Minimum Qualifications: What do they mean? Rod Freudenberg, Ph.D. Director, Classified Human Resources

Minimum Qualifications:Minimum Qualifications:What do they mean?What do they mean?

Rod Freudenberg, Ph.D.Rod Freudenberg, Ph.D.Director, Classified Human ResourcesDirector, Classified Human Resources

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What we’ll discuss…What we’ll discuss…

What is a minimum qualification?What is a minimum qualification? What purposes do they serve?What purposes do they serve? What standards do they need to meet?What standards do they need to meet? Working with SMEs – What do we bring to the Working with SMEs – What do we bring to the

discussion?discussion? What does “Education” represent?What does “Education” represent? What does “Experience” represent?What does “Experience” represent? Experience “Terms of Art”Experience “Terms of Art” SubstitutionSubstitution Other considerationsOther considerations Special Requirements.Special Requirements.

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What are they?What are they?

AKA: Minimum Requirements, Entry Qualifications, Pre Reqs, Basic AKA: Minimum Requirements, Entry Qualifications, Pre Reqs, Basic Reqs. Etc.Reqs. Etc.

Can be anything:Can be anything:• EducationEducation• ExperienceExperience• License, certification, membership License, certification, membership • Completion of training/internship Completion of training/internship • Skill (typing speed)Skill (typing speed)• LanguageLanguage• AgeAge• Physical Ability (e.g., lifting)Physical Ability (e.g., lifting)• Perceptual Ability (vision, hearing, etc.) Perceptual Ability (vision, hearing, etc.) • Physical characteristics (e.g., height, weight)Physical characteristics (e.g., height, weight)

Universal in employment, education, certification, memberships, Universal in employment, education, certification, memberships, sports etc. sports etc.

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What purpose do they serve?What purpose do they serve?

Proxy for desired minimal competencies Proxy for desired minimal competencies Reading, Writing, Math, Critical ThinkingReading, Writing, Math, Critical Thinking Technical KnowledgeTechnical Knowledge Opportunity to acquire and demonstrate necessary proficienciesOpportunity to acquire and demonstrate necessary proficiencies

State an expected career pathState an expected career path Rights of passage – pay your duesRights of passage – pay your dues Lower level work precedes higher level workLower level work precedes higher level work Enable candidates to self-select out or decide whether the job is right for themEnable candidates to self-select out or decide whether the job is right for them

Selection EfficiencySelection Efficiency Eliminate candidates who have a low likelihood of being able to perform the role or Eliminate candidates who have a low likelihood of being able to perform the role or

tasks. (reduces hiring mistakes)tasks. (reduces hiring mistakes) Eliminate candidates who lack the “foundation” or “readiness” to perform or learn to Eliminate candidates who lack the “foundation” or “readiness” to perform or learn to

perform the role or tasks. (save training time)perform the role or tasks. (save training time) Eliminate candidates who can not be physically accommodated for the physical Eliminate candidates who can not be physically accommodated for the physical

environment, conditions, or equipment of the job.environment, conditions, or equipment of the job.

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The “Bill Gates Case” of Minimum QualsThe “Bill Gates Case” of Minimum Quals

Basic Qualifications for Microsoft Software Build Basic Qualifications for Microsoft Software Build Engineer Engineer BA/BS degree in Computer ScienceBA/BS degree in Computer Science 4 years in the software development field4 years in the software development field

Could Bill have gotten a job at Microsoft 25 years ago? Could Bill have gotten a job at Microsoft 25 years ago? (Bill dropped out of Harvard and had no paid experience (Bill dropped out of Harvard and had no paid experience

when he founded Microsoft)when he founded Microsoft)

Is this the case for no “minimums”?Is this the case for no “minimums”? Base “minimum” on the exception or outlier?Base “minimum” on the exception or outlier?

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Are there “true” minimums?Are there “true” minimums?

No, any combination is possible, but there are practical minimums.No, any combination is possible, but there are practical minimums.

True Positives

True Negatives

False Positives

False Negatives

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Some general pointsSome general points

There is no exact “minimum”There is no exact “minimum” Tilting the balance between false negatives and Tilting the balance between false negatives and

false positives is driven by: false positives is driven by: Candidate scarcity/abundance Candidate scarcity/abundance

• What the “market will bear”What the “market will bear”• Labor market norms (survey employers)Labor market norms (survey employers)

Criticality of the jobCriticality of the job• Risk of false positivesRisk of false positives

Potential adverse impact on underrepresented Potential adverse impact on underrepresented groupsgroups• Risk of false negativesRisk of false negatives

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Reliability and ValidityReliability and Validity

MQs are first part of the selection processMQs are first part of the selection process MQ are considered a “test” under UGESPMQ are considered a “test” under UGESP Validity and Reliability are necessary considerationsValidity and Reliability are necessary considerations ValidityValidity pertains to: pertains to:

Job relatednessJob relatedness Differentiates the better from lesser qualified Differentiates the better from lesser qualified

ReliabilityReliability pertains to: pertains to: Consistency in interpretationConsistency in interpretation Consistency in application across candidates and across Consistency in application across candidates and across

evaluatorsevaluators

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Predictive Validity Standing Predictive Validity Standing (meta analyses)(meta analyses)(Schmidt & Hunter, (Schmidt & Hunter, Psychological BulletinPsychological Bulletin, Vol. 124; , Vol. 124; Journal of Applied PsychologyJournal of Applied Psychology, Vol. 86), Vol. 86)

ASSESSMENT TYPE:ASSESSMENT TYPE: Validity Coef.Validity Coef.

