07 20 11 Samplejobanalysisre

Job Analysis Report
for the Position of

Customer Assistance Representative
For
Southern Power Company
May 21, 2011
Addresses the Job Analysis requirements of Sections 14C and 15C of the federal
Uniform Guidelines on Employee Selection Procedures. Includes information necessary
for the development and content-related validation of Written Tests, Structured
Interviews, and other selection devices
Report Prepared by
193 Blue Ravine Rd., Suite 270, Folsom, CA 95630

800-999-0438
www.biddle.com
Specializing in Equal Employment Opportunity, Affirmative Action, and Personnel

Selection Consulting and Software since 1974
Table of Contents
♦ Introduction and Purpose of the Study

The Purpose ….............................………………………………. 1
Biddle Consulting Group, Inc. …………………………………. 1
Laws, Regulations, and Professional Standards ………………... 3
Job Analysis Facilitator ……………………………………..……4
♦ Job Analysis Process

Job Analysis: Content of the Job ………………………………. 5
♦ Participants and Locations

Participating Incumbent Employees.................................………. 7
Experience of Subject-Matter Experts ..............................……... 7
Gender of Subject-Matter Experts ...................................………. 7
Ethnicity of Subject-Matter Experts ................................………. 7
Age of Subject-Matter Experts ...................................………….. 8
Location of Job Analysis Workshops ...............................……… 8
♦ The Job Analysis

Work Setting. …………………………………………………… 9
Job Analysis Workshop ………………………………………… 9
Investigation of Job Duties, KSAPCs and Physical Abilities
………………………………………………………….…… 9
Relationship of Duties to Knowledge, Skills, and Abilities (KSAPCs)
……………………… …………...........................……………. 12
♦ Other Test Related Information

Potential Limitations ...................................................…………... 14
Contact Person ..........................................................……………. 14
Accuracy and Completeness .........................................………… 14
♦ References .........................................................................………………… 15
♦ Attachments Table of Contents ..........................................……………….. 16
Copyright © 2011 Biddle Consulting Group, Inc.

ii
Introduction and Purpose of the Study
The Purpose of the Job Analysis
The purpose of this study was to conduct a job analysis for the position of Customer
Assistance Representative (CAR) of Southern Power Company [Section 14C]1 Based upon
information obtained during the current study; it was found that, generally, CAR employees
work in an indoor office environment around and with others frequently. [Section 14C(4)] CAR
employees generally:
• Assist customers as they call in and provide customer service in an expedited manner.
• Respond to customer correspondence by calling or writing.
• Constantly multi-tasking and/or switching between multiple tasks.
Biddle Consulting Group, Inc. and Firefighter Selection, Inc.
Biddle Consulting Group, Inc. (BCG) is affiliated with Biddle & Associates, Inc. (B&A).
Biddle & Associates started in 1974 and was incorporated in 1977, and BCG was incorporated in
2001. BCG’s consulting division specializes in Equal Employment Opportunity (EEO), litigation
support, software development, and Affirmative Action Plan (AAP) technical support and has
assisted over 1,000 employers in these areas. Our OPAC® (Office Proficiency Assessment and
Certification) division has several thousand clients with automated test sales. Our CritiCall®
Pre-Employment Testing Software is used by hundreds of public-safety agencies from around
the United States and Canada for the selection of dispatchers and calltakers. And finally, we have
a sister corporation called Fire and Police Selection, Inc. (FPSI), which specializes in tests for
firefighter/police selection and promotion procedures.
Since 1977, B&A/BCG has assisted attorneys in litigation support as consultants or

experts in over one hundred EEO cases involving statistics and/or job-relatedness analyses. We
have conducted sensitive statistical EEO audit analyses for employers prior to a suit to minimize
the likelihood of suit. We have developed or validated selection devices in hundreds of
situations, have licensed occupational census data from the 1970, 1980, 1990, and 2000 census to
hundreds of clients, have licensed our test scoring and analysis, EEO/AAP analysis, and job
1
References in brackets throughout this report refer to sections of the federal Uniform Guidelines for Employee
Selection Procedures (1978) being addressed.

1
analysis software to hundreds of clients, have trained clients on AAP development in hundreds
of workshops, have developed AAPs for more than a hundred clients, have developed and
licensed our tests to numerous cities and counties, and we have distributed self-administered and
automatically scored word-processing and other administrative tests to more than a 3,000
employers and schools.
While most of our litigation support has been for defense attorneys, we have worked on
the plaintiff side in more than a dozen cases and served as the class expert monitor in a complex
case involving statistical effects and validation of practices, procedures, and custom developed
tests used for entry-level selection, promotion, and assignments and transfers to 75 jobs. Over the
past few years, several courts have supported our statistical analyses or our job analysis and job-
relatedness work products: our reading ability test for firefighters was supported as job related in
United States of America v. City of Torrance, [No. 93-4142-MRP, DC CA]; our statistical
analyses and job-relatedness analyses for written tests, oral interviews, and assessments of
promotability were supported for three classifications in Simmons v. The City of Kansas City,
Kansas, [No. 88-2603-0, DC KA]; our job-relatedness work involving a test was supported in
Sanchez v. City of Santa Ana, [No. CV-79-1818-KN, DC CA]; our statistical analyses were
supported in Wunderly v. S.C. Johnson & Son, Inc., [828 F. Supp 801 (DC OR)], Shelton v.
SCPIE, [No. BC 088821, 098887], and Kelley v. Metropolitan Transportation Authority, [No.
BC 104734]. On the plaintiff side, our statistical work was supported in Paige v. California
Highway Patrol, [No. CV-94-0083 CBM(Ctx), DC CA] and Bouman v. Baca, 940 F2d 1211 (9th
Cir. 1991), cert. denied 12-9-91.
During the past several years, we have had professional articles published in the
Personnel Journal, The Human Resources Professional, Public Personnel Journal, Public
Personnel Management, California Labor & Employment Law Quarterly, and Labor Law
Journal. These articles deal with statistics, disparate impact, and job-relatedness.
Some of the sensitive statistical analyses we have conducted for employers have included
the effects by sex, race, ethnic origin, and age groups of possible layoff actions, performance
evaluations, forced distribution ratings, pay, overtime, bonuses, raises, promotions, hiring,
transfers, plant closures, mergers, false arrests claims, vice arrests, cigarette smoking and
asbestos exposure, PCBs, and contracts let to minority and female owned businesses.

2
A substantial part of our practice is the determination of job relatedness (i.e., validation
of selection devices) such as written tests, skills tests, oral interviews, and performance
appraisals. Establishing job-related cutoffs for tests and combining several test results into an
overall list are other important components of our validation work. We also evaluate skill, effort,
responsibility, and working conditions in exemption cases.
BCG also offers a variety of AAP development options ranging from AutoAAP®
affirmative-action planning software to affirmative action plan outsourcing with a team of
tenured consultants that can develop an organization's entire set of affirmative action plans and
more.
Laws, Regulations, and Professional Standards
Biddle & Associates/Biddle Consulting Group has performed job analyses and developed
numerous pre-employment selection tests during the past 30 years, and is aware that these need
to address federal laws and regulations including, but not limited to, the
• Civil Rights Act of 1964 (CRA 1964; Title VII)
• Civil Rights Act of 1991 (CRA 1991)
• Americans with Disabilities Act (ADA)
• Age Discrimination in Employment Act (ADEA)
• Federal Uniform Guidelines for Employee Selection Procedure
• OFCCP Federal Contractor Requirements and Regulations
We are also aware that job analyses and selection tests should also address the professional
standards, including, but not limited to, the
• Principles for Validation and Use of Personnel Selection Procedures of the Society for
Industrial and Organizational Psychology (2003)
• American Educational Research Association /American Psychological Association’s

Standards for Educational and Psychological Testing (1999)
The job analysis was designed to address the relevant laws, regulations, guidelines, and
professional standards.

3
Job Analysis Facilitator
BCG Principal Consultant, Jim Kuthy, Ph.D., was the primary Job Analysis facilitator.
His resume is included as Attachment A.

4
Job Analysis Process
Job Analysis: Content of the Job [Section 14C(2) and 15C(3)]
The job analysis was conducted using BCG’s proprietary GOJA® (Guidelines Oriented
Job Analysis®) System. The GOJA System is a comprehensive job analysis and selection
planning system that has been used by hundreds of employers since its original development in
the mid 1970s. Based on the requirements of the federal Guidelines (1978), the Principles for the
Validation and Use of Personnel Selection Procedures (2003), and the 1991 Americans with
Disabilities Act, the GOJA System is designed to help build customized job analysis and
selection components that are fair, valid, effective, and defensible.
The GOJA System is more than a job analysis method. It is a methodology for
developing content valid employment selection tools including job analyses, selection plans, job-
specific supplemental application forms, assessments of promotability, structured interviews, and
job-related performance appraisals to address the requirements of the Guidelines and other
relevant standards. Many of the technical requirements of the Guidelines are addressed just by
using the GOJA System. GOJA provides the format to be used for the linking process called for
by the Guidelines with content validity, and, through its design is tailored to address the
technical requirements of Sections 14C(1)-(4), (6)-(9) of the Guidelines.
Work products developed with the GOJA System have been challenged in court and the
employer has won in each of the following cases:
• Calderon v. Imperial County (a consent decree that specifically exempts the County from
initiating a stringent selective certification procedure for all classifications that have been
validated under the “GOJA” System).
• Forsberg v. Pacific Northwest Bell Telephone [840 F2d 1409, CA-9 1988] for
maintenance administrators and test desk technicians.
• Gilbert v. East Bay Municipal Utility District [DC CA, 19 EPD 9061, 1979] for customer
accounting service supervisor.
• Martinez v. City of Salinas [DC CA, No. C-78-2608 SW (S.J.)] for firefighter.

5
• Parks v. City of Long Beach [DC CA, No. 84-1611 DWW (Px)] for fire engineer and
captain.
• Sanchez v. City of Santa Ana [DC CA, No. CV-79-1818 KN] for sergeant.
• Simmons v. City of Kansas City [DC KS, No. 88-2603-0] for detective, sergeant, and
lieutenant.
• United States v. City of Torrance [DC CA, No. 93-4142-MRP (RMCx)] for firefighter.
GOJA has been discussed in several articles and textbooks used in universities throughout the
United States:
• Buford, J. A. (1991) Personnel Management and Human Resources in Local

Government. Center for Governmental Services, Auburn University.
• Gatewood, R. S. & Field, H. S. (1986). Human Resource Selection. Drydan Press.
• Buford, J. A. (1985). Recruiting and Selection: Concepts and Techniques for Local
Government. Alabama Cooperative Extension Service, Auburn University.
• Schuler, R. S. Personnel and Human Resource Management. West Publishing Company.
• Bemis, S. E., Belenky, A. H., & Soder, D. A. Job Analysis: An Effective Management
Tool. Bureau of National Affairs: Washington D.C.
• Campbell, T. (July, 1982). Entry-Level Exam Examined in Court. The Western Fire
Journal.
• Sturn, R. D. (September, 1979). Mass Validation: The Key to Effectively Analyzing an

Employer's Job Classifications. Public Personnel Management.

