and the appropriate classification standard.
When writing factor level descriptions, the factors and duties listed above should
compliment one another. Information supplied under the major duty paragraphs is often
repeated and expanded upon in the below evaluation factors. Information supplied in the
evaluation factors must be related to, and supported by, the major duty paragraphs above.
Factor 1, Knowledge Required By The Position, Level 1- Points
- What kind and level of knowledge and skills are needed?
- How are the knowledges and skills used in doing the work?
The FES Classification Standard for the occupation may be used as a reference for how
knowledge can be treated. It should show only the knowledges and skills essential for full
performance of the work. Label a knowledge "professional" only when the nature
of the work meets the definition of a professional occupation. Do not list desired licenses, levels of education, or certificates. Include any special knowledge or
skill that would be required as a selective factor in recruitment. (The personnelist
responsible for recruitment can assist you in this.) Avoid listing "abilities."
They often are vague when used to describe Factor 1. Instead, show what the employee must
know in order to demonstrate the ability. Don’t describe personal characteristics
(such as patience, adaptability, integrity, or creativity). Four to five knowledges or
skills are considered adequate for Factor 1.
EXAMPLE:
A practical knowledge of established technical procedures and requirements related to
management analysis.
Knowledge of basic arithmetic sufficient to use established formulas to make routine
calculations of staff hours or funding use.
Skill in applying basic data gathering methods, such as standard interviewing techniques,
to collect various types of factual information.
Factor 2, Supervisory Controls Level 2-
Points
- How is the work assigned? Supervisors either directly or indirectly control work. They
may assign work with either detailed or vague instructions. They may suggest exact
procedures to follow or simply provide information about deadlines, objectives and
priorities.
- What is the employee’s responsibility for carrying out the work? This relates to
the amount of independence an employee has when making decisions. Does the employee refer
situations not covered by specific instructions to the supervisor or make determinations
independently based on established policies and past practices?
- How is the work reviewed? What is the nature and extent of the review of work? There may
be a close and detailed review of the work during each phase of the assignment, detailed
review of the finished work, spot-checks of finished work for accuracy, or reviews only
for adherence to the policy established in the office. Not only is the employee’s
independence being evaluated, but also the degree to which the nature of the work allows
the employee to make decisions and exercise judgment.
EXAMPLE:
The supervisor assigns work in terms of project objectives and basic priorities and is
available for consultation in resolving controversial issues. The employee independently
plans and carries out the assignments, selecting the approaches and methods to be used in
solving problems encountered. Projects are reviewed to determine that the objectives are
met and for compliance with agency policies and regulations.
Factor 3, Guidelines Level 3-
Points
- What kind of guidelines are used in doing the work? Guides may be operating procedures
and policies, traditional practices, or references (manuals, handbooks, etc.). Individual
positions vary in the degree to which the guidelines are specific, applicable to the work,
and available for doing the work.
- How much judgment is needed in using the guidelines? Do specific instructions,
procedures, and policies, traditional practices, or references (manuals, handbooks, etc.)
exist? Individual positions vary in the degree to which the guidelines are specific,
applicable to the work, and available for doing the work.
EXAMPLE:
Guidelines include agency instructions and directives, established precedents, written
operating procedures, and files or previous projects. While these guidelines are generally
applicable, the employee makes adaptations in dealing with unique situations.
Factor 4, Complexity Level 4-
Points
- What is the nature of the assignment? Briefly describe the general nature and variety of
the tasks, methods, functions, projects or programs carried out in the position being
described.
- What facts or conditions does the employee consider in identifying what needs to be
done? The employee may have little or no choice about what needs to be done. On the other
hand, certain facts may have to be developed, checked, analyzed, interpreted, or evaluated
by the employee before work progresses. The level of difficulty in carrying out the work
varies based on the facts provided (are they clear-cut and directly apply to the problem
or issue?); the nature of the subject matter, phase, or problem being handled; or the
unusual circumstances and incomplete or conflicting data that may be involved.