Work Sample Test/Technical SimulationsWork Sample Test/Technical Simulations .54.54

General Mental Ability TestGeneral Mental Ability Test .51.51

Structured Employment InterviewStructured Employment Interview .51.51

Accomplishment/Behavioral Consistency QuestionnaireAccomplishment/Behavioral Consistency Questionnaire .45.45

Personality/Integrity TestPersonality/Integrity Test .41.41

Unstructured Employment InterviewUnstructured Employment Interview .38.38

Assessment Center/Behavioral SimulationsAssessment Center/Behavioral Simulations .37.37

Biodata Measures – empirically keyedBiodata Measures – empirically keyed .35.35

Situational Judgment TestSituational Judgment Test .34.34

References/Secondary Source RatingsReferences/Secondary Source Ratings .26.26

T&E – Point Method T&E – Point Method (years experience, schooling, etc.)(years experience, schooling, etc.) .11.11

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First Major Legal Challenge to MQsFirst Major Legal Challenge to MQs

Griggs vs. Duke PowerGriggs vs. Duke Power• Prior to 1964 CRA, history of Black segregation in Prior to 1964 CRA, history of Black segregation in

Labor Dept (dept having lowest skill, lowest pay)Labor Dept (dept having lowest skill, lowest pay)• Post CRA, required Post CRA, required HS DiplomaHS Diploma (or mental ability (or mental ability

testing) for hiring and promotion into other jobstesting) for hiring and promotion into other jobs• Adverse Impact established for requirement Adverse Impact established for requirement

(proportionately fewer Blacks meeting the requirement)(proportionately fewer Blacks meeting the requirement)• US Supreme Court in 1971 ruled that businesses must US Supreme Court in 1971 ruled that businesses must

demonstrate requirements are "reasonably related" to demonstrate requirements are "reasonably related" to the job when adverse impact is established.the job when adverse impact is established.

• Subsequent cases focused on “testing” rather than Subsequent cases focused on “testing” rather than minimum requirements… (Why?)minimum requirements… (Why?)

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Recent Legal DevelopmentRecent Legal Development

Tucker Vs. Grossmont (Merit System Case)Tucker Vs. Grossmont (Merit System Case)• Manager (Tucker) was laid off, was met the MQs for a Manager (Tucker) was laid off, was met the MQs for a

lower position never held, position was filled by an lower position never held, position was filled by an outside candidate from an eligibility listoutside candidate from an eligibility list

• California State Supreme Court ruled that a laid off California State Supreme Court ruled that a laid off employee has preferential rights to a lower level vacant employee has preferential rights to a lower level vacant position over an outside candidate provided that the position over an outside candidate provided that the employee meets the qualifications for the vacancy. employee meets the qualifications for the vacancy.

• Court did not state what “qualified” meansCourt did not state what “qualified” means

Attorneys have advised reviewing, clarifying, and Attorneys have advised reviewing, clarifying, and explicating minimum qualificationsexplicating minimum qualifications

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SIOP Principles (4SIOP Principles (4thth Edition) Edition)(Don’t deal with MQs directly but…)(Don’t deal with MQs directly but…)

“Professional judgment is necessary in setting any cutoff score and typically is based on a rationale that may include such factors as estimated cost benefit ratio, number of vacancies and selection ratio, expectancy of success versus failure, the consequences of failure on the job, performance and diversity goals of the organization, or judgments as to the knowledge, skill,

ability, or other characteristics required by the work.”

“When cutoff scores are used as a basis for rejecting applicants, the researcher should document their

rationale or justification.”

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The Law: Education Code 45276The Law: Education Code 45276

In approving minimum educational and work experience In approving minimum educational and work experience requirements for classified positions, the commission requirements for classified positions, the commission shall insure that such requirements shall insure that such requirements reasonably relate to reasonably relate to the dutiesthe duties of the position, as established by the of the position, as established by the governing board, and that they will governing board, and that they will admit an adequate admit an adequate fieldfield of competition. No requirement may be approved of competition. No requirement may be approved which unduly or unreasonably restricts the field of which unduly or unreasonably restricts the field of competition.competition.

We have to be “reasonable” or have a “rationale” We have to be “reasonable” or have a “rationale” (SIOP)(SIOP)

So how do we do this?So how do we do this?

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But how does the discussion go?But how does the discussion go?

Analyst: “What should be the minimum education Analyst: “What should be the minimum education and experience?”and experience?”

SME: SME: “Oh, I don’t know… How about a “Oh, I don’t know… How about a bachelors and four years of experience?”bachelors and four years of experience?”

Analyst: “Bachelors in what?”Analyst: “Bachelors in what?”