6
Job Analysis Participants and Location
Participating Incumbent Employees [Section 14C(4)]
Data and information from 18 incumbent CAR employees who have performed the
functions of a CAR employee are included in these analyses. The following will demonstrate that
the Subject-Matter Experts (SMEs) who participated in this study are diverse in age and
ethnicity.
How many Job Experts are necessary to include in the job analysis process to produce
reliable results? Some courts have relied on as few as seven to ten Job Experts for providing
judgments and ratings about job and selection procedure characteristics (e.g., Contreras v. City
of Los Angeles, 656 F.2d 1267. 9th Cir. 1981; US v. South Carolina, 434 US 1026, 1978). The
number of Job Experts that initially participated in the current study exceeds the seven to ten
experts allowed under those decisions.
Experience of Subject-Matter Experts
20 or more
1-4 years 5-9 years 10-19 years
years
5 8 5 0
Gender of Subject-Matter Experts
The vast majority of those who hold CAR positions are women. The number of each
gender of the SMEs that participated in the current study was:
Male Female
6 12
It is noted that the CAR position is staffed by more than twice as many women as men.
Ethnicity of Subject-Matter Experts
The number of each ethnic background of the SMEs that participated in the current study
was:

7
Native
Black/African Asian / Pacific
White Hispanic/Latino American /
American Islander
Alaska Native
7 4 7 0 0
Age of Subject-Matter Experts
The ages of the SMEs that participated in the current study was:
Less than
20 – 29 30 – 39 40 – 49 50 or more
20 years of
years of age years of age years of age years of age
age
0 3 5 9 1
Location of Job Analysis Workshop/Data-Collection Site [Section 15C(1)]

The Job Analysis workshop was held at Southern Power Company Office, 1234 Pine
Mountain Road, Los Angeles, CA.

8
The Job Analysis Process
Work Setting [Section 14C(4) and Section 15C(3)]
During the Job Analysis workshop the SMEs discussed and arrived at a consensus to
describe a typical CAR’s work situation, including the setting in which work behaviors are
performed.
♦ The work situation, including the setting in which work behaviors are performed, can be
found in Attachment B.
Job Analysis Workshop
During the job analysis workshop, the SMEs individually documented the duties
performed by incumbents on the job. They also individually documented the KSAPCs needed to
perform the CAR position at Public Utility.
After writing down this information, the SMEs collectively reviewed the duties and the
KSAPCs, and the following modifications were made based on a consensus:
1. The descriptions of the duties and the KSAPCs were modified to most accurately
represent the duties and KSAPCs used by incumbents at all locations.
2. The wording of several duties/KSAPCs was modified to make the duties/KSAPCs

more understandable (e.g., removed vernacular that might be unfamiliar to others).
3. Skills and abilities were operationally defined in terms of observable aspects of work
behavior of the job.
Investigation of Job Duties, KSAPCs and Physical Abilities
The resulting lists of duties (including work behaviors, associated tasks, and if the
behavior results in a work product, a description of the work products), knowledge, skills,
abilities, and personal characteristics from the workshop were formed into a Job Analysis Survey
(JAS). All 18 of the SMEs were asked to individually rate the duties, KSAPCs (including
physical abilities) that they identified during the job analysis. For each duty, SMEs rated:

9
• The FREQUENCY with which the duty was performed (listed as daily to weekly,
monthly to quarterly, quarterly to yearly, less than yearly, and not performed). SMEs
identified one of the above selections.
• The IMPORTANCE level of the duty. A scale of 1 - 5 (1 = not required / 5 =

extremely critical) was used. [Section 14C(4) & 15C(3)]
In addition to rating the two criteria listed above, five senior-level SMEs also rated those
portions of the survey that are typically reserved for supervisors2:
• Whether the above-minimum performance of this duty denotes the BEST WORKER
or is PERFORMANCE DIFFERENTIATING of employees’ job performance. A
scale of 1 – 5 (1 = no difference / 5 – a very significant difference) was used. [Section
14C(9)]
• Whether the duty is FUNDAMENTAL. A dichotomous scale (N = NO - this duty

should not be considered “fundamental” / Y = YES – this duty should be considered
“fundamental”) was used. [Americans with Disabilities Act, 1990]
• If the duty could be readily ASSIGNABLE to other employees in order to

accommodate persons with disabilities who cannot perform them. A dichotomous
scale (N = NO – it is NOT reasonable to assign this duty to another employee / Y =
YES – it is reasonable to assign this duty to another employee) was used. [Americans
with Disabilities Act, 1990]
For those duties that are not observable, those aspects of the behaviors (i.e., KSAPCs
required to perform the job duty) that can be observed and the observed work products were
identified and analyzed. [Section 14C(2)]
All 18 of the SMEs also rated:
• The FREQUENCY with which the KSAPC was applied (listed as daily to weekly,
monthly to quarterly, quarterly to yearly, less than yearly, and not performed). SMEs
identified one of the above selections.
2
There were no supervisors “per se” that participated in the workshop. For that reason, the rating tasks that are
normally assigned to supervisory personnel during the GOJA process were made by very experienced, senior-level
job incumbents.

10
• The IMPORTANCE level of the KSAPC. A scale of 1 - 5 (1 = not required / 5 =
extremely critical) was used. [Section 14C(4)]
In addition to rating the three criteria listed above, five senior-level CAR job incumbents also
rated:
• If possessing above-minimum levels of the KSAPC denotes the BEST WORKER or

is PERFORMANCE DIFFERENTIATING of employees’ job performance. A scale
of 1 – 5 (1 = no difference / 5 – a very significant difference) was used. [Section
14C(9)]
• Whether the KSAPC is a HELPFUL OR MINIMUM QUALIFICATION. Minimum

Qualifications are those KSAPCs that an applicant or candidate must have prior to
entry to the position. A dichotomous scale (HQ / MQ) was used.
• What level of the KSAPC is needed upon entry to the job. (LEVEL NEEDED UPON
ENTRY). A scale of 1 – 4 (1 = none or very little / 4 = all or almost all) was used.
[Section 14C(1) and 14C(6)]
• Also, the LEVEL NEEDED FOR SUCCESS (this rating was given for knowledge
items only) was identified. A scale of 1 (Low) to 4 (Mastery) was used.
All 18 of the SMEs rated each Physical Ability for:
• The FREQUENCY with which the Physical Ability is performed (listed as daily to
weekly, monthly to quarterly, quarterly to yearly, less than yearly, and not
performed). SMEs identified one of the above selections.
• The IMPORTANCE level of the Physical Ability. A scale of 1 - 5 (1 = not required /

5 = extremely critical) was used. [Section 14C(4)]
In addition to rating the three criteria listed above, five senior-level CAR job incumbents
also rated:
• Whether the Physical Ability is a HELPFUL OR MINIMUM QUALIFICATION.

Minimum Qualifications are those Physical Abilities that an applicant or candidate
must perform to gain entry to the position. A dichotomous scale (HQ / MQ) was used.

11
• If possessing above-minimum levels of this Physical Ability denotes the BEST
WORKER or is PERFORMANCE DIFFERENTIATING of employees’ job
performance. A scale of 1 – 5 (1 = no difference / 5 – a very significant difference)
was used. [Section 14C(9)]
• Possessing this Physical Ability is needed upon entry to the job. (LEVEL NEEDED
UPON ENTRY). A scale of 1 – 4 (1 = none or very little / 4 = all or almost all) was
used. [Section 14C(1) and 14C(6)]
Relationship of Duties to KSAPCs [Section 15C(3)]
The federal Guidelines require in Section 14C(4) that “for any selection procedure
measuring a knowledge, skill, or ability the user should show that… (b) [the] knowledge, skill,
or ability is used in and is a necessary prerequisite to performance of critical or important work
behavior(s).” One way this can be accomplished is by showing that the KSAPCs are related to
the duties performed on the job.
During the end of the first day of the workshop, SMEs linked each of the KSAPCs to one or
more job duties. Two or more SMEs had to agree on a proposed linkage for that linkage to be
identified as being appropriate for selection purposes. In addition, KSAPCs deemed appropriate
for assessment must have received an average importance rating of important or higher (i.e., a
rating of 3, 4, or 5) and also must have received an average level needed upon entry rating that
indicated that most or all of a KSAPC/Physical Ability would be needed at the time of entry to
the job (i.e., a rating of 3 or 4).
♦ The KSAPC to duty linkage results can be found in Attachment C.
The following attachments are documents that were used in, or are derivative products of, the
Customer Account Representative Job Analysis process:
♦ A full explanation of the rating scales used during the Job Analysis process can be found
in the Instructions in Attachment D.

12
♦ The averages/summaries of the SMEs’ duty ratings can be found in Attachment E. The
numbers shown in this attachment were calculated after the ratings of any SMEs who
provided an extreme rating for a particular duty were eliminated (outliers).3
♦ The averages/summaries of the SMEs’ ratings of the KSAPCs can be found in

Attachment F. Once again, the numbers shown in this attachment were calculated after
the ratings of any SMEs who provided an extreme rating for a particular KSAPC were
eliminated (outliers). KSAPCs that did not achieve an importance rating of important
higher, or which did not receive a level needed upon entry rating that most or all of a
KSAPC would be needed at the time of entry to the job, are shaded grey in Attachment I
to identify that they did not meet the court-supported criteria used by Biddle Consulting
Group, Inc. for inclusion in a pre-employment selection process.
♦ The averages/summaries of the SME ratings of the Physical Abilities can be found in
Attachment G. Once again, the numbers shown in this attachment were calculated after
the ratings of any SMEs who provided an extreme rating for a particular Physical Ability
were eliminated (outliers).
3
An outlier was defined as a rating greater than or less than 1.645 standard deviations above/below the mean.

13
Other Related Information
Potential Limitations
The Job Analysis, to the best of its ability, identified the job duties and KSAPCs that are
common for the majority of CAR positions across multiple locations. However, even with the
great care taken to achieve this goal, it is possible that some of the KSAPCs identified during this
study are not required of all CAR employees in every location. It is therefore recommended that
the results of this Job Analysis be applied with discretion. A periodic review of this position is
also encouraged to identify whether the duties performed by CAR employees or the KSAPCs
required to perform those tasks change over time.
Contact Person [Section 15C(8)]
To receive further information about this validity study, contact:
Biddle Consulting Group, Inc.
Attention: James E. Kuthy, Ph.D.
193 Blue Ravine Road, Suite 270

Folsom, CA. 95630
Voice (916) 294-4250· Fax (916) 294-4255
Accuracy and Completeness [Section 15C(9)]
Trained BCG human resource consultants conducted the job analysis workshop and
collected the data. The data collected was entered by administrative staff employees and then
independently checked for accuracy by BCG employees. Analyses were also independently
double-checked and verified. Finally, a Principal Consultant reviewed the final Content Validity
Report. We invite any comments you might have about this report.

