JIQ_1.docx · Web viewJOB INFORMATION QUESTIONNAIRE. FOR ROLES IN USW 4120. This document is for reference only. Please submit your JIQ using the . online system. PURPOSE: This

JOB INFORMATION QUESTIONNAIREFOR ROLES IN USW 4120

This document is for reference only.Please submit your JIQ using the online system.

PURPOSE:

This form is designed to collect information regarding the requirements of a position represented by USW 4120 as it currently exists at the University of Guelph.

USE:

The form is used to define a new role before recruiting employees or to provide updated information about existing roles whenever there is a significant change in the responsibilities or work performed in the job since the last review.

Information provided in this document is used to evaluate the level of the position within the various job classifications as defined in the USW 4120 collective agreement.

This document is also used to draft the job posting for recruitment purposes.

To ensure the most accurate evaluation, include examples from your job that show the most challenging and specialized aspects of the position. Remember that not all sections apply to every position.

Oct 4, 2016

https://jiq.mcdowallassociates.com/

POSITION NO: Click here to enter text.

POSITION TITLE: Click here to enter text.

DEPT: Click here to enter text.

COLLEGE/ DIRECTORATE: Click here to enter text.

Reason(s) for requested review

Vacancy

New Position

Cyclical Review existing position

Re-evaluation based on change in responsibilities

Multi-incumbent JobIf you are submitting this JIQ as part of a multi-incumbent job, please list all incumbents that this JIQ applies to:

Click here to enter text.

Supervisor’s Comments:Click here to enter text.

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JIQ for Pilot Test – For reference only. PLEASE SUBMIT COMPLETED JIQ USING ONLINE SYSTEM


This document contains the following data collection sections:

A. Position Summary and Key Responsibilities

B. Skills 1. Complexity-Judgement / Reasoning2. Education 3. Experience4. Contacts / Interpersonal Skills

C. Responsibilities 5. Leadership and Functional Advice 6. Accountability for Results

D. Effort 7. Physical Effort 8. Mental Effort

E. Working Conditions 9A. Undesirable or Disagreeable Conditions9B. Health and Safety Risks

F. Additional Information

G. Organizational Relationships

NOTE: Due to fillable fields, page numbers are subject to change.

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A. POSITION SUMMARY AND KEY RESPONSIBILITIES

A1. Position SummaryIn two or three sentences please describe the purpose of the position. Consider what your job is responsible for.


A2. Key Responsibilities Please list 1 to 5 key responsibilities of the position that account for most of the work time by grouping similar activities together. Estimate the overall percentage of time spent on each key responsibility during the course of a typical year. Describe each responsibility clearly, accurately and concisely. Use clear action verbs to describe things that you do in connection with each one. The total of the two sections below should not exceed 100%.

Key Responsibilities

Title Responsibility Description %

1 1 Click here to enter text. Click here to enter text. Click here to enter %





Please describe any additional responsibilities that recur intermittently throughout the year or only during some part of the work year and estimate the amount of time spent on them annually.Additional Responsibilities

Title Responsibility Description %

6 Click here to enter text. Click here to enter text. Click here to enter %

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Total Time Spent in above sections should total 100%

Supervisor’s Comments on Position Summary and Key ResponsibilitiesComments: Click here to enter text.

B. SKILLS

B1. Complexity-Judgement/Reasoning

The following questions relate to the skills the position requires to understand, collect, interpret and analyze different kinds of information, to identify and solve problems and take action.

This subfactor deals with the requirement to understand, gather, interpret and analyze information of varying levels of complexity. Complexity refers to the variety (range) and relative difficulty of the material or information upon which decisions and problem solving are based. Consider the variety of issues and activities, and to the difficulty of the problems and decisions dealt with.

Consider the most complex decisions that are required of the person in the job, regardless of whether they are technical, clinical, program, management and/or financial.

B1.1 In the table below, provide examples of problems, tasks or situations that demonstrate the highest level of applied reasoning and analytical skills. Select only those tasks that apply to your job.