SME: SME: “Something related to computers.”“Something related to computers.”

Analyst: “Any particular kind of experience?”Analyst: “Any particular kind of experience?”

SME: SME: “In the software development field.”“In the software development field.”

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The Mind of the Subject Matter ExpertThe Mind of the Subject Matter Expert

Not necessarily thinking “minimum”…Not necessarily thinking “minimum”… Probably hasn’t given this much thought before you asked Probably hasn’t given this much thought before you asked Use MQs to raise the performance standard Use MQs to raise the performance standard

(“Performance sucks, we need to increase the minimum.”)(“Performance sucks, we need to increase the minimum.”) Self-referential (minimum is what I had)Self-referential (minimum is what I had) Other-referential (what my best employee has)Other-referential (what my best employee has) Norm-driven (most who work here have a bachelor’s Norm-driven (most who work here have a bachelor’s

degree)degree) Image-drive (all who work here should have a Master’s Image-drive (all who work here should have a Master’s

degree)degree)

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How about “pooling” opinions of multiple SMEs?How about “pooling” opinions of multiple SMEs?

““You can’t take the You can’t take the

average of ignorance average of ignorance

and get the truth.”and get the truth.”- Unknown source- Unknown source

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What can we bring to the discussion?What can we bring to the discussion?

1.1. An interpretive framework An interpretive framework

2.2. QuestionsQuestions

3.3. ““Feel” for what is appropriateFeel” for what is appropriate

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Utility of a “Framework”Utility of a “Framework”

Provide common terminology to increase Provide common terminology to increase consistency across analysts and within analysts consistency across analysts and within analysts over ocassions.over ocassions.

MQs as part of the organizational “system” for of MQs as part of the organizational “system” for of the classification structurethe classification structure• MQ consciously define and explicate promotional MQ consciously define and explicate promotional

pathspaths• MQ can help differentiate classes by level and typeMQ can help differentiate classes by level and type• Supports compensation in point factor approachesSupports compensation in point factor approaches

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DisclaimerDisclaimer

This is the current LACOE frameworkThis is the current LACOE framework• An exampleAn example• No “officially recognized” or “generally accepted No “officially recognized” or “generally accepted

professional principles or practices” here!professional principles or practices” here!• None really existNone really exist

But we need to open this discussion if we are But we need to open this discussion if we are going to be “reasonable.”going to be “reasonable.”

So let’s talk…So let’s talk…

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EDUCATIONEDUCATION

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What is Education?What is Education?

Provided by recognized Provided by recognized educational institutionseducational institutions A formal, predetermined progression of the A formal, predetermined progression of the

acquisition of general and specialized acquisition of general and specialized knowledge, skills, and abilities (knowledge, skills, and abilities (curriculumcurriculum))

Provides evidence of the acquisition of an Provides evidence of the acquisition of an organized structure of knowledge with relatively organized structure of knowledge with relatively few gaps (few gaps (standardsstandards))

Concentrations in specific subject areas provide Concentrations in specific subject areas provide a a broad foundationbroad foundation for assimilating related for assimilating related content that may change, expand, or evolve over content that may change, expand, or evolve over time. - “lifelong learning”time. - “lifelong learning”

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Why Require Minimum Education?Why Require Minimum Education?

Proxy for transferable skills:Proxy for transferable skills:• Reading, writing, math Reading, writing, math • Cognitive disciplineCognitive discipline• Broad and structured knowledge Broad and structured knowledge • Foundation for assimilating new knowledgeFoundation for assimilating new knowledge

Experience alone maybe highly relevant Experience alone maybe highly relevant but…but…

• May be narrow in content and skillsMay be narrow in content and skills• Contextual, procedural, and systems-specificContextual, procedural, and systems-specific

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Kinds of Education: General & SpecificKinds of Education: General & Specific

1.1. General EducationGeneral Education Functionally Literate Functionally Literate

• Elementary skills, basic arithmeticElementary skills, basic arithmetic• Stable and consistent subject matter – Stable and consistent subject matter – closed domainclosed domain• Instructions, forms, labels, signs, diagrams etc.Instructions, forms, labels, signs, diagrams etc.

LiterateLiterate• Adaptive skills, pre-algebraic mathAdaptive skills, pre-algebraic math• Varied and changing content – Varied and changing content – open domainopen domain• General office/procedural material and correspondenceGeneral office/procedural material and correspondence

Super-LiterateSuper-Literate• Versatile skills, algebra and beyondVersatile skills, algebra and beyond• Complex, abstract, varied subject matter – Complex, abstract, varied subject matter – multi-domainmulti-domain• Reports, analyses, representational materialReports, analyses, representational material

2.2. Specific Subject Matter ExpertiseSpecific Subject Matter Expertise Specialized course-work – upper division collegeSpecialized course-work – upper division college

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Education BenchmarksEducation Benchmarks

None RequiredNone Required• Functional literacy requirements (literacy testing)Functional literacy requirements (literacy testing)• Stable and consistent instructions, forms, labels, signs, Stable and consistent instructions, forms, labels, signs,

diagrams etc.diagrams etc.• Interpretive support/redundancy is availableInterpretive support/redundancy is available