14
References
American Educational Research Association, the American Psychological Association, & the
National Council on Measurement in Education. (1999). Standards for educational and
psychological testing. American Educational Research Association: Washington, DC.
Society for Industrial and Organization Psychology (SIOP) (2003). Principles for the validation
and use of personnel selection procedures. (Fourth edition) College Park, MD: Author.
Uniform Guidelines on Employee Selection Procedures. (1978). Federal Register, 43, 38290-
38315.

15
ATTACHMENTS
TABLE OF CONTENTS
Job Analysis Facilitator’s Resume……………………………………… Attachment A
Work Situation……………………………………………………………Attachment B
Knowledge, Skill, & Ability Ratings to Duty Linkages………………...Attachment C
Explanation of GOJA Job Analysis Rating Scales……………………...Attachment D
Average Job Duty Ratings……………………………………………….Attachment E
Average Knowledge, Skill, & Ability Ratings…………………………..Attachment F
Average Physical Ability Ratings………………………………………..Attachment G

16
ATTACHMENT A
Job Analysis Facilitator’s Resume

17
Biddle Consulting Group, Inc.
193 Blue Ravine Road, Suite 270, Folsom, CA 95630
(916) 294-4250 Fax: (916) 294-4255
__________________________________________________________________________________________________________________
James E. Kuthy, Ph.D.

Senior Consultant and Director of Product Development
Experienced consultant in Equal Employment Opportunity (EEO) field, specializing in the

areas of:
♦ Selection/Promotion Plan Development
♦ Test Development and Validation (including overseeing computerized test development)
♦ Question Item Writing and Item Analysis
♦ Job Analysis
♦ Public Safety Practices and Procedures
♦ Litigation Support
♦ Performance Evaluation
♦ Industrial and Organizational Development and Research
Selection Plan Development
Experience with multiple aspects of selection plan development, including the professional and
legal aspects of designing, implementing, and reviewing selection plan components. Conceived
of, designed the test development process for, conducted the job analysis of, and validated the
nation’s first computerized professional selection testing battery for public safety dispatchers and
calltakers (9-1-1 Operators).
Promotion Plan Development
Experience with multiple aspects of promotion plan development, including the professional and
legal aspects of designing, implementing, and reviewing promotion plan components, including
plans for law enforcement agencies and a large labor union.
Test Development/Validation
Experience in developing tests and conducting job analyses, with an emphasis in the public
safety area, including written and physical ability testing.
Written Tests
Wrote, reviewed, and/or revised thousands of test items for multiple-choice ability tests. Wrote,
reviewed, and revised materials and test items for numerous in-basket exercises. Areas of written
test development include police, fire, and industrial classifications. Performed readability studies
on job materials and test items, item response analyses, and other statistical and research
evaluations of written tests. Tests developed for use by some of the largest United States’ cities

18
including a major metropolitan public-transit police agency with jurisdiction in two states and
one district.
Physical Ability Tests
Assisted in the development of physical ability testing used for screening candidates for entry-
level public safety positions and municipal electrical workers. This work includes developing
cutoff times, administration methodology, and modifications.
Lead Administrator of peace officer physical ability testing for a major mid-western city.
Other Selection Devices or Test Development Assistance
Development of various entry-level selection tests, revision of structured oral interviews, and
rated hundreds of oral briefing exercises. Conceived of and authored an automated professional
testing battery for public safety dispatchers. Trained a county police department in job analysis
and multiple-choice item writing to develop their own content-related job knowledge tests for
four different positions. Instructed test item writing at a three-day training session sponsored by
an international nonprofit public safety organization. Created an item-writing guide for an
international nonprofit public safety organization that is now an official publication distributed
by that organization.
Validation/Reliability
Application of content and criterion oriented approaches for validating numerous tests including
knowledge tests, physical ability tests, personality assessment, in-basket and oral briefing
measures. Authored the reliability and validation report for a computerized public-safety
dispatcher selection test. Conduct reliability studies (test/retest, internal consistency) of selection
tests, including work sample and personality tests.
Job Analysis
Conducted job analyses for a diverse variety of classifications including public-safety and public
transportation positions, customer service representatives, and Longshore Foremen. Conducted
job analysis workshops, including the collection of data from over forty-five different
organizations during a single project in order to create a unified content-validation report.
Responsible for working with subject matter experts and management in identifying duties,
importance ratings, duty statements, degrees of importance, consequence of errors, knowledge,
skills, abilities, physical and other characteristics, and link-up studies between job analyses and
tests. Conducted individual and group critical incident interviews to determine job tasks and the
knowledge, skills, abilities, and other characteristics needed to perform those tasks. Conducted
on-site job observations of job-related activities.

19
Litigation Support
Statistical and methodological research in response to federal court cases involving entry-level
and promotional examinations and transfer practices. Was the lead entry-level selection monitor
for a large law enforcement agency under a federal court mandate.
Educational Background
Ph.D. Industrial and Organizational Psychology: The University of Akron, OH
M.A. Industrial and Organizational Psychology: The University of Akron, OH
B.A. Robert F. Kennedy Program for Public Security and Administration: King’s College, PA.
Membership
American Psychological Association (APA)
Society of Industrial and Organizational Psychology (SIOP)
Recent Work History
Biddle Consulting Group, Inc. Biddle & Associates, Inc.

Senior Consultant/Director of Test Development 1999-present
Organizational consulting, selection planning, test development, job analysis, item writing,
human-resource related training, and test/item reviewer. Lead entry-level selection monitor for a
large county sheriff’s office under a federal Court’s mandate. Performed statistical and database
manipulation and/or analyses of data and information. Instructed selection and validation
seminars. Conceived of, designed, and validated the nation’s first and only computerized 9-1-1
communications operator test. Act as the national spokesperson for Biddle Consulting Group in
the public safety communications area. Create, and direct the programming and implementation
of, new and updated tests for both OPAC® (Office Skills Proficiency and Certification) software
and CritiCall® Personnel Selection software. Manage the company’s customer service division.
Independent Consultant
International Association of Chiefs of Police, Inc., Alexandria, VA (Exclusive Client) 1997-1999
Law Enforcement promotion test development. Contributing author of certification test items for
the organization’s certification/training modules. Instructed test item-writing at the 1999 IACP
Conference on Assessment Centers and Selection Issues. Assisted in a unique pilot project where
I instructed police supervisors on how to develop their own content-valid written tests.
Barrett and Associates, Inc., Akron, OH

Associate 1993-1996
Test planning, development, job analysis, rating, and item-writing for a wide variety of
classifications with an emphasis on public safety. Lead administrator for public safety testing.

20
Primary developer for all phases of test development, including job analysis and item writing, for
several job classifications of a regional rapid transit agency. Rated hundreds of oral-briefing
exercises for a major police department’s sergeant and lieutenant promotion testing.
The University of Akron, Akron, OH

University Faculty and Graduate Teaching Assistant 1994-1998
Instructed “Human Behavior at Work” as a part-time faculty member.
Instructed “Introduction to Psychology” classes and directed the laboratory portion of
“Experimental Psychology” classes as a graduate teaching assistant.
Caesar’s Tahoe, Lake Tahoe, NV

Lead Stage Technician/Stage Technician 1984-1993
Acted as a Reserve Deputy Constable (Peace Officer) for the Lake Tahoe, Nevada, Justice
Court concurrent with this position.
Douglas County Sheriff’s Office, Minden and Lake Tahoe, NV

Criminal Investigator/Detective, Crime Lab Supervision, Crime Scene Analyst, Traffic Accident
Investigation, Certified Latent Fingerprint Examiner, Traffic Enforcement Specialist, Patrol
Officer. Concurrently coordinated the county’s search and rescue functions for two years. 1978-
1984
El Dorado County Sheriff’s Office, South Lake Tahoe, CA

Reserve and full-time seasonal Deputy Sheriff assigned to the patrol division.
Full-time Summer 1977, Part-time Reserve 1976-1978
Recent Publications and Presentations
Kuthy, J. E. (1998). Senior Police Officer and Senior Detective test development and
training. Two-day session presented for the International Association of Chiefs of Police to the
Chesterfield County, VA Police Department.
Kuthy, J. E. (1999). Item writing for job knowledge testing. Presented at the International
Association of Chiefs of Police Annual Assessment Center and Selection Issues conference, San
Diego, CA.
Kuthy, J. E. (2000, May/June). Establishing Dispatcher Selection Testing. 9-1-1

Magazine, pages 19 - 20.
Kuthy, J. E. (2000, October). Selecting the Best Applicant for Today’s Computerized
Communications Workplace. Presented at the APCO Canada (Association of Public-Safety
Communication Officials, Inc.) conference, Ottawa, Canada.
Kuthy, J. E. (2000, March). Computerized Testing for Pre-Employment Dispatcher/Call-

Taker Selection. Presented at the APCO (Association of Public-Safety Communication Officials,
Inc.) Western Regional conference, Portland, OR.

21
Kuthy, J. E. (2000, April). Selecting the Best Applicant Using Pre-Employment Testing.
Presented at the APCO (Association of Public-Safety Communication Officials, Inc.) North
Central Regional conference, Columbus, OH.
Kuthy, J. E. (2000). National Dispatcher/Call-taker Job Analysis and CritiCall Content

Validity Study. Sacramento, CA: Biddle Consulting Group.
Kuthy, J. E. (2001). Reducing Employee Turnover. Presented at the Montana State APCO
Conference.
Kuthy, J. E. (2001). Update to the CritiCall Job Analysis Report: Test-Retest Reliability
Study. Sacramento, CA: Biddle Consulting Group.
Kuthy, J. E. (2001). Reduce Employee Turnover. Presented at the NENA National

Conference, Orlando, FL.
Kuthy, J. E. (2001). Computerized selection testing. Presented at the Southern California

Personnel Management Association, San Diego, CA.
Kuthy, J. E. (2002). Selecting the Best Employee for the Computerized Communications
Workplace. Presented at the Western Regional APCO-NENA Conference, Phoenix, AZ.
Kuthy, J. E. (2002; April). Should we be pre-employment testing for computer-related

skills? A report on the national dispatcher/call-taker job analysis study. Presented at the
Navigator Conference (National Academy of Emergency Dispatch), St. Petersburg, FL.
Kuthy, J. E. (2002; April). Written Test Item Analysis Study for a California County
Sheriff’s Office. Sacramento, CA: Biddle Consulting Group. [Proprietary document, not for
publication]
Kuthy, J. E. (2002; June). Update to the CritiCall Content Validity and Reliability Report.
Sacramento, CA: Biddle Consulting Group.
Kuthy, J. E. (2002). Conducting interviews that work. Presented at the Annual

Conference of the National Number Association, Indianapolis, IN.
Makiney, J., Fulp, J., & Kuthy, J. (2002; June/July). Using computerized testing to
streamline hiring and certification processes. Presented at the International Personnel
Management Assessment Council’s Annual Conference, New Orleans, LA.
Kuthy, J. E. (2002; August). Advances in Calltaker and Dispatcher Screening. Presented

at the APCO National Conference, Nashville, TN.
Kuthy, J. E. (2002; October). Personnel Selection Management using CritiCall.