- How difficult and original are the employee’s actions or responses? In some
situations, the work is easily mastered, and the employee takes the obvious course of
action. The level of difficulty and originality increases as the employee is required to
consider differences in courses of action and refine methods or develop new techniques,
concepts, theories, or programs in solving problems.
EXAMPLE:
Projects involve routine management analysis technical processes. Assignments involve
various sources of information but require little modification of established procedures
and methods. The incumbent must decide what course of action is required based on a review
of the characteristics, practices, objectives and interrelationships of numerous work
units and program areas. Projects rarely require departing from past approaches or
traditional techniques. However, incumbent may occasionally be required to develop new
approaches to meet major objectives without compromising established management analysis
techniques and principles.
Factor 5, Scope and Effect Level 5-
Points
- What is the purpose of the work? What is the ultimate goal to be achieved in the
position? "Purpose of the work" concerns the end objective such as
conclusions reached, decisions or recommendations made, treatment or service provided,
reports written, results of tests or research performed, and approvals or denials made.
Keep in mind this component is different from the component under Factor 4 (nature of the
assignment). Nature of the assignment concerns the kind and variety of tasks, functions,
or projects required to fulfill purpose or objectives of the work - "how" the
work is done. This factor concerns "why" the work is done.
- What is the impact of the work product or service? Who or what benefits from the
employee’s work? How is this benefit realized?
EXAMPLE:
The purpose of the work is to plan and carry out assignments to improve the efficiency
and productivity of organizations. Incumbent provides written reports and recommendations
based on information obtained in fact-gathering studies and interviews. The work affects
the organizational design of offices parkwide which, in turn, affects the productivity of
individual organizations and the park as a whole.
Factor 6, Personal Contacts Level 6-
Points
"Personal Contacts" covers the people and conditions under which contacts are
made. Describe the face-to-face, radio, or telephone contacts which the employee has in
terms of the work relationship of the people contacted by the employee. Different kinds of
contacts might be co-workers on the same project, patients receiving treatment, applicants
seeking jobs, students in a class, etc. Indicate if the people are internal or external to
the agency. Describe any unusual circumstances or conditions such as problems making
appointments (i.e., inaccessibility of people in high-level positions), problems in
identifying the role or authority of the people contacted, or the use of different ground
rules for different contacts. Do not include contacts with the supervisor as this is
covered in Factor 2.
EXAMPLE:
Contacts are with employees within the immediate office and other organizations
parkwide. Contacts typically include other support personnel, management analysts,
supervisors and managers.
Factor 7, Purpose of Contacts Level 7-
Points
Explain the purpose of the personal contacts described above (i.e., to give or exchange
information, to resolve problems, etc.). As appropriate, include other information which
affects the nature of the contacts (i.e., dealing with people who are skeptical,
uncooperative, unreceptive, hostile, and/or settling controversial issues or arriving at
compromise solutions with people who have different viewpoints, goals, objectives.)
EXAMPLE:
Purpose of contacts is to obtain and exchange information to resolve organizational
design problems. May occasionally include contact with uncooperative individuals when
obtaining facts through interviews or data-gathering techniques.
Factor 8, Physical Demands Level 8-
Points
Describe the nature of physical demands placed on the employee, such as climbing, lifting,
pushing, balancing, stooping, kneeling, crouching, and crawling. Indicate how often and
how intense the activity is (prolonged standing requires more effort than intermittent
standing). Include any physical characteristics or special physical abilities needed, such
as specific agility or dexterity requirements.
EXAMPLE:
The work requires no special physical demands. It may involve some walking, standing,
bending or carrying of light items such as files, computer reports or office supplies.
Factor 9, Work Environment Level 9-
Points
Describe the physical surroundings in which the employee works. For example, is it in an
office where there are normal, everyday risks, or in a coal mine where there is potential
for roof falls? Also describe any special safety instructions or precautions which must be
observed to avoid mishaps or discomfort. This includes protective clothing or gear such as
coats, hard-toed shoes, etc. It is not necessary to describe normal everyday safety
precautions such as use of safe work practices in an office, observance of fire
instructions and traffic signals.
EXAMPLE:
Work is performed in a normal office setting where basic safety precautions are
required.
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