High School Diploma High School Diploma • Face valid sign of basic literacy and numeracy skillsFace valid sign of basic literacy and numeracy skills• Foundation for on-the-job learning changing job Foundation for on-the-job learning changing job

contentcontent• NCLB requirement for instructional assistantsNCLB requirement for instructional assistants

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Education Benchmarks Education Benchmarks (cont’d)(cont’d)

Two years of collegeTwo years of college• Core courses in reading, writing, and math skills Core courses in reading, writing, and math skills

(super-literacy)(super-literacy)• Subject matter may not be relevant (no major)Subject matter may not be relevant (no major)• Reference in “units” (60 semester or 90 quarter) Reference in “units” (60 semester or 90 quarter)

Associate’s degree or specific coursesAssociate’s degree or specific courses• Technical or business areaTechnical or business area• Certifies entry-level preparation for an occupationCertifies entry-level preparation for an occupation• A substitution of a given number of college credits A substitution of a given number of college credits

in specific subject matter may be used as an in specific subject matter may be used as an “equivalency” (e.g., 15 semester credits in …)“equivalency” (e.g., 15 semester credits in …)

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Three or more years of college with upper Three or more years of college with upper division course workdivision course work

• Bachelor’s degree may not be the labor market norm Bachelor’s degree may not be the labor market norm • College-level subject matter knowledge is required College-level subject matter knowledge is required • Broad foundation is needed to keep pace with Broad foundation is needed to keep pace with

changing job content changing job content

Bachelor’s degreeBachelor’s degree • Entry-level readiness for a professional/managerial Entry-level readiness for a professional/managerial

career trackcareer track• Societally recognized right-of-passage to knowledge-Societally recognized right-of-passage to knowledge-

based jobs of high responsibility and consequencebased jobs of high responsibility and consequence• Industry and labor market normIndustry and labor market norm

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Graduate-level course workGraduate-level course work• Specialized work requiring advanced technical Specialized work requiring advanced technical

knowledge not provided through experience knowledge not provided through experience • The foundation for keeping pace with technical The foundation for keeping pace with technical

developments in a professional field developments in a professional field • The required courses should be specified in type and The required courses should be specified in type and

number. number. • Reflects admission into a graduate program - evidence Reflects admission into a graduate program - evidence

of strong academic foundation, academic discipline, of strong academic foundation, academic discipline, and a commitment to an occupational area. and a commitment to an occupational area.

Master’s degree (MA, MS, MBA, MPA, etc.)Master’s degree (MA, MS, MBA, MPA, etc.)• Same as above, but is the occupational norm.Same as above, but is the occupational norm.

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Professional degreeProfessional degree M.D., PH.D., J.D., BSN, etc.M.D., PH.D., J.D., BSN, etc. Associated with specific occupationsAssociated with specific occupations May require state licensure or certification May require state licensure or certification

License, Certificate, or other Regulatory Credential License, Certificate, or other Regulatory Credential Medicine, nursing, and legal professions; trades, Medicine, nursing, and legal professions; trades,

contracting, and building inspection; civil engineering, contracting, and building inspection; civil engineering, public safety and law enforcement, teaching, etc.public safety and law enforcement, teaching, etc.

Sign Language Interpreter 4.0 RID testing standardSign Language Interpreter 4.0 RID testing standard

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MIXING THE MESSAGE: Tag-a-long PhrasesMIXING THE MESSAGE: Tag-a-long Phrases

““Or a closely related field”Or a closely related field” ““Related” to what? How “close” is close enough?Related” to what? How “close” is close enough?

• Problems with consistency in application across candidates and Problems with consistency in application across candidates and across occasionsacross occasions

• SMEs will need to assist in application screenSMEs will need to assist in application screen• Circumscribe with reference to the duties of the classCircumscribe with reference to the duties of the class

• ““Bachelor’s degree in management, business administration, public Bachelor’s degree in management, business administration, public administration, or a field of study closely related to the duties and the administration, or a field of study closely related to the duties and the knowledge requirements of this classification.” knowledge requirements of this classification.”

““Preferred” or “Desired” Preferred” or “Desired” • Nod to SMEs. Value-added but not necessary? A differentiator of Nod to SMEs. Value-added but not necessary? A differentiator of

better from lesser qualified? better from lesser qualified? • ““Preferred over…” “Desired in addition to…”Preferred over…” “Desired in addition to…”• If preferred or desired, how will it be incorporated into the If preferred or desired, how will it be incorporated into the

selection process?selection process?

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““Exchange Rates”: Training for EducationExchange Rates”: Training for Education

1.1. College course work vs. Trade School College course work vs. Trade School Certificates of CompletionCertificates of Completion

2.2. Formal Education vs. Completion of training Formal Education vs. Completion of training courses and workshopscourses and workshops

What is the comparability of time and work What is the comparability of time and work investment?investment?

What is the level of rigor required?What is the level of rigor required?• Does completion represent Does completion represent exposureexposure or or masterymastery??• Is it possible to not pass?Is it possible to not pass?