Presented at the Atlantic Chapter APCO Conference, Manchester, NH.

22
Kuthy, J. E., (2003; February). Bilingual (English/Spanish) telecommunicator
certification job analysis and test development. Presented at the Western Regional APCO
Conference, Las Vegas, NV.
Kuthy, J. E., & Mateo, D. (April; 2003). What have we here? Assessing dispatcher
competency, skills, and language abilities. Presented at the Navigator (National Academy of
Emergency Dispatching) Conference, Anaheim, CA.
Kuthy, J. E. (2003; May). Test your job applicants using a telephone. Public Safety
Communications, pages 44-46.
Kuthy, J. E. (2003; May). Bilingual (English/Spanish) telecommunicator certification job

analysis and test development. Presented at the East Coast Regional Association of Public-Safety
Communications Officials (APCO) conference, Cape Cod, MA.
Kuthy, J. E. (2003; June). Bilingual (English/Spanish) telecommunicator testing and

certification. 9-1-1 Magazine, pages 28-29.
Kuthy, J. E. (2003, June). Bilingual 9-1-1 operator certification. Presented at the

International Personnel Management Association’s Assessment Council Annual Conference,
Baltimore, MD.
Biddle, D. A., Kuthy, J. E., & Nooren, P. (2003). Protecting your agency against EEO
litigation related to selection and promotion practices. Law Enforcement Executive Forum, 5(3),
pages 5 - 14.
Kuthy, J. E. (2004). Multitasking: The reason why computer skill testing of

telecommunicator job applicants is necessary. National Journal of Emergency Dispatch, 6(1).
Kuthy, J. E. (2004, March). It’s not fair! How employees’ perceptions of unfairness fuel
the staffing crisis. Presented at the Western Regional Association of Public-Safety
Communications Officials (APCO) conference, Spokane, WA.
Kuthy, J. E. (2004, June). It’s not fair! How employees’ perceptions of unfairness fuel the
staffing crisis. Presented at the NENA National Annual Conference, Tampa, FL.
Kuthy, J. E. (2005, April). Selecting employees who can efficiently do two or more things
at once. Presented at the North-Central APCO Annual Conference, Kansas City, MO.
Kuthy, J. E. (2005, June). Invited speaker. Presented an all-day session on human

resource-related issues at the Royal Canadian Mounted Police National Divisional
Representative Conference, Ottawa, ON.
Kuthy, J. E. (2005, August). Increasing the effectiveness of your training and assessment.
Presented at the APCO International Conference, Denver, CO.

23
Kuthy, J. E. (2005, October). Selecting employees who can do two (or more) things at
once: It’s harder than it looks. Presented at the APCO Canada Conference, Vancouver, BC.
Kuthy, J. E. (2006, March). Hiring great employees who can also multitask: It’s harder
than it looks. Presented at the Western Regional APCO Conference, Portland, OR.
Kuthy, J. E. (2006, March). Developing and conducting effective, fair, and valid
employment interviews. Presented at the Personnel Testing Council of Northern California’s 20th
Annual Conference, Berkeley, CA.
Kuthy, J. E. (2006, in press). Introduction. In D. Biddle (Ed.), A practitioner’s guide to

valid and defensible employment testing. Burlington, VT: Gower Publishing Company.
Meloun, J. M., & Kuthy, J. E. (submitted for publication). Helping trainees to succeed by
having them “think aloud.”
Selected Technical Reports and Case Consultation
International Longshore Workers Union, Local 94/Pacific Maritime Association

Foreman/Walking Boss Position
• Conducted job analysis.
• Authored job analysis report.
• Supervised development and implementation of a selection plan for this position.
• Written job knowledge test and structured interview developed and validated.
• Supervised implementation and rating of over 200 panel interviews
Seattle City Lights

• As part of a team, created a selection plan for three industrial-job classifications.
• Conducted and interpreted reliability and validity statistical analyses.
• Created electrical and mechanical written test items.
• Developed physical ability and work-skills tests.
• Developed selection interview guide and behavioral characteristic measures.
Burns v. County of San Mateo, U.S. District Court

o Submitted declaration as expert concerning public-safety calltaker task training
and employee discipline/discharge procedures
Humetrics, Inc.
• Statistical evaluation of personality characteristic measures for customer service
position.
• Conducted and interpreted criterion-related validity analyses.
• Conducted and interpreted test reliability analyses.
• Authored confirmatory/cross-validation criterion-related validity study.

24
Ultramar Diamond Shamrock
• Conducted job analysis of customer service position for this national company.
• Authored job analysis report.
• Conducted a concurrent criterion validity study of non-cognitive pre-employment
selection test.
CritiCall Personnel Selection Software

• Conducted nationwide job analysis study of public-safety telecommunication
positions (including more than 45 public-safety agencies).
• Authored and developed test content, including 22 different test modules.
• Conducted content-related validity study of the CritiCall selection test.
• Conducted follow-up validation studies of test.
• Authored validation report and its four updates.
• Collected and statistically analyzed test score data from over 5,000 test takers and
recommended cutoff score data from over 300 job experts.
• Determined appropriate time limits for testing for five of the CritiCall test
modules.
Major mid-western Regional Rapid Transit Authority (agency name withheld at request of client)
• As part of a team, developed job analyses and selection plans for motor-coach
diesel mechanic and electrician positions.
• The sole author of written test items for job knowledge testing for both positions.
• Made recommendations for additional types of testing.
Bouman v. Pritchess, Ninth Circuit Court of Appeals

• Provided services pertaining to validation, statistics, and EEO/AA laws and
regulations including preparation of exhibits and declarations to the court.
• Statistical analyses of adverse impact for entry level and promotional selection.
• Qualitative analyses of potential “alternate employment practices” which may
have lower adverse impact.
• Review of test validation procedures for numerous positions within the
organization.
Public Utility, Las Vegas, NV

o Conducted job analysis study of a Customer Assistance Representative position.
o Developed a list of tasks performed, and the knowledge, skills, abilities, and
personal characteristics needed to perform those tasks.
o Created a report of job analysis findings.
Paige v. California Highway Patrol, Federal District Court

• Validity/fairness review of entry level written tests.
• Disparate impact theory application and analysis.
• Drafted documents submitted to the court.

25
Stallworth/Kemp v. County of Alameda Sheriff’s Department
• Conducted a content-validation study of a written promotional examination.
• Authored validation report and made recommendations to client.

26
ATTACHMENT B
Work Situation

27
WORK SITUATION
The work situation for the Customer Assistance Representative position, including the
setting in which work behaviors are performed, was examined during the workshop. The
following is a synopsis of the findings from that examination.
• Employees are typically assigned to work five days a week.
• Employees are typically assigned to work only Monday through Friday.
• The typical work shift is eight-hours per day.
• Employees are sometimes asked to work extended work hours.
• Employees work indoors in an office-style environment.
• Employees typically do not work irregular hours or days outside of their normally
assigned shifts.
• Employees are not typically “on-call.”
• Employees typically do not work at more than one site or location.
• Employees do not typically travel on the job. However, some travel may be
required for job-related functions, such as participating in the Job Analysis
workshop.
• All employees must comply with a “business casual” company grooming/attire
standard.
• Employees work under consistent, but moderate, time pressure.
• Employees must be able to focus for long periods of time on many different tasks
at once, with frequent interruptions.

28
ATTACHMENT C
Knowledge, Skill and Ability to Job Duty Linkages
Notes
Those KSAPCs that are shaded in the following table did not meet the court-supported criteria used by
Biddle Consulting Group, Inc. for inclusion in a pre-employment selection process.
Job Duty numbers can be found in Attachment E.

29
LINK TO DUTIES
(Numbers indicate
KSAPCs
duties associated with
this KSAPC)
1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
1 The ability to read and comprehend information and ideas written in English. 11,12, 13, 14, 15, 16, 17,
18, 19, 20, 21
The ability to take notes and compose effective written communication in 1, 2, 3, 4, 5, 6, 7, 8, 10, 12,
2
English using a keyboard and/or by hand. 13, 14, 16, 17, 18, 19, 21
The ability to perform basic math such as addition, subtraction, multiplication, 1, 2, 3, 5, 6, 8, 9, 10, 14, 16,
3
and division using a calculator. 19, 20, 21
The skill to choose the right mathematical methods or formulas to solve a 1, 2, 3, 6, 8, 13, 14, 16, 18,
4
problem. 19, 20, 21
The ability to work closely with others and to be an effective member of a team
1, 2, 3, 4, 5, 12, 13, 14, 15,
5 in order to achieve goals; including an ability and willingness to help others, as
17, 18, 19, 21
needed.
The ability to speak clearly and effectively when communicating with others so
1, 2, 3, 4, 5, 6, 7, 8, 9,
that others will understand, both in person and by telephone. Effectively
6 11,12, 13, 14, 15, 16, 17,
communicate at the appropriate level (e.g., elderly, confused, intoxicated,
18, 19, 21
lacking education)
The ability to listen and understand the spoken word by being attentive and
properly interpreting and/or responding to verbal communication, 1, 2, 3, 4, 5, 6, 7, 8, 9, 11,
7 understanding the points being made, asking questions as appropriate, and not 12, 14, 15, 16, 17, 18, 19,
interrupting at inappropriate times. Stay focused and not be distracted. Ability 21
to maintain control of the call.