Tasks requiring reasoning and analysis in the position Provide specific examples to activities that apply

Apply known solutions to straightforward problems


Source or gather information Click here to enter text.

Identify and solve problems using a set of established practices and procedures


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Tasks requiring reasoning and analysis in the position

Provide specific examples to activities that apply

Perform routine tasks using a checklist


Keep records (inputs into existing format) and/ or identify missing or mismatched data


Input and/or transcribe data or text


Use math (standard operations, formulae and/or equations, statistics)


Use scientific symbols or terms (legal/medical, etc.)


Apply standardized technical/ scientific / medical/ veterinary procedures or protocols with some modification


Execute complex, multi-step research protocols; or apply complex technical scientific/medical procedures or protocols to produce complex equipment/materials or resolve malfunction


Adapt research protocols with extensive designing or modification to produce complex experiments/ materials/equipment.


Care of animals, basic needs or beyond basic needs


Produce correspondence or complete forms from template


Compose content for websites or formal documents


Compose, edit or adapt content of written or graphic materials (requiring knowledge of subject matter)


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Tasks requiring reasoning and analysis in the position

Provide specific examples to activities that apply

Generate financial reports Click here to enter text.

Perform equipment maintenance


Troubleshoot and/or repair equipment malfunction


Demonstrate subject matter, materials or procedures (e.g., to students/new staff)


Evaluate/analyze complex information


Assess techniques carried out by others


Generate, compose and /or process new data or content to develop specialized written or graphic materials (e.g., reports) and/or adapt research protocols for new approaches


Operate specialized equipment (specify equipment used)


Design or fabricate specialized equipment


Conceptualize and produce technical/scientific protocols, materials, or equipment


Perform financial analysis, planning and/or forecasting


Prepare materials and/or equipment for labs


Other: Click here to enter text.


B1.2 Provide an example of any tasks where the job requires a choice of action.Click here to enter text.

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Supervisor’s Comments on Complexity-Judgement/ReasoningComments: Click here to enter text.

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B2. Education

Education refers to the training necessary to prepare an individual to satisfactorily fill a position. It reflects the minimum level of formalized knowledge necessary to fulfil the requirements of the position. Such knowledge is most commonly acquired as a result of time spent in schools, colleges, universities or other formal instruction programs. Today’s educational levels and standards should be used. This subfactor is closely associated with the Experience subfactor. Rating under the Experience subfactor should reflect the educational level assigned in this subfactor.

What is your best estimate of the minimum level of formal education required for someone to be hired into the position today? Today’s educational levels and standards should be used. Please select from the following list and indicate whether one or more specific programs are required.

Select the Highest Minimal Education Level(s) Required

Specific program required (if applicable)

Partial completion of secondary school Click here to enter text.

Secondary school diploma Click here to enter text.

Some post-secondary education, up to and including one semester


One - year community college certificate


Two - year community college diploma Click here to enter text.

Three - year community college diploma


University graduation (Bachelor’s degree)


University graduation plus qualified professional designation or additional certification or diploma


Master’s degree or equivalent specialized graduate studies


Doctorate or equivalent Click here to enter text.

Other Click here to enter text.

B2.1 Specialized Training, Licenses and Qualifications

Identify any additional professional designations, certifications, licenses or specialized training required for the position (e.g., Registered Veterinary Technician, Research Animal Laboratory Technician, Pesticide License):

Specify Qualification: Number of Hours Annual Hours Required

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Required to Obtain to Maintain (if any)



B3. Experience

This subfactor measures the minimum length of time, (in months or years), required to become competent in the essential techniques and skills called for by the job. Assume that the incumbent starts with the educational level specified in the Education subfactor.

Consider the minimum length of time (in months or years), required to become competent in the essential techniques and skills called for by your job assuming that the Education level specified in the previous question has been achieved. Experience is cumulative and may be gained on related jobs where one can build up a body of knowledge essential to the proper performance of the job, and/or on the job after hire. The experience section is broken down into Pre-job and On-the-job.