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Education in a Promotional SeriesEducation in a Promotional Series

Series: Clerical, Analytic, Administrative/Mgmt Series: Clerical, Analytic, Administrative/Mgmt Set Set entryentry education level for the entire education level for the entire

promotional series to avoid:promotional series to avoid:A structural barrier (higher education) to A structural barrier (higher education) to

advancement advancement ““Dead end” positions resulting for employees not Dead end” positions resulting for employees not

possessing the higher requirement,possessing the higher requirement, Internal promotional pool may be constrictedInternal promotional pool may be constricted Increased necessity for “open” recruitments for Increased necessity for “open” recruitments for

higher positions in the serieshigher positions in the series

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EXPERIENCEEXPERIENCE

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What Does Experience Represent?What Does Experience Represent?

An individual’s unique developmental acquisition An individual’s unique developmental acquisition of general and specialized knowledge, enabling of general and specialized knowledge, enabling competencies and organizational behaviorcompetencies and organizational behavior

Experience reflects the Experience reflects the opportunityopportunity for a person for a person to apply knowledge, learn setting-specific to apply knowledge, learn setting-specific policies, procedures, regulations, and to develop policies, procedures, regulations, and to develop personal work habits and work style.personal work habits and work style.

Experience does not assure any of the above, Experience does not assure any of the above, but without experience, development of work-but without experience, development of work-related competencies cannot be assumed. related competencies cannot be assumed.

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DimensionsDimensions

General vs. SpecificGeneral vs. Specific How much?How much? What kind?What kind? What level?What level? In a Promotional Path In a Promotional Path Internal vs. ExternalInternal vs. External Paid vs. UnpaidPaid vs. Unpaid

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Kinds of ExperienceKinds of Experience

GeneralGeneral• Indicative of the development of Indicative of the development of general, transferable work general, transferable work

competenciescompetencies such as dependability, attention to detail, such as dependability, attention to detail, interpersonal skills, and other kinds of adaptive organizational interpersonal skills, and other kinds of adaptive organizational behavior. behavior.

• An entry-level job may require only general experience at a An entry-level job may require only general experience at a particular “level” (to be discussed later)particular “level” (to be discussed later)

SpecificSpecific• Indicative of the development and application of Indicative of the development and application of

professional/technical expertise. professional/technical expertise. • Advanced or promotional-level job would require a track record of Advanced or promotional-level job would require a track record of

application of knowledge and opportunity to have accomplished a application of knowledge and opportunity to have accomplished a significant body of work. significant body of work.

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How Much Experience?How Much Experience?

1.1. What must be mastered by the end of an initial What must be mastered by the end of an initial probationary period? What then must be the probationary period? What then must be the starting point?starting point?

2.2. What is the duration at which learning diminishes What is the duration at which learning diminishes and experience increasingly becomes repetition?and experience increasingly becomes repetition?

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Function of…Function of…

Procedural complexityProcedural complexity. Work involving complex . Work involving complex procedures will take longer to master and more procedures will take longer to master and more experience would be required. experience would be required.

Job-specific skill proficiency learning curveJob-specific skill proficiency learning curve. Work . Work involving the acquisition of complex knowledge and skills involving the acquisition of complex knowledge and skills will take longer to master and more experience would be will take longer to master and more experience would be required. Time-to-proficiency should be estimated by required. Time-to-proficiency should be estimated by subject matter experts. subject matter experts.

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Task cycle timeTask cycle time. Tasks having short cycle time . Tasks having short cycle time (completed in hours or days) can be mastered in shorter (completed in hours or days) can be mastered in shorter periods than those with long cycle times (weeks or periods than those with long cycle times (weeks or months). Work involving long term projects may take months). Work involving long term projects may take several years to establish a track-record of performance several years to establish a track-record of performance and accomplishment. and accomplishment.

Task varietyTask variety. Work involving a wide variety of tasks will . Work involving a wide variety of tasks will take longer to be exposed to all of the tasks and mastery take longer to be exposed to all of the tasks and mastery will required more experiencewill required more experience

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Business cycleBusiness cycle. To be exposed to tasks that are part of a . To be exposed to tasks that are part of a business cycle, the following may apply: business cycle, the following may apply:

• First yearFirst year -- exposure and familiarity with the tasks; -- exposure and familiarity with the tasks; • Second yearSecond year – demonstrated ability to perform the tasks – demonstrated ability to perform the tasks

independently; independently; • Third yearThird year – replication and mastery of performance – replication and mastery of performance• Additional yearsAdditional years – demonstrated navigation through change – demonstrated navigation through change

(changing occupational content) and leadership potential.(changing occupational content) and leadership potential.

Change cycleChange cycle. For management positions involving . For management positions involving managing through changes in technology, business, and managing through changes in technology, business, and economic conditions the periodicity of change may be economic conditions the periodicity of change may be relevant to minimum time to be exposed to a complete relevant to minimum time to be exposed to a complete change – stabilization – change cycle.change – stabilization – change cycle.