30
LINK TO DUTIES
(Numbers indicate
KSAPCs
this KSAPC)
The ability to quickly and accurately solve problems and/or make decisions.
1, 2, 3, 4, 5, 6, 7, 8, 12, 14,
8 Includes, but is not limited to, the ability to apply general rules to specific
16, 17, 18, 19, 21
problems to produce answers that make sense.
The ability to tell when something is wrong or is likely to go wrong, knowing 1, 2, 3, 4, 5, 6, 7, 8, 12, 14,
9
what the appropriate next step is, and following through to resolution. 16, 17, 18, 19, 21
1, 2, 3, 4, 5, 6, 7, 8, 9, 12,
The ability to use logic and reasoning to identify the strengths and weaknesses
10 13, 14, 15, 16, 17, 18, 19,
of alternative solutions, conclusions or approaches to problems.
21
The ability to learn and retain information to be used at a later time. Includes
1, 2, 3, 5, 6, 7, 8, 9, 10, 11,
11 both long-term learning and the ability to recall bits of information, such as
12, 13, 16, 17, 18, 19, 21
telephone numbers, names, addresses from memory for short periods of time.
The ability and willingness to learn and use new techniques or procedures in a 1, 2, 3, 5, 6, 7, 8, 9, 10, 11,
12 timely fashion. Includes, but is not limited to, the ability to adapt to change 12, 13, 14, 15, 16, 17, 18,
without incurring overwhelming stress. 19, 20, 21
The ability to convey the value of options or programs. May require the ability 1, 2, 3, 6, 8, 9, 12, 13, 14,
13
to convince others to take or not take action. 16, 17, 18, 21
The ability to identify and prioritize things or actions in a certain order or

1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
pattern according to a specific rule, set of rules (e.g., patterns of numbers,
14 12, 13, 16, 17, 18, 19, 20,
letters, words, pictures, mathematical operations), or routine (moving from one
21
computer screen to another).

31
LINK TO DUTIES
(Numbers indicate
KSAPCs
this KSAPC)
The ability to file and/or retrieve information stored using alphabetical and/or
15 1, 2, 3, 10
numerical filing systems.
The ability to combine pieces of information to form conclusions (includes

finding a relationship among seemingly unrelated events). Follow up or pursue 1, 2, 3, 5, 6, 7, 8, 9, 10, 12,
16
additional information when information provided is not sufficient or does not 13, 16, 17, 18 ,19 ,21
make sense.
The ability to handle stressful situations while maintaining a high level of

performance and professionalism (such as maintaining appropriate use of
1, 2, 3, 5, 6, 7, 8, 9, 11, 12,
17 words). Includes, but is not limited to, the ability to appropriately use emotions;
14, 16, 17, 18, 19 , 21
being stable and level-headed under stressful situations (not overreacting), help
others regain their composure or defuse situation.
The ability to make fast, simple, repeated movements of the fingers, hands, and
18 2, 3, 4, 6, 7, 10, 19
wrists.
The ability to use a mouse and keyboard associated with a personal computer 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
19
without having to concentrate or focus on those behaviors. 13, 17, 18, 19, 20, 21
The ability to simultaneously perform two or more job-related tasks (e.g., speak 1, 2, 3, 5, 6, 7, 8, 9, 10, 12,
20 with client on telephone while entering information using a keyboard; work 14, 15, 16, 17, 18, 19, 20,
reports while speaking on the phone). 21
The ability to filter out or minimize distractions that might potentially interfere 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
21 with job performance. Includes the ability to focus on a single source of sound 11, 12, 13, 14, 15, 16, 17,
in the presence of other distracting sounds. 18, 19, 20, 21

32
LINK TO DUTIES
(Numbers indicate
KSAPCs
this KSAPC)
The ability to be honest in work and in relationship to others, including being 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
22 truthful, straightforward, and consistent. Includes, but is not limited to, the 11, 12, 13, 14, 15, 16, 17,
ability to appropriately maintain the security and/or privacy of information. 18, 19, 20, 21
The ability to monitor/assess your own performance and manage one’s own 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
23 time, to make improvements or take corrective action. Includes the ability to 11, 12, 13, 14, 15, 16, 17,
have self discipline to adjust work pace and/or take initiative when appropriate. 18, 19, 20, 21
1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
The ability to understand the implications of new information for both current
24 11, 12, 13, 14, 16, 17, 18,
and future problem-solving and decision-making.
19, 21
Skill at accurately recording information, such as entering data into a computer

1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
and/or by hand. Includes, but is not limited to, the ability to focus on essential
25 11, 12, 13, 14, 16, 17, 18,
portions of conversation or communication and enter that information into a
19, 20, 21
computer while engaged in that communication.
Knowledge of principles and processes for providing customer services. This 1, 2, 3, 4, 5, 6, 7, 8, 9, 11,
26 includes customer needs assessment, meeting quality standards for services, 12, 13, 14, 16, 17, 18, 19,
perform services in a tactful manner. 21
1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
Knowledge of the structure and content of the English language including the
27 11, 12, 13, 14 ,15, 16, 17,
meaning and spelling of words, rules of composition, and grammar.
18, 19, 20, 21
Knowledge of administrative and clerical procedures and systems such as word 1, 2, 3, 4, 5, 6, 7, 8, 10, 12,
28 processing, managing files and records, and other office procedures and 13, 14, 16, 17, 18, 19, 20,
terminology. 21

33
LINK TO DUTIES
(Numbers indicate
KSAPCs
this KSAPC)
1, 2, 3, 4, 5, 6, 8, 13, 14, 16,

29 Knowledge of arithmetic and its applications.
18, 19, 20
Knowledge of principles and methods for promoting services. This includes a 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
30 well-rounded knowledge of company programs, products (e.g., natural gas), 11, 12, 13, 14, 16, 17, 18,
web site (resources tools on web site). 19, 21
The ability and willingness to take appropriate precautions in various settings to 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
31 address safety standards. Includes the ability and willingness to help others to 11, 12 , 13, 14, 16, 17, 18,
do the same. 19, 20, 21
The ability to take responsibility for one’s own actions, as well as the 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
32 consequences of inaction. Includes the ability to take appropriate action when 11, 12, 13, 14, 15, 16, 17,
necessary without external prompting and standing by decisions appropriately. 18, 19, 20, 21
The ability to behave in a way that is consistent with societal and legal 1, 2, 3, 4, 5, 6, 7, 8, 9, 11,
33 guidelines in work-related situations and also avoids conflicts of interest. Being 12, 13, 14, 15, 16, 17, 18,
tactful with customers. 19, 20, 21
The ability and willingness to appear to work on time and ready to work. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
34 Includes, but is not limited to, the ability to work diligently throughout entire 11, 12, 13, 14, 15, 16, 17,
day. The ability to use company time wisely. 18, 19, 20, 21
1, 2, 3, 5, 6, 7, 8, 9, 11,12,
35 The ability to encourage and/or direct others toward the achievement of goals. 13, 14, 15, 16, 17, 18, 19,
21

34
LINK TO DUTIES
(Numbers indicate
KSAPCs
this KSAPC)
The ability to treat people fairly and with dignity and respect, including, but not 1, 2, 3, 4, 5, 6, 7, 8, 9, 11,
36 limited to, those who may be different. Includes the ability to interact 12, 14, 15, 16, 17, 18, 19,
harmoniously with others, including those who may be different. 21
1, 2, 3, 4, 5, 6, 7, 8, 9, 12,
37 Ability to take and learn from constructive feedback in a positive way.
13, 14, 16, 17, 18, 19, 21
1, 2, 3, 5, 6, 8, 9, 12, 13,
38 The ability to paraphrase information.
14, 16, 17, 18, 19, 21
2, 3, 7, 10, 11, 12, 14, 19,

39 Ability to be respectful of the property of the company and of others.
21
1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
Ability to organize information and resources in a systematic way to maximize
40 12, 13, 14, 16, 17, 18, 19,
its use. Includes keeping a work area organized and easily accessible.
21
1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
41 Ability to know where to get information. 11, 12, 13, 14, 16, 17, 18,
19, 20, 21
1, 2, 3, 4, 5, 6, 7, 8, 9, 11,
Ability to be aware of issues or actions that may affect others in a negative way.
42 13, 12, 14, 16, 17, 18, 19,
Includes being aware of your surroundings and acting appropriately.
21

35
LINK TO DUTIES
(Numbers indicate
KSAPCs
this KSAPC)
1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
Ability to project a positive image of the company and its employees at all
43 11, 12, 13, 14, 15, 16, 17,
times.
18, 19, 20, 21
1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
44 Ability to show initiative. 11, 12, 13, 14, 15, 16, 17,
18, 19, 20, 21
1, 2, 3, 4, 5, 6, 7, 8, 9, 12,
45 Ability to motivate others. 13, 14, 15, 16, 17, 18, 19,
21
1, 2, 3, 4, 5, 6, 7, 8, 9, 12,
46 Ability to share knowledge with others. 13, 14, 15, 16, 17, 18, 19,
21
1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
Knowledge of computer programs: CSS, WMIS, TTS, Vista Plus, One Step,
47 11, 12, 13, 14, 15, 16, 17,
OLTE, CAS, Walker, Mobile Services, Oracle.
18, 19, 20, 21
1, 2, 3, 4, 5, 6, 7, 8, 9, 11,
Knowledge of tariffs (i.e. codified rules and regulations of public utilities
48 12, 13, 14, 16, 17, 18, 19,
commission) (Note: different tariffs for different states) and statements of rates.
21
Ability to dress and groom, including personal hygiene, according to company

49 1, 14, 19
policies.

36
LINK TO DUTIES
(Numbers indicate
KSAPCs
this KSAPC)
1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
50 Ability to use Internet, Infonet (internal internet), and Groupwise software. 11, 12, 13, 14, 16, 17, 18,
19, 20, 21
1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
51 Knowledge of Company Jargon (vernacular). 11, 12, 13, 14, 15, 16, 17,
18, 19, 20, 21

37
ATTACHMENT D
Explanation of GOJA Job Analysis Rating Scales

38
The following instructions were provided to the SMEs during the Job Analysis workshop.
Rating scales for job duties to be completed by all SMEs
Frequency
Give each duty a Frequency Rating to show how often, in general, you perform it. Choose one
of the following options:
1 – Annually or less often
2 – Semi-Annually (approx. 2 times/year)
3 – Quarterly (approx. 4 times/year)
4 – Monthly (approx. 1 time/month)
5 – Bi-Weekly (approx. every 2 weeks)
6 – Weekly (approx. 1 time/week)
7 – Semi-Weekly (approx. 2 to 6 times/week)
8 – Daily/Infrequently (approx. 1 to 6 times/day)
9 – Daily/Frequently (approx. 7 or more times/day)
Importance
Give each duty an Importance Rating to show how important the duty is to successful job
performance–to achieving the purpose of the job. Consider how often the duty is performed, the
amount of time spent on the duty, and how serious the consequences are if the duty is not
performed or not performed properly. Choose one of the following options:
1 – Not Important: Minor significance to the performance of the job.
2 – Of Some Importance: Somewhat useful and/or meaningful to the performance of
the job.
• Improper performance may result in slight negative consequences
3 – Important: Useful and/or meaningful to the performance of the job.
• Improper performance may result in moderate negative consequences
4 – Critical: Necessary for the performance of the job.
• Improper performance may result in serious negative consequences
5 – Very Critical: Necessary for the performance of the job, and with more extreme
consequences.
• Improper performance may result in very serious negative consequences
Additional rating scales for job duties to be completed by Supervisor SMEs
Best Worker
This question is asked because it helps in rank ordering applicants on the basis of job-related
qualifications and in evaluating current job-holder’s job performance. Complete the following
statement using the rating scale provided.
Above-minimum performance of this duty makes (Select one option from below) difference in
overall performance of the job.
1 – no
2 – little
3 – some