B3.1 Pre-job

In the table below, indicate the minimum amount of directly relevant previous job experience needed to be hired into the position.

Select the Minimum directly related previous job experience

Describe the specific experience required (e.g., customer service experience, lab, shop)

Less than 3 months Click here to enter text.

3 months and less than 6 months



1 year and less than 2 years

2 years and less than 3 years




6 years or more

B3.2 On the job

In the table below, determine the amount of additional on-the-job training required to become competent in the essential techniques and skills called for by the job

Select the Minimum on-the-job training Describe the specific on the job training

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required required

Less than 3 months Click here to enter text.




1 year or more

Supervisor’s Comments on Education and Experience RequirementsComments: Click here to enter text.

B4. Contacts / Interpersonal Skills

This subfactor measures the requirement to communicate effectively with people both within and outside the organization, and the skills involved in the interactions needed to achieve job objectives.

These questions relate to the requirement to communicate effectively, considering the highest level of skills involved in interactions needed to achieve job objectives.

B4.1 Below, the left hand column illustrates a variety of situations encountered in many jobs. For each interaction required in your job, describe using examples and indicate the roles with which your job interacts (students, clients, co-workers, supervisors, public, outside agencies, etc.). Select only those interactions that apply to your job.

Type of interaction With whom (what role)

Give examples from your job

Common courtesy and effective listening



Exercise tact and patience



Communicate specialized, technical or sensitive information



Customize manuals, teaching materials.



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Type of interactionWith whom (what

role) Give examples from your job

reports, and/or instructions for an audience

Express support or compassion



Explain technical matters in non-technical terms



Exchange detailed oral and/or written-information to ensure full understanding



Exchange straightforward oral and/or written information



Exercise discretion and/or diplomacy



Explain ideas related to complex or controversial issues



Identify needs or requests beyond straightforward



Intervene and diffuse interpersonal situations



Negotiate Click here to enter text.


Persuade others to adopt or change their actions



Probe for information



Provide recommendations / advice for action



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Type of interactionWith whom (what

role) Give examples from your job

Relay information which may be unwelcome



Resolve complaints or challenging interpersonal situations



Secure cooperation or approval



Overcome resistance to gain the cooperation of others



Train/instruct/guide Click here to enter text.


Other Click here to enter text.


B4.2 Give an example of a challenging interpersonal situation you would address yourself.


B4.3 Give an example of a challenging interpersonal situation you would refer to your supervisor.


Supervisor’s Comments on Interpersonal SkillsComments: Click here to enter text.

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C. RESPONSIBILITIES

C1. Leadership and Functional Advice

This subfactor measures the responsibility that the incumbent of the position assumes for guidance, leadership, coordination and/or direction of staff, work study students, volunteers, and external suppliers/contractors. This subfactor also measures responsibility to provide technical/procedural advice to other employees outside of a supervisory relationship. Rare supervision such as that performed during the absence of the supervisor on vacation or sick leave is not considered. This subfactor does NOT include academic supervision or functional / procedural guidance provided to students.

The following questions relate to the job requirement for guidance, leadership, coordination and/or direction of staff, work study students, volunteers and external suppliers/contractors.

To complete the following table, provide details in the example column; Estimate the amount of time on an annual basis the activities are carried out; Please provide examples of the most challenging situation your position involves and with

whom (which role(s)) it involves; Do not include academic supervision of students or the activities of others outside of an

employee-type relationship; Select only those responsibilities that apply to your job.

ResponsibilitiesProvide examples and with whom (which

role)

% of year Responsibility

is Exercised

Provide orientation and/or show procedures of own job to others

Click here to enter text. Click here to enter %

Show others how to perform certain procedures in their jobs (rather than in your own job)


Provide technical and/or procedural guidance to others


Assign, schedule and/or check work of others


Acts as team lead for full-time and/or part-time staff

Click here to enter %

Provide formal training to others involving a customized training plan and assessment of learning (in own or other departments)


Provide technical expertise including contribution to content


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Responsibilities Provide examples and with whom (which role)

% of year Responsibility

is Exercised

and/or interpretation relied on by others

Provides specialized functional guidance and recommendations relied on across the University


Is the responsibility for overseeing the work of others shared with another position? Yes No

If yes, specify the other position and describe how the responsibility is shared.