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RULES OF THUMBRULES OF THUMB

One yearOne year of experience for entry-level jobs of experience for entry-level jobs • plus or minus one year depending upon labor market conditions plus or minus one year depending upon labor market conditions

and recruitment necessity.and recruitment necessity. Three yearsThree years of experience for promotional positions or of experience for promotional positions or

non-entry professional classifications non-entry professional classifications • plus or minus one year depending upon labor market conditions plus or minus one year depending upon labor market conditions

and recruitment necessity.and recruitment necessity. Five yearsFive years of experience for management level of experience for management level

positions positions • plus or minus two years depending upon labor market conditions plus or minus two years depending upon labor market conditions

and recruitment necessity. and recruitment necessity. Ten yearsTen years of experience for senior-level management of experience for senior-level management

positions positions • plus or minus five years depending upon labor market conditions plus or minus five years depending upon labor market conditions

and recruitment necessity.and recruitment necessity.

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““Terms of Art”Terms of Art”

Context of ExperienceContext of Experience Line and programLine and program

• Continuous or cyclical in nature following a production/delivery process.Continuous or cyclical in nature following a production/delivery process.• Creation and delivery service or products to the outside customers of the Creation and delivery service or products to the outside customers of the

enterprise. enterprise. Staff or functionalStaff or functional

• Part of the organizational infrastructure of the enterprise and Part of the organizational infrastructure of the enterprise and • pertains to the delivery of service or products to internal customers of the pertains to the delivery of service or products to internal customers of the

enterprise that are enabling to the line operations. enterprise that are enabling to the line operations. OperationalOperational

• The physical infrastructure. Examples include: maintenance, plumbing, The physical infrastructure. Examples include: maintenance, plumbing, electrical, moving and transportation. electrical, moving and transportation.

SystemsSystems • The technology systems used by line, staff program and project The technology systems used by line, staff program and project

personnel. personnel. ProjectProject

• Line or staff depending upon the customer base, Line or staff depending upon the customer base, • Have beginning, middle, and end phases whereas programs are Have beginning, middle, and end phases whereas programs are

continuous. continuous.

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Level of ExperienceLevel of Experience

Independent contributorIndependent contributor • Works independently or as a member of a team, having no Works independently or as a member of a team, having no

direct responsibility for the work of others.direct responsibility for the work of others.

Lead/directingLead/directing• Provides work direction and support to others, typically on daily Provides work direction and support to others, typically on daily

assignments which do not include supervisory duties such as assignments which do not include supervisory duties such as hiring, evaluating and managing performance, disciplinary hiring, evaluating and managing performance, disciplinary actions, approving leave. actions, approving leave.

Facilitation/facilitatingFacilitation/facilitating• A role of organizing, coordinating, and otherwise enabling A role of organizing, coordinating, and otherwise enabling

cross-functional group effectiveness while having no direct cross-functional group effectiveness while having no direct supervisory authority or responsibility.supervisory authority or responsibility.

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Level of Experience Level of Experience (cont’d)(cont’d)

Supervision/SupervisorySupervision/Supervisory • Includes duties such as hiring, evaluating and managing Includes duties such as hiring, evaluating and managing

performance, disciplinary actions, approving leave, etc. Generally performance, disciplinary actions, approving leave, etc. Generally does not have cost-center budget responsibility or policy making does not have cost-center budget responsibility or policy making responsibility.responsibility.

Coordinator/CoordinatingCoordinator/Coordinating • An organizational role of planning and organizing programs, An organizational role of planning and organizing programs,

projects, or events bringing disparate groups and services projects, or events bringing disparate groups and services together for specific purposes. together for specific purposes.

• Typically will not have direct supervisory responsibility for all Typically will not have direct supervisory responsibility for all aspects of that which is coordinated. aspects of that which is coordinated.

• Typically does not have cost-center budget responsibility. Does Typically does not have cost-center budget responsibility. Does not formulate policy.not formulate policy.

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Level of ExperienceLevel of Experience (Cont’d)(Cont’d)

Management/ManagerialManagement/Managerial• Responsible for a distinct organizational functional Responsible for a distinct organizational functional

area, area, • Has cost-center budget responsibility, Has cost-center budget responsibility, • Typically involves supervising supervisors in a multi-Typically involves supervising supervisors in a multi-

layered organization layered organization • Department-wide policy development. Department-wide policy development. • May report to a director or senior manager May report to a director or senior manager

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Level of ExperienceLevel of Experience (Cont’d)(Cont’d)

Director/Senior ManagementDirector/Senior Management Responsible for a major subdivision of line operations or Responsible for a major subdivision of line operations or

agency-wide functional areaagency-wide functional area Has a budget that rolls-up across sub-unit budgets, Has a budget that rolls-up across sub-unit budgets, Typically involves managing managers with multi-Typically involves managing managers with multi-

functional span of control. functional span of control. Division-wide policy formation.Division-wide policy formation.

Executive/Executive Management Executive/Executive Management The head of the total enterprise or someone who The head of the total enterprise or someone who

reports directly to the principal executive of the total reports directly to the principal executive of the total enterprise enterprise

Has Director-level reports. Has Director-level reports. Enterprise-wide policy formation. Enterprise-wide policy formation.