39
4 – significant
5 – very significant
Fundamental (Fundamental Duty): We need to be able to distinguish fundamental job duties
from those that are not fundamental to the purpose of the job. Answer “Yes” if the duty is a
fundamental duty; answer “No” if it is not. All the duties of some jobs may be fundamental
duties; for other jobs some, but not all, of the duties may be fundamental. A duty is considered
fundamental to the job in any of the following ways:
• The duty is frequently performed (check the Frequency rating) and/or the
proportion of work time spent on it is significant (check the Percentage of Time), or
• The consequence to the purpose of the job is severe if the duty is not performed or
if it is performed poorly (check the Importance rating), or
• Removing the duty would fundamentally change the job. In other words, the duty is
fundamental because the reason the job exists is to perform the duty, or
• There are a limited number of employees available among whom the performance
of this duty can be distributed, or
• The duty is so highly specialized that the current job-holder was placed in the job
because of his/her expertise or ability to perform this particular duty.
Assignable (Assignable to Others): This section is necessary to identify those duties that can
be readily assumed by other employees in order to accommodate persons with disabilities who
cannot perform them. Duties that are frequently performed and/or take up a large proportion of
work time and are important or critical probably are not easily assigned to others. A “No” answer
might be appropriate in this case. Duties that occur infrequently and/or that require a small
percentage of work time can sometimes be assumed by others, regardless of how important or
unimportant they are. A “Yes” answer might be appropriate in this case.
Rating scales for KSAPCs to be completed by all SMEs
Frequency
Give each KSAPC a Frequency Rating to show how often, in general, you use it. Before
deciding on a frequency rating, review the duties which you have listed as requiring the KSA.
The frequency rating of the KSAPC can be less often, more often, or the same as the frequency
rating of any duty to which it is linked. For example, a KSAPC can be linked to five duties, each
of which is performed weekly (one on each day of the week), so the frequency of the KSAPC
could be daily even though each duty it is linked to is performed weekly. Or if the duties are
performed daily, but the KSAPC is needed only every two weeks to do a part of the duties, then
its frequency is bi-weekly. Choose one of the following options:

40
Importance
Give each KSAPC an Importance Rating. How important is the KSAPC to successful job
performance or to achieving the purpose of the job? Consider the importance rating of the duties
for which the KSAPC is needed. Typically, a KSAPC’s importance rating will be the same as the
most important duty for which it is needed – but not always. Therefore, don’t just automatically
select the importance of the most important duty; evaluate what the importance rating of each
KSAPC should be. Choose one of the following options:
2 – Of Some Importance: Somewhat useful and/or meaningful to the performance of
the job.
consequences.
Rating scales for KSAPCs to be completed by Supervisor SMEs
Level Needed Upon Entry

Having Supervisors identify the minimum amount of a KSAPC or Physical Abilities that are
necessary upon entry to the job provides direction on which KSAPCs and Physical Abilities to
screen in a selection process. Supervisors are asked to complete the following statement to gather
this data:
Possessing (Select one option from below) of this KSAPC/Physical Abilities is needed upon
entry to the job.
1 – None or very little
2 – Some (less than half)
3 – Most (more than half)
4 – All or almost all
The Guidelines state, “Content validity is also not an appropriate strategy when the selection
procedure involves knowledge, skills, or abilities which an employee will be expected to learn on
the job” (Section 14C[1]). To address this requirement, we suggest using an average rating of 3.0
as a minimum threshold for determining which KSAPCs or Physical Abilities to include in a
selection process.

41
Best Worker
This question is asked because it helps in rank ordering applicants on the basis of job-related
qualifications and in evaluating current job-holder’s job performance. Complete the following
statement using the rating scale provided.
Above-minimum performance of this duty makes (Select one option from below) difference in
overall performance of the job.
1 – no
2 – little
3 – some
4 – a significant
5 – a very significant
Minimum v. Helpful Qualifications

Supervisors provide this rating to determine which KSAPCs and Physical Abilities to include in
a selection process. Supervisors provide a rating of “MQ” to indicate that the KSAPC or
Physical Abilities is a minimum qualification (i.e., requirement), and “HQ” to indicate that it is
only helpful:
MQ – Minimum Qualification
HQ – Helpful Qualification
Minimum qualifications are those that the applicant or candidate must have prior to entry into
the position; helpful qualifications can still be included in the selection process, but are not
absolute necessities prior to entry.
Level Needed for Success

Supervisors provide these ratings to indicate the minimum amount of a job knowledge that is
necessary for successful performance. The following scale is used to gather these ratings:
This level of job knowledge held must be at a (Select one option from below) level for successful
job performance.
1 – Low: none or only a few general concepts or specifics available in memory in
none or only a few circumstances without referencing materials or asking
questions.
2 – Familiarity: have some general concepts and some specifics available in memory
in some circumstances without referencing materials or asking questions.
3 – Working knowledge: have most general concepts and most specifics available in
memory in most circumstances without referencing materials or asking questions.
4 – Mastery: have almost all general concepts and almost all specifics available in
memory in almost all circumstances without referencing materials or asking
questions.
The data from these ratings are useful for choosing the job knowledge that should be included in
a written job knowledge test. We suggest only including job knowledge that have average ratings
of 3.0 or higher on written job knowledge tests. See Section 14C(4) of the Guidelines for specific
requirements about measuring job knowledge in a testing process.

42
Rating scales for Physical Abilities to be completed by all SMEs
Frequency Rating
Give a Frequency Rating to show how often, in general, you use each Physical Abilities. Before
deciding on a frequency rating, review the duties which you have listed for the Physical
Abilities. The frequency rating of the Physical Abilities can be less often, more often, or the
same as the frequency rating of any duty it is linked to. For example, a Physical Abilities can be
linked to five duties, each of which is performed weekly (one on each day of the week), so the
frequency of the Physical Abilities could be daily even though each duty to which it is linked is
performed weekly. Or if the duties are performed daily, but the Physical Abilities is needed only
every two weeks to do a part of the duties, then its frequency is bi-weekly even though the duties
are performed daily. Choose one of the following options:
Importance Rating
How important is the Physical Abilities to successful job performance or to achieving the
purpose of the job? A Physical Abilities’ importance rating may or may not be the same as the
most important duty for which it is needed. Therefore, don’t just automatically select the
importance of the most important duty. Decide what the importance rating of each Physical
Abilities should be. Choose one of the following options:
2 – Of Some Importance: Somewhat useful and/or meaningful to the performance
of the job.
consequences.

43
Rating scales for Physical Abilities to be completed by supervisor SMEs
Minimum v. Helpful Qualifications: Identify whether the Physical Abilities is a

minimum or helpful qualification. Minimum qualifications are those that the applicant or
candidate must have prior to entry into the position.
Best Worker: This question is asked because it helps in rank ordering applicants on the
basis of job-related qualifications and in evaluating current job-holder job performance.
Complete the following statement using the rating scale provided.
Possessing above-minimum levels of this Physical Abilities makes (Select one option
from below) difference in overall performance of the job.
1 – no
2 – little
3 – some
4 – a significant
5 – a very significant
Level Needed Upon Entry: When Physical Abilities are required on the job is used to
address Section 5F and 14C(1) of the Guidelines (not measuring KSAPCs that are
learned in a brief orientation or trained on the job). It should be a supervisor rating.
Complete the following statement using the rating scale provided.
Possessing (Select one option from below) of this Physical Abilities is needed upon entry
to the job.
1 - None or very little
2 – Some (less than half)
3 – Most (more than half)
4 – All or almost all

44
ATTACHMENT E
Average/Summaries for SME Duty Ratings

45
FUNDAMENTAL
BEST WORKER
IMPORTANCE
ASSIGNABLE
FREQUENCY
JOB DUTY: If applicable, include domain
(area within the job to which the duty is
related; for example, client contact,
personnel, etc.)
Effectively converse with a wide variety of

people, including internal/external customers, by
telephone or in person. This may be done to
1. quickly communicate information about products
9.00 4.72 4.60 Y N
and services, to take orders or cancel accounts, or
to obtain details of complaints and compliments;
or for other reasons, with a high volume of
diverse calls.
Use a computer and/or handwriting to make
records of customer interactions and transactions,
recording details of inquiries, complaints, and
2. comments, as well as actions taken. Navigating
9.00 4.73 4.60 Y N
on a computer to frequently access, view, enter
information or take handwritten notes while
performing other activities, such as conversing
on the telephone.
Resolve customers' service or billing complaints
by performing activities such as refunding money
3. and adjusting bills (e.g., late payment charges or 8.11 3.89 4.60 Y N
bill collection fees). Includes calculating
appropriate numbers and amounts.
4. Check to ensure that appropriate changes are

7.94 3.88 4.20 Y Y
made to resolve customers' problems.
Based upon a call, research unresolved customer

grievances or queries with designated
5. 7.44 3.33 5.00 Y Y
departments and follow-up. May transfer call to
appropriate department for resolution.
Determine charges for services requested, collect

deposits or payments, and/or arrange for billing
6. or payment arrangements. Make decisions based 9.00 4.31 4.40 Y N
on customer’s needs and status (e.g., new or
disconnected customer).

46
FUNDAMENTAL
BEST WORKER
IMPORTANCE
ASSIGNABLE
FREQUENCY
personnel, etc.)
Complete forms, prepare change of address

records, and issue service discontinuance orders,
7. 8.82 5.00 5.00 Y N
emergency orders, using computers and/or by
hand when computer systems are down.
Obtain and examine all relevant information in

order to assess validity of complaints and/or
8. determine possible causes, such as extreme 8.00 4.00 4.40 Y N
weather conditions or contextual factors that
could increase utility bills.
Educate and/or persuade others to take action,

such as utilizing gas efficiently, upgrading to
more efficient products, increase insulation or do
9. 8.25 3.00 3.40 Y N
an energy audit. Educate customer about other
resources, including internal/community
resources that may be available.
File and/or retrieve information stored using

10. alphabetical and/or numerical listing using either 6.88 3.13 3.40 Y Y
an electronic or paper filing systems.
Maintain the security and privacy of company

11. 9.00 5.00 4.75 Y N
and customer information.
Help customers to maintain a safe environment,

such as recognizing when unsafe conditions are
12. likely to exist or whether safety-related issues 8.11 5.00 4.60 Y N
might arise if appropriate action is not taken.
Instruct customers about emergency procedures.
Learn work-related basics and then actively

continue to expand knowledge of work-related
13. 7.33 3.67 4.00 Y N
activities, including learning and using new
methods or techniques.