Supervisor’s Comments on Leadership and Functional AdviceComments: Click here to enter text.

C2. Accountability for Results

This subfactor measures the accountability for decisions and the impact of the decisions and actions taken in the position on either the immediate work unit or function or the larger objectives of the university. Consider the impact of an error in judgment that could occur, assuming competent performance and reasonable care. Do not consider a rare or extreme error. Also consider how a negative result is limited by checks and balances put in place to reduce risk. All employees have a basic level of individual accountability in the performance of their regular duties. The expectation to maintain the confidentiality of information applies to all positions.

The following questions relate to the impact of the decisions and actions taken in the position on either the immediate work area or function or the larger objectives of the university. Effects of decisions and actions may be short or long term, and affect one individual at a time, or groups.

C2.1 Accountability and Impact

In the table below, describe the areas for which your job has the most responsibility. Consider the level of accountability and the impact of decisions and actions taken by the position and whom the decisions/actions impact. If your job has multiple areas of responsibilities, your example across all columns should focus on the area that has the greatest impact.

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If your position has purchasing/budget responsibilities, indicate the size of the budget that you are responsible for and/or the amount that your position has discretion to spend (per purchase) without supervisor authorization.

Note: In describing the impact, consider possible errors in judgment but do not include the effects resulting from carelessness, wilful neglect or failure to follow established policies/procedures. Assume competent performance in the job.

In the table below, in the final column please select the sentence below that best describes the way the work in your job is reviewed.

a. Most output is subject to verification and monitoring. b. Work is generally reviewed before output is released. Therefore, errors are usually

discovered before results become costly or serious.c. Work is generally not reviewed before output is released. d. Work is in a technical or specialized area where output cannot be checked before being

released.

The accountability the position has for decisions

that impact…

Provide at least one example for all applicable

items

Select the statement that

reflects how your work is reviewed (a, b, c, or d) from

list above

Is the decision

shared? If so, with what

role?

Whom does your decision

impact?

Physical Resources (e.g., to protect, use, maintain or repair physical resources such as equipment, machines, inventory, animals)


Choose an item. Click here to enter text.


Information Resources(e.g., safeguarding, searching for, locating, recording, maintaining, releasing, gathering, preparing, presenting, reporting and/or protecting confidentiality)




Financial Resources (e.g., handing cash, purchasing, recording, approving expenses, reconciling, monitoring, reporting, developing a budget and/or




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The accountability the position has for decisions

that impact…

Provide at least one example for all applicable

items

Select the statement that

reflects how your work is reviewed (a, b, c, or d) from

list above

Is the decision

shared? If so, with what

role?

Whom does your decision

impact?

forecasting, including amount of budget responsibility/purchasing responsibility without supervisor authorization)

Safety of Others(e.g., observing all safety measures, monitoring, ensuring compliance, and/or developing safety procedures)




Programs or Services(e.g., facilitating others’ work, care of animals, maintaining a lab, providing a general or specialized service to public, students or employees, leading students in academic or lab activities, developing or modifying policies or procedures, operating or overseeing a program or service, creating a unique product)




C2.2 Probable Impact of Errors

In the table below, please consider typical, not catastrophic, errors that could occur in the performance of your job even with due care and provide examples. The probable impact of an error is limited by checks and balances put in place to reduce risk. Select only those statements that apply to your job.

Scope of Impact of Errors Please provide examples of the error

Errors are readily detected and require little loss of time or money to correct.


Errors would involve minor delay in succeeding and related operations or


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service, or require work of others to correct.

Errors would delay succeeding and related operations or service or be costly to correct.