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Type of ExperienceType of Experience Unskilled/manualUnskilled/manual

Requires no specialized skill or knowledge. Requires no specialized skill or knowledge. No pre-training is available or expected. No pre-training is available or expected. Work requirements are learned on-the-job.Work requirements are learned on-the-job.

Office ClericalOffice Clerical Involves performing routine office tasks supporting the general Involves performing routine office tasks supporting the general

function of the office or managerial position. function of the office or managerial position. Specialized office equipment or software may be involved but not Specialized office equipment or software may be involved but not

expected upon entry to the class. expected upon entry to the class. Works within rules and procedures without interpreting or making Works within rules and procedures without interpreting or making

analytic or technical judgments. analytic or technical judgments. Specialized ClericalSpecialized Clerical work involves specific job content acquired work involves specific job content acquired

through training and experience such as HR Assistant or through training and experience such as HR Assistant or Accounting Clerk. Accounting Clerk.

Administrative ClericalAdministrative Clerical work contains elements of office clerical and work contains elements of office clerical and administrative work as defined below. administrative work as defined below.

SecretarialSecretarial work is office clerical in nature, but organizationally work is office clerical in nature, but organizationally aligned to directly support a specific manager.aligned to directly support a specific manager.

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Level/Type of Experience Level/Type of Experience (cont’d)(cont’d)

AdministrativeAdministrative Involves coordinating or facilitating the delivery of the products or Involves coordinating or facilitating the delivery of the products or

services of the organization without directly providing the service services of the organization without directly providing the service (which may be clerical, technical, trade, or professional) (which may be clerical, technical, trade, or professional)

Performing office duties at a level of independence not expected of Performing office duties at a level of independence not expected of clerical staff but not at a professional or managerial level of clerical staff but not at a professional or managerial level of responsibility for exercising judgment or discretion.responsibility for exercising judgment or discretion.

TradeTrade Having a recognized formal trade progression from novice, journey, Having a recognized formal trade progression from novice, journey,

master-levels in such fields as carpentry, plumbing, electricity, master-levels in such fields as carpentry, plumbing, electricity, welding, machining, building inspection, vehicle maintenance, welding, machining, building inspection, vehicle maintenance, beautician, etc. beautician, etc.

Trades are externally defined and may require state licensing.Trades are externally defined and may require state licensing.

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TechnicalTechnical Performs tasks that required substantial specialized training that can Performs tasks that required substantial specialized training that can

be obtained through external trade/technical schools or junior be obtained through external trade/technical schools or junior colleges. colleges.

Similar to a trade but having a less structured certification/regulatory Similar to a trade but having a less structured certification/regulatory requirements. requirements.

Problem solving is typically in a closed system with deterministic Problem solving is typically in a closed system with deterministic cause-effect relationships. cause-effect relationships.

Most problems can be solved through troubleshooting procedures. Most problems can be solved through troubleshooting procedures. AnalyticAnalytic

Work involves handling novel problems, issues, or situations through Work involves handling novel problems, issues, or situations through breaking them down into their elements and determining inter-breaking them down into their elements and determining inter-relationships, forming hypothesis, data collection and analysis, relationships, forming hypothesis, data collection and analysis, differentiating, aggregating and classifying data on the basis of differentiating, aggregating and classifying data on the basis of common themes and characteristics, preparing reports of findings common themes and characteristics, preparing reports of findings and recommendations. and recommendations.

Problem space is open and non-deterministic, and solutions are Problem space is open and non-deterministic, and solutions are probabilistic or based on a weighing of alternatives. probabilistic or based on a weighing of alternatives.

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ConsultingConsulting Work involves applying technical, analytic, or professional expertise Work involves applying technical, analytic, or professional expertise

in a service/advisory capacity or in a specialized problem solving in a service/advisory capacity or in a specialized problem solving capacitycapacity

Typically without operational responsibility for the larger function.Typically without operational responsibility for the larger function. ProfessionalProfessional

Work performed as a member of a recognized profession having an Work performed as a member of a recognized profession having an external association, body of operational principles, membership external association, body of operational principles, membership qualification standards, and code of ethics. qualification standards, and code of ethics.

Members of the profession perform duties that require interpretation, Members of the profession perform duties that require interpretation, and independent judgment in the application of professional and independent judgment in the application of professional principles, practices, and regulations. principles, practices, and regulations.

A bachelor or advanced degree is granted in the occupational area. A bachelor or advanced degree is granted in the occupational area. Certification or licensing may be required to hold oneself out to the Certification or licensing may be required to hold oneself out to the public as an independent practicing professional. public as an independent practicing professional.

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Exchange Rates: Education for ExperienceExchange Rates: Education for Experience

In general, additional years of education may be In general, additional years of education may be considered a substitute for experience when considered a substitute for experience when education is an alternative (or better) means for education is an alternative (or better) means for acquiring professional/technical expertise. acquiring professional/technical expertise.

Year-for-year up to two years. Or Degree Year-for-year up to two years. Or Degree substituting for up to two years. substituting for up to two years.

Experience should Experience should notnot substitute for required substitute for required education. Consider…education. Consider…Lowering the education requirementLowering the education requirementReevaluating the experience requirement and Reevaluating the experience requirement and

possibly allow for education substitution.possibly allow for education substitution.