47
FUNDAMENTAL
BEST WORKER
IMPORTANCE
ASSIGNABLE
FREQUENCY
personnel, etc.)
Work as part of a team, proactively assisting

others as needed. Also work as an individual and
14. 8.81 3.73 3.80 Y N
use your level of empowerment (selecting from a
number of appropriate solutions).
Answering call for volunteers and/or are assigned

15. 4.44 2.50 3.40 Y N
to help educate peers.
Quickly and accurately make decisions or solve

16. problems, as needed with minimal supervision 8.75 4.35 4.60 Y N
within company guidelines.
Effectively communicate with others, both in

writing and verbally, as needed. Includes, but is
17. 8.87 4.50 4.60 Y N
not limited to, the use of proper grammar,
spelling, punctuation, and phrasing.
Deal with more than one situation at a time,

while being focused and aware of geographical
18. areas (e.g., setting up accounts, dealing with 8.76 4.06 4.60 Y N
more than one phone conversation at a time,
going from one program to another).
Perform all the duties of a customer assistant

representative in addition to the duties performed
by cashiers such as; compile bank deposits,
19. 6.61 4.59 4.40 Y Y
collect payments, make change, balance the
drawer and perform face to face duties of a
cashier, while using a computer.
Maintains statistical information such as call

20. 7.00 3.88 4.40 Y N
volume and attendance.

48
FUNDAMENTAL
BEST WORKER
IMPORTANCE
ASSIGNABLE
FREQUENCY
personnel, etc.)
Contact internal/external customers about a wide

variety of issues, such as responding to inquiries
21. 6.91 3.60 4.00 Y N
or to notifying them of account investigation
results and any planned adjustments.

49
ATTACHMENT F
Average/Summaries for KSAPC Ratings

50
NOTE: Those KSAPCs that are shaded did not meet the court-supported criteria used by Biddle
Consulting Group, Inc. for inclusion in a pre-employment selection process.
LEVEL NEEDED FOR

SUCCESS (knowledge
QUALIFICATION
BEST WORKER
LEVEL NEEDED
IMPORTANCE
FREQUENCY
UPON ENTRY
MINIMUM vs.
HELPFUL
only)
KSAPC’s
The ability to read and comprehend information

1. 9.00 5.00 MQ 5.00 4.00
and ideas written in English.
The ability to take notes and compose effective

2. written communication in English using a 9.00 5.00 MQ 5.00 4.00
keyboard and/or by hand.
The ability to perform basic math such as

3. addition, subtraction, multiplication, and division 8.69 4.53 MQ 5.00 4.00
using a calculator.
The skill to choose the right mathematical

4. 8.38 4.24 MQ 4.60 3.60
methods or formulas to solve a problem.
The ability to work closely with others and to be

an effective member of a team in order to achieve
5. goals; including an ability and willingness to help
8.69 4.00 MQ 4.40 3.60
others, as needed.
The ability to speak clearly and effectively when

communicating with others so that others will
understand, both in person and by telephone.
6. Effectively communicate at the appropriate level
9.00 4.59 MQ 5.00 4.00
(e.g., elderly, confused, intoxicated, lacking
education)

51
LEVEL NEEDED FOR
SUCCESS (knowledge
QUALIFICATION
BEST WORKER
LEVEL NEEDED
IMPORTANCE
FREQUENCY
UPON ENTRY
MINIMUM vs.
HELPFUL
only)
KSAPC’s
The ability to listen and understand the spoken

word by being attentive and properly interpreting
and/or responding to verbal communication,
7. understanding the points being made, asking 9.00 4.53 MQ 5.00 4.00
questions as appropriate, and not interrupting at
inappropriate times. Stay focused and not be
distracted. Ability to maintain control of the call.
The ability to quickly and accurately solve
problems and/or make decisions. Includes, but is
8. not limited to, the ability to apply general rules to 9.00 4.56 MQ 4.40 3.60
specific problems to produce answers that make
sense.
The ability to tell when something is wrong or is

9. likely to go wrong, knowing what the appropriate 8.40 4.57 MQ 4.60 3.40
next step is, and following through to resolution.
The ability to use logic and reasoning to identify

10. the strengths and weaknesses of alternative 8.44 4.06 MQ 4.40 3.60
solutions, conclusions or approaches to problems.
The ability to learn and retain information to be

used at a later time. Includes both long-term
11. learning and the ability to recall bits of 8.71 3.94 MQ 4.20 3.40
information, such as telephone numbers, names,
addresses from memory for short periods of time.
The ability and willingness to learn and use new

techniques or procedures in a timely fashion.
12. Includes, but is not limited to, the ability to adapt
7.56 4.13 MQ 5.00 3.60
to change without incurring overwhelming stress.

52
LEVEL NEEDED FOR
SUCCESS (knowledge
QUALIFICATION
BEST WORKER
LEVEL NEEDED
IMPORTANCE
FREQUENCY
UPON ENTRY
MINIMUM vs.
HELPFUL
only)
KSAPC’s
The ability to convey the value of options or

13. programs. May require the ability to convince 7.94 3.88 HQ 3.40 3.00
others to take or not take action.
The ability to identify and prioritize things or

actions in a certain order or pattern according to a
specific rule, set of rules (e.g., patterns of
14. numbers, letters, words, pictures, mathematical
8.79 4.38 MQ 4.00 3.40
operations), or routine (moving from one
computer screen to another).
The ability to file and/or retrieve information

15. stored using alphabetical and/or numerical filing 7.80 3.07 HQ 4.00 3.60
systems.
The ability to combine pieces of information to

form conclusions (includes finding a relationship
16. among seemingly unrelated events). Follow up or 8.12 3.94 MQ 4.40 3.60
pursue additional information when information
provided is not sufficient or does not make sense.
The ability to handle stressful situations while
maintaining a high level of performance and
professionalism (such as maintaining appropriate
use of words). Includes, but is not limited to, the
17. ability to appropriately use emotions; being
8.65 4.81 MQ 5.00 4.00
stable and level-headed under stressful situations
(not overreacting), help others regain their
composure or defuse situation.
The ability to make fast, simple, repeated

18. movements of the fingers, hands, and wrists.
8.81 4.00 HQ 4.00 3.40

53
LEVEL NEEDED FOR
SUCCESS (knowledge
QUALIFICATION
BEST WORKER
LEVEL NEEDED
IMPORTANCE
FREQUENCY
UPON ENTRY
MINIMUM vs.
HELPFUL
only)
KSAPC’s
The ability to use a mouse and keyboard

associated with a personal computer without
19. having to concentrate or focus on those
9.00 4.38 MQ 4.60 3.60
behaviors.
The ability to simultaneously perform two or

more job-related tasks (e.g., speak with client on
20. telephone while entering information using a 8.71 4.00 MQ 4.40 3.60
keyboard; work reports while speaking on the
phone).
The ability to filter out or minimize distractions

that might potentially interfere with job
21. performance. Includes the ability to focus on a 9.00 3.94 MQ 4.40 3.40
single source of sound in the presence of other
distracting sounds.
The ability to be honest in work and in

relationship to others, including being truthful,
straightforward, and consistent. Includes, but is
22. not limited to, the ability to appropriately
9.00 4.80 MQ 5.00 4.00
maintain the security and/or privacy of
information.
The ability to monitor/assess your own
performance and manage one’s own time, to
make improvements or take corrective action.
23. Includes the ability to have self discipline to
9.00 4.31 MQ 4.40 4.00
adjust work pace and/or take initiative when
appropriate.
The ability to understand the implications of new

24. information for both current and future problem- 8.25 4.31 MQ 4.40 3.40
solving and decision-making.
Skill at accurately recording information, such as

entering data into a computer and/or by hand.
Includes, but is not limited to, the ability to focus
25. on essential portions of conversation or
9.00 4.88 MQ 4.60 4.00
communication and enter that information into a
computer while engaged in that communication.

54
LEVEL NEEDED FOR
SUCCESS (knowledge
QUALIFICATION
BEST WORKER
LEVEL NEEDED
IMPORTANCE
FREQUENCY
UPON ENTRY
MINIMUM vs.
HELPFUL
only)
KSAPC’s
Knowledge of principles and processes for

providing customer services. This includes
26. customer needs assessment, meeting quality 8.94 4.69 MQ 4.60 3.40 3.00
standards for services, perform services in a
tactful manner.
Knowledge of the structure and content of the

English language including the meaning and
27. spelling of words, rules of composition, and
9.00 4.64 MQ 5.00 4.00 4.00
grammar.
Knowledge of administrative and clerical

procedures and systems such as word processing,
28. managing files and records, and other office
8.60 3.82 MQ 4.20 3.40 3.00
procedures and terminology.
29. Knowledge of arithmetic and its applications. 8.53 3.94 MQ 5.00 4.00 4.00
Knowledge of principles and methods for

promoting services. This includes a well-rounded
30. knowledge of company programs, products (e.g., 9.00 4.00 MQ 4.40 3.60 2.80
natural gas), web site (resources tools on web
site).
The ability and willingness to take appropriate

precautions in various settings to address safety
31. standards. Includes the ability and willingness to
8.35 4.80 MQ 5.00 4.00
help others to do the same.
The ability to take responsibility for one’s own

actions, as well as the consequences of inaction.
32. Includes the ability to take appropriate action 8.81 4.12 MQ 4.60 4.00
when necessary without external prompting and
standing by decisions appropriately.