Errors would cause a serious but temporary effect on services or deterioration in client, student, business or public relations.


Errors would cause serious, long-term damage to a program or service, and could involve legal action against the University, loss of funding, or a major impact on the public image of the University.


C2.3 Give examples of up to 3 decisions or actions you perform without subsequent checks or reference to supervisor.


C2.4 Give examples of up to 3 decisions on which you are expected to seek consultation with or approval from your supervisor before taking action.


Supervisor’s Comments on Accountability and ImpactComments: Click here to enter text.

D. EFFORT

This subfactor measures the cumulative duration and intensity of the physical demands required by the job that cause fatigue. This would include standing for long periods, walking, lifting, pushing, pulling, carrying, as well as tasks requiring fine hand movements (when repeated and sustained for longer periods).

If your job has different activities in different periods of the year, describe all activities requiring effort that occur during specific periods of the year and the number of months.

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D1. Physical Effort

D1.1 Please complete the following chart to illustrate the physical effort required by the position. Physical efforts are those physical activities that cause fatigue. Consider the activities that make up a typical day or week. Unless activities involve two types of effort simultaneously (e.g., pipetting while standing), the total should add up to the hours in your normal work week.

Activity

Cumulative Duration (average

hours per week)

Provide details of the activities and state duration and frequency if

relevant (e.g., 20 min, 3 times per day or week)

# of Months (if

not full work year)

Sitting with brief periods of walking and/or standing

Choose an item.

Click here to enter text. Click here to enter text.

Standing Choose an item.


Walking Choose an item.


Climbing Choose an item.


Crouching Choose an item.


Intermittent movements (keyboarding or other finger movements) alternating with other activities

Choose an item.


Periods of continuous keyboarding or other finger and hand movements (e.g. Pipetting, scrolling, clicking, scanning) for at least 50 minutes at a time,

Choose an item.


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Activity

Cumulative Duration (average

hours per week)

Provide details of the activities and state duration and frequency if

relevant (e.g., 20 min, 3 times per day or week)

# of Months (if

not full work year)

uninterrupted by other activities

Working in awkward position

Choose an item.


Maintaining one position for an extended period

Choose an item.


Reading data / Visually monitoring equipment

Choose an item.


Working with tools/instruments

Choose an item.


Moving or manipulating light weight objects, up to 10 lbs.

Choose an item.


Moving or manipulating moderate weight objects, up to 20 lbs.

Choose an item.


Moving or manipulating heavy objects, more than 20 lbs.

Choose an item.


Other (please specify) Choose an item.


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D1.2 Please provide any additional information that illustrates the physical demands of the position, including periods that may require higher intensity physical demands than normal.


D2. Mental Effort

This subfactor measures the cumulative duration and intensity of mental and sensory demands causing fatigue that are required to perform the job (i.e., the expenditure of mental energy).

Mental demands are those activities that use concentration and cause fatigue (e.g., thinking, active and passive listening, interpreting, observing).

Sensory demands are those activities that use one or more of the five senses (sight, taste, smell, touch and hearing) in the course of the job requirements.

Intensity of mental effort is measured as routine, moderate or high. Typical examples of tasks are found below the table.

D2.1 Please complete the following chart to illustrate the mental and sensory demands required by the position. In the left hand column is listed various mental/sensory activities. For each activity determine the duration of that effort using the same time frames as for Physical Effort.

Activity

Cumulative Duration(average hours per

week)

If applicable, provide an example of the most challenging

# of Months (if not full

work year)

Collecting or supplying information

Choose an item.


Interpreting data Choose an item.


Filing Choose an item.


Data Entry Choose an item.


Designing or coding software

Choose an item.


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Activity


week)



work year)

Keyboarding to prepare correspondence or reports

Choose an item.


Monitoring machines / equipment

Choose an item.


Cleaning Choose an item.


Shelving books Choose an item.


Complex word processing / graphical layout

Choose an item.


Spreadsheet creation

Choose an item.


Advising students

Choose an item.


Using tools (e.g., power or precision)

Choose an item.


Performing experiments as per SOP

Choose an item.


Routine monitoring or calibration of equipment

Choose an item.


Grading (multiple choice)

Choose an item.


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Activity


week)



work year)

Grading (standardized answers)

Choose an item.


Grading (evaluating students’ understanding)

Choose an item.


Repetitive Lab Bench Activities (e.g., pipetting)

Choose an item.


Graphic layout or design

Choose an item.


Crisis response Choose an item.


Minute taking Choose an item.


Continuous transcribing

Choose an item.


Providing face-to-face service

Choose an item.


Facilitating meetings

Choose an item.


Instructing / demonstrating

Choose an item.


Troubleshooting equipment malfunction

Choose an item.


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Activity


week)



work year)

Applying concentration to complex problems or demands where interruptions would disrupt the thinking process

Choose an item.


Scientific or technical / medical / veterinary observation, monitoring output or close scrutiny

Choose an item.


Administering treatment or care

Choose an item.


Fabrication of tools/equipment

Choose an item.


Use of precision tools

Choose an item.


Driving Choose an item.


Performing experiments

Choose an item.


Other (please specify)

Choose an item.


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D2.2 Please provide any additional information that illustrates the mental and sensory demands of the position, including periods that may require higher intensity mental demands than normal.


Supervisor’s Comments on Physical and Mental EffortComments: Click here to enter text.

E. WORKING CONDITIONS

This subfactor measures two elements:

i) The degree to which employees are exposed to undesirable or disagreeable features in the work environment that is inherent and unavoidable given the nature of the job. This would assume that all necessary measures have been taken to alleviate those conditions;

ii) Exposure to health and safety risks that require precautions or measures to be taken to mitigate those risks to avoid physical harm, illness or injury. The level of risk that is measured is residual in nature while factoring into consideration the safety measures (equipment and procedures) that have been enacted to mitigate those risks.

Typical examples of environmental conditions and health and safety risks include:

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Examples of Undesirable or Disagreeable Conditions

Examples of Health & Safety Risks

Minor • Minor conditions of dirt, dust, noise, poor lighting/glare

• Distractions and interruptions affecting flow of work

• Competing or multiple unexpected deadlines

• Awkward or limited workspaces

• Dealing with upset people, that may include exposure to rudeness

• Transient muscle strain

• Minor cuts, burns or bruises

A minor injury may cause slight discomfort for a short period of time, with little inconvenience to work; might require a simple dressing, a short rest or a temporary change in work routine, but typically does not require lost time or medical attention beyond first aid.

Moderate • Requirement to wear cumbersome or uncomfortable protective equipment.

• Work in isolated or confined spaces

• Exposure to behaviourally difficult individuals including emotionally charged situations or those that involve verbal abuse or profanity

• Exposure to vibration, inclement weather, temperature or humidity extremes, mildly unpleasant odours

• Exposure to human or animal suffering as part of the job

• Overnight travel that would take employees away from home

• Minor infection from exposure to bodily fluids or other contaminants

• Exposure to mild infectious diseases

• Musculo-skeletal injury resulting from tasks requiring prolonged repetitive motion (continuous for more than 3.5 hours each day), e.g. keyboarding, pipetting, etc.

A moderate injury may cause moderate discomfort, requiring medical attention and short-term lost-time from work (up to 1 week).

Major • Extreme conditions of dirt, dust, temperature or humidity extremes, noise, vibration, inclement weather, poor lighting/glare, obnoxious odours, body fluids or soiled linens

• Exposure to unexpected or

• 2nd or 3rd degree burns from hazardous chemicals, heat source, etc.