55
LEVEL NEEDED FOR
SUCCESS (knowledge
QUALIFICATION
BEST WORKER
LEVEL NEEDED
IMPORTANCE
FREQUENCY
UPON ENTRY
MINIMUM vs.
HELPFUL
only)
KSAPC’s
The ability to behave in a way that is consistent

with societal and legal guidelines in work-related
33. situations and also avoids conflicts of interest.
9.00 5.00 MQ 4.60 4.00
Being tactful with customers.
The ability and willingness to appear to work on

time and ready to work. Includes, but is not
34. limited to, the ability to work diligently 9.00 5.00 MQ 5.00 4.00
throughout entire day. The ability to use
company time wisely.
The ability to encourage and/or direct others

35. toward the achievement of goals.
7.47 3.60 MQ 4.00 2.80
The ability to treat people fairly and with dignity

and respect, including, but not limited to, those
36. who may be different. Includes the ability to 9.00 4.69 MQ 5.00 4.00
interact harmoniously with others, including
those who may be different.
Ability to take and learn from constructive

37. feedback in a positive way.
6.94 3.94 MQ 4.40 3.40
38. The ability to paraphrase information. 8.75 4.13 HQ 4.00 2.80
Ability to be respectful of the property of the

39. company and of others.
8.75 4.29 MQ 5.00 4.00

56
LEVEL NEEDED FOR
SUCCESS (knowledge
QUALIFICATION
BEST WORKER
LEVEL NEEDED
IMPORTANCE
FREQUENCY
UPON ENTRY
MINIMUM vs.
HELPFUL
only)
KSAPC’s
Ability to organize information and resources in

a systematic way to maximize its use. Includes
40. keeping a work area organized and easily
8.60 3.94 MQ 4.40 3.20
accessible.
41 Ability to know where to get information. 8.88 4.24 MQ 4.40 3.20
Ability to be aware of issues or actions that may

affect others in a negative way. Includes being
42. aware of your surroundings and acting
8.63 4.13 MQ 5.00 4.00
appropriately.
Ability to project a positive image of the

43. company and its employees at all times.
9.00 4.57 MQ 5.00 4.00
44. Ability to show initiative. 8.73 3.94 MQ 4.60 3.20
45. Ability to motivate others. 8.23 3.92 MQ 4.20 3.40
46. Ability to share knowledge with others. 8.62 3.79 MQ 4.20 3.20

57
LEVEL NEEDED FOR
SUCCESS (knowledge
QUALIFICATION
BEST WORKER
LEVEL NEEDED
IMPORTANCE
FREQUENCY
UPON ENTRY
MINIMUM vs.
HELPFUL
only)
KSAPC’s
Knowledge of computer programs: CSS, WMIS,

47. TTS, Vista Plus, One Step, OLTE, CAS, Walker, 9.00 4.88 HQ 4.40 3.60 2.40
Mobile Services, Oracle.
Knowledge of tariffs (i.e. codified rules and

regulations of public utilities commission) (Note:
48. different tariffs for different states) and
8.24 4.69 HQ 4.20 3.60 2.20
statements of rates.
Ability to dress and groom, including personal

49. hygiene, according to company policies.
9.00 3.69 MQ 4.00 4.00
Ability to use Internet, Infonet (internal internet),

50. and Groupwise.
9.00 4.53 MQ 4.20 2.60
51. Knowledge of Company Jargon (vernacular). 9.00 4.13 HQ 4.20 3.40 2.20

58
ATTACHMENT G
Average/Summaries for Physical Abilities Ratings

59
FOR SUPERVISORS
FOR ALL JOB EXPERTS ONLY
LEVEL NEEDED UPON ENTRY

MINIMUM v. HELPFUL
QUALIFICATION
BEST WORKER
IMPORTANCE
FREQUENCY
PHYSICAL ABILITIES DESCRIBE
Looking at a computer screen,

memos, emergency instructions,
SEE/TYPICAL (e.g., see standard and reader boards (10-50 feet
1a. printed material and basic colors) away), documents that 9.00 4.72 MQ 4.20 4.00
customers bring into the office
(leases or drivers licenses).
SEE/MAXIMUM (e.g., see Looking at smaller print on

1b. small objects in far distance, fine training PowerPoint 6.47 3.29 MQ 4.00 3.40
print, distinguish shades of color) presentations.
Telephone conversations with a

HEAR/TYPICAL (e.g., hear headset. Compensate for bad
2a. ordinary in-person and telephone phone connections. Filter out 8.94 4.65 MQ 4.20 4.00
conversation) background noises.
Understanding different dialects.
HEAR/MAXIMUM (e.g., hear Hearing the internal paging

2b. conversation above other noises, system and fire alarms. 5.44 3.83 MQ 4.00 3.60
hear devices like alarms)
SPEAK/TYPICAL (e.g., ordinary Clearly, concisely, slowly with

3a. in-person and telephone minimal company jargon. Must 9.00 4.39 MQ 4.20 4.00
conversation) use proper English no slang.

60
FOR SUPERVISORS

MINIMUM v. HELPFUL
QUALIFICATION
BEST WORKER
IMPORTANCE
FREQUENCY
SPEAK/MAXIMUM (e.g., Evaluated volume of voice for

3b. converse above other noises; hearing impaired customers. 8.12 4.11 HQ 4.20 4.00
shout instructions)
HOW LONG?
4a. SIT/TYPICAL 7 1/2 – 8 hours a day.
9.00 4.59 MQ 4.60 4.00
HOW LONG?
4b. SIT/MAXIMUM Overtime as long as 10 hours a 6.82 3.65 MQ 4.20 3.20
day.
HOW LONG?
5a. STAND/TYPICAL If performing the cashier job 3-4 5.00 2.33 HQ 3.20 2.60
hours a day.
HOW LONG
5b. STAND/MAXIMUM As a cashier could be as long as 3.40 2.94 HQ 3.40 2.80
8 hours.

61
FOR SUPERVISORS

MINIMUM v. HELPFUL
QUALIFICATION
BEST WORKER
IMPORTANCE
FREQUENCY
HOW FAR?
Minimal walking required
(To the fax machine/copy
machine)
6. WALK/TYPICAL HOW FAST? 7.12 2.33 HQ 2.40 1.80
WHAT SURFACE?
Carpet
PUSH WHAT? Boxes of files or
correspondences. Office
supplies. Chairs.
PUSH (WITH HELP):
7. 3.13 1.53 HQ 2.50 2.00
TYPICAL WEIGHT?
HOW FAR?
WHAT HELP?
PUSH WHAT? Boxes of files or

correspondences. Office
supplies. Chairs
PUSH (WITHOUT HELP):
8. TYPICAL WEIGHT? 10-15 lbs
3.11 1.71 HQ 2.40 1.25
HOW FAR?
10-20 ft.
LIFT WHAT? Storage boxes

LIFT AND CARRY WEIGHT? 5-20 lbs
9. (WITHOUT HELP): 2.23 1.23 HQ 2.33 1.33
MAXIMUM HOW FAR?
25-50 ft.

62
FOR SUPERVISORS

MINIMUM v. HELPFUL
QUALIFICATION
BEST WORKER
IMPORTANCE
FREQUENCY
WHAT – Climb stairs in parking

CLIMB: TYPICAL garage.
10. (e.g., stairs, ladders, scaffolding, 2.31 1.14 HQ 1.60 1.60
hills) HOW FAR?
2 flights of stairs
REACH WHAT? Arms length –

for office supplies or desk items.
11. REACH: TYPICAL 8.44 3.00 HQ 3.20 2.60
HOW FAR/ HIGH/LOW?
WORK IN AWKWARD
POSITIONS: TYPICAL When performing the cashier
12a. position, twist to get from cash 5.18 2.94 HQ 2.60 2.00
(e.g., stoop, bend, twist, crawl, drawer to customer.
kneel, squat)
WORK IN AWKWARD
POSITIONS: MAXIMUM
12b. 4.40 2.80 3.00 2.50
(e.g., bend, twist, crawl, kneel,
squat, stoop)

63
FOR SUPERVISORS

MINIMUM v. HELPFUL
QUALIFICATION
BEST WORKER
IMPORTANCE
FREQUENCY
Use of typing on keyboard,

dialing phone numbers, using
USE HANDS AND FINGERS: calculators, writing (obtaining
13. customer information,
9.00 5.00 MQ 4.60 4.00
TYPICAL
correspondence) and filing,
coping and faxing.

64

07 20 11 Samplejobanalysisre

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

07 20 11 Samplejobanalysisre

Uploaded by

Copyright:

Available Formats

Job Analysis Report

for the Position of

May 21, 2011

193 Blue Ravine Rd., Suite 270, Folsom, CA 95630

Specializing in Equal Employment Opportunity, Affirmative Action, and Personnel

♦ Introduction and Purpose of the Study

♦ Job Analysis Process

♦ Participants and Locations

♦ The Job Analysis

♦ Other Test Related Information

♦ Attachments Table of Contents ..........................................……………….. 16

Copyright © 2011 Biddle Consulting Group, Inc.

The Purpose of the Job Analysis

• Respond to customer correspondence by calling or writing.

• Constantly multi-tasking and/or switching between multiple tasks.

Biddle Consulting Group, Inc. and Firefighter Selection, Inc.

Since 1977, B&A/BCG has assisted attorneys in litigation support as consultants or

Copyright © 2011 Biddle Consulting Group, Inc.

Copyright © 2011 Biddle Consulting Group, Inc.

Laws, Regulations, and Professional Standards

• Civil Rights Act of 1964 (CRA 1964; Title VII)

• Civil Rights Act of 1991 (CRA 1991)

• Americans with Disabilities Act (ADA)

• Age Discrimination in Employment Act (ADEA)

• Federal Uniform Guidelines for Employee Selection Procedure

• OFCCP Federal Contractor Requirements and Regulations

• American Educational Research Association /American Psychological Association’s

Copyright © 2011 Biddle Consulting Group, Inc.

Copyright © 2011 Biddle Consulting Group, Inc.

Job Analysis: Content of the Job [Section 14C(2) and 15C(3)]

Copyright © 2011 Biddle Consulting Group, Inc.

• Buford, J. A. (1991) Personnel Management and Human Resources in Local

• Gatewood, R. S. & Field, H. S. (1986). Human Resource Selection. Drydan Press.

• Schuler, R. S. Personnel and Human Resource Management. West Publishing Company.

• Sturn, R. D. (September, 1979). Mass Validation: The Key to Effectively Analyzing an

Copyright © 2011 Biddle Consulting Group, Inc.

Participating Incumbent Employees [Section 14C(4)]

Experience of Subject-Matter Experts

Gender of Subject-Matter Experts

Ethnicity of Subject-Matter Experts

Copyright © 2011 Biddle Consulting Group, Inc.

Age of Subject-Matter Experts

Location of Job Analysis Workshop/Data-Collection Site [Section 15C(1)]

Copyright © 2011 Biddle Consulting Group, Inc.

Work Setting [Section 14C(4) and Section 15C(3)]

Job Analysis Workshop

2. The wording of several duties/KSAPCs was modified to make the duties/KSAPCs

Investigation of Job Duties, KSAPCs and Physical Abilities

Copyright © 2011 Biddle Consulting Group, Inc.

• The IMPORTANCE level of the duty. A scale of 1 - 5 (1 = not required / 5 =

• Whether the duty is FUNDAMENTAL. A dichotomous scale (N = NO - this duty

• If the duty could be readily ASSIGNABLE to other employees in order to

All 18 of the SMEs also rated:

Copyright © 2011 Biddle Consulting Group, Inc.

• If possessing above-minimum levels of the KSAPC denotes the BEST WORKER or

• Whether the KSAPC is a HELPFUL OR MINIMUM QUALIFICATION. Minimum

All 18 of the SMEs rated each Physical Ability for:

• The IMPORTANCE level of the Physical Ability. A scale of 1 - 5 (1 = not required /

• Whether the Physical Ability is a HELPFUL OR MINIMUM QUALIFICATION.

Copyright © 2011 Biddle Consulting Group, Inc.

Relationship of Duties to KSAPCs [Section 15C(3)]

♦ The KSAPC to duty linkage results can be found in Attachment C.

Copyright © 2011 Biddle Consulting Group, Inc.

♦ The averages/summaries of the SMEs’ ratings of the KSAPCs can be found in