• Respiratory problems from airborne dirt and dust or fumes

• Major infection from exposure to bodily fluids or other contaminants

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Examples of Undesirable or Disagreeable Conditions


traumatic human or animal suffering

• Musculo-skeletal injury requiring medical attention and permanent change of work pattern

• Injury from motor vehicle collision due to extensive driving or driving under adverse weather conditions

• Severe cuts, crushing or bone break

• Permanent vision or hearing impairment

• Electrocution

• Injury from hostile or violent interactions

• Psychological harm

A major injury would involve an acute or chronic condition requiring medical attention and at least one of the following: resulting in lost time from work beyond 1 week; a permanent change in work routine; a permanent disability or the possibility of death.

The following questions measure both elements of working conditions. In describing each element that applies to your job, give examples and determine the frequency based on the following table:

Legend % of Work time averaged on an Annual Basis

Rare Up to and including 10%

Occasional 11% to 30%

Frequent 31% to 60%

Continuous 61% to 100%

If your job has varied working conditions in different periods of the year, describe all conditions that occur and list the number of months.

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E1. Undesirable or Disagreeable Conditions

The following chart collects information on the inherent disagreeable elements to which the position is exposed.

Element If yes, provide an example Frequency# of Months (if not full work

year)

Normal office, library or classroom (shared space)

Click here to enter text. Choose frequency.


Normal office or library (private space)



Lab/shop/animal care environment



Working outside in a range of weather conditions



Working indoors in extreme hot, wet, cold or poorly ventilated environments



Exposure to disagreeable odours



Sustained machine or equipment vibration



Exposure to dirt, dust, grease, etc.



Awkward or confining work space



Isolated work space or lacking appropriate privacy



Constraints from cumbersome personal protective equipment



Body fluids or soiled linens



Overnight travel or irregular work hours


Click here to

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Element If yes, provide an example Frequency# of Months (if not full work

year)

(not compensated separately)

enter text.

Distractions, interruptions or urgent assignments



Competing or unexpected deadlines



Exposure to behaviourally difficult individuals (including rudeness/profanity)



Exposure to human or animal suffering



Other (please specify) Click here to enter text. Choose frequency.


E2. Health and Safety Risks

In the chart below please describe each health and safety risk that applies to your job, giving examples, including the type of injury that is likely to occur.


If yes, provide an exampleChoose

Frequency# of

Months (if not full

work year)

Work from ladders/heights Click here to enter text. Choose frequency.


Handling machinery with moving parts



Risk of motor vehicle accident Click here to enter text. Choose frequency.

Click here to

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Examples of Health & Safety Risks If yes, provide an example

Choose Frequency

# of Months (if

not full work year)

enter text.

Risk of cuts, burns, or bruises Click here to enter text.Choose

frequency.Click

here to enter text.

Risk of slip and fall Click here to enter text. Choose frequency.


Exposure to high noise levels Click here to enter text. Choose frequency.


Exposure to chemical, biological, or other hazardous substances



Exposure to contagious illness Click here to enter text. Choose frequency.


Prolonged repetitive movements (continuously for more than 3.5 hours per day)



Potential for physical harm from behaviourally difficult individuals



Potential exposure to bites or other injuries from working with animals.



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Examples of Health & Safety Risks If yes, provide an example

Choose Frequency

# of Months (if

not full work year)

Exposure to human or animal suffering



Other (please specify) Click here to enter text. Choose frequency.


Supervisor’s Comments on Working ConditionsComments: Click here to enter text.

F. ADDITIONAL INFORMATION

If applicable, indicate any additional information not covered in the preceding questions that would allow a better understanding of your job.


Supervisor’s Comments Comments: Click here to enter text.

G. ORGANIZATIONAL RELATIONSHIPS

Please attach an up to date organization chart or complete the following organization chart to show the reporting relationships between the position being evaluated and others within the bargaining unit/University. Please indicate titles of supervisor(s), peer(s) and subordinate(s) as applicable.

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Supervisor’s Comments on Organizational RelationshipsComments: Click here to enter text.

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Documents

JIQ_1.docx · Web viewJOB INFORMATION QUESTIONNAIRE. FOR ROLES IN USW 4120. This document is for reference only. Please submit your JIQ using the . online system. PURPOSE: This