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Experience in a Promotional SeriesExperience in a Promotional Series(Succession Planning)(Succession Planning)

Make it clear where experience in a “feeder” Make it clear where experience in a “feeder” class is qualifying for higher classificationsclass is qualifying for higher classifications

Link the “Definition” sections of the lower class Link the “Definition” sections of the lower class specifications to the “Experience Requirement” specifications to the “Experience Requirement” sections of the higher classes sections of the higher classes • Use the same “terms of art”Use the same “terms of art”

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Discontinuities in Career PathDiscontinuities in Career Path

Case: Transition from clerical to professionalCase: Transition from clerical to professional• Employee completes obtains a relevant bachelor’s degree but Employee completes obtains a relevant bachelor’s degree but

can not meet the experience requirement for the entry can not meet the experience requirement for the entry professional class above the current clerical class professional class above the current clerical class

MQ Consideration:MQ Consideration:• Allow additional education beyond the minimum to Allow additional education beyond the minimum to substitutesubstitute for for

required experience. required experience. • Allow additional education beyond the minimum to be Allow additional education beyond the minimum to be combinedcombined

with related but lower-level experience.with related but lower-level experience. Create a Create a transitionaltransitional classification that can provide the classification that can provide the

necessary experience. necessary experience. Utilize tuition re-imbursement incentives and co-Utilize tuition re-imbursement incentives and co-

operative relationships with local institutions of higher operative relationships with local institutions of higher education. education.

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Other Experience ConsiderationsOther Experience Considerations

Paid vs. UnpaidPaid vs. Unpaid (or self employed) (or self employed)• Main difference is performance standards and formal evaluation Main difference is performance standards and formal evaluation

(What do you want the experience to mean?)(What do you want the experience to mean?)

Internal vs. ExternalInternal vs. External• Experience in Experience in namednamed internal classifications internal classifications may require lesser may require lesser

amountsamounts• More is known about internal classificationsMore is known about internal classifications• Supports rapid advancement and retention of high performersSupports rapid advancement and retention of high performers

RecencyRecency• Recency need not be an important consideration.Recency need not be an important consideration.• May play be relevant in subsequent assessments of qualifications May play be relevant in subsequent assessments of qualifications

(T&E, Oral Exam, etc.)(T&E, Oral Exam, etc.)

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Other Experience ConsiderationsOther Experience Considerations

““Progressively Responsible”Progressively Responsible”Vague and difficult to judge reliably. Vague and difficult to judge reliably. Instead, use specific descriptors of expected Instead, use specific descriptors of expected

progress in the occupational area such as: progress in the occupational area such as: • ““four years of experience in (general job content area) four years of experience in (general job content area)

with two years of (specialized/technical duties or tasks) with two years of (specialized/technical duties or tasks) or two years in a lead or supervisory capacity”or two years in a lead or supervisory capacity”

““Any combinationAny combination…”…”Arguments for and against?Arguments for and against?

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Special Requirements Special Requirements (to mention a few)(to mention a few)

““Valid California driver’s license and use of personal vehicleValid California driver’s license and use of personal vehicle.” Use only if use of .” Use only if use of public transportation or commuting by carpool, bicycle, or foot would put significant public transportation or commuting by carpool, bicycle, or foot would put significant limitations on the ability to perform the duties. Incidental use of a car or its limitations on the ability to perform the duties. Incidental use of a car or its convenience in performing duties should not be considered.convenience in performing duties should not be considered.

““Proof of insurabilityProof of insurability”. Use for classifications that require driving agency vehicles for ”. Use for classifications that require driving agency vehicles for which the driver must have a DMV record that enables them to be covered under the which the driver must have a DMV record that enables them to be covered under the agency policy.agency policy.

Special certificationsSpecial certifications. These must be either required by law to perform the duties of . These must be either required by law to perform the duties of the job, or be clearly supported by the labor market and recruitment considerations, or the job, or be clearly supported by the labor market and recruitment considerations, or otherwise be stated as “preferred” or required within a given time span after hire (e.g., otherwise be stated as “preferred” or required within a given time span after hire (e.g., during probation period).during probation period).

LiftingLifting. These must be based upon a physical task analysis. Specific tasks, objects, . These must be based upon a physical task analysis. Specific tasks, objects, and assistive equipment or techniques must be explicitly considered and documented. and assistive equipment or techniques must be explicitly considered and documented. The lifting must be an essential job function with significant consequences of failure The lifting must be an essential job function with significant consequences of failure (risks to property, self, or others). Lifting must be stated as amount “without (risks to property, self, or others). Lifting must be stated as amount “without assistance.” assistance.”

Other Physical RequirementsOther Physical Requirements. Such requirements include hearing and visual acuity . Such requirements include hearing and visual acuity and use of other senses; hand steadiness, stamina and endurance, cardiovascular and use of other senses; hand steadiness, stamina and endurance, cardiovascular fitness, flexibility, balance, adaptation to or tolerance of environmental conditions fitness, flexibility, balance, adaptation to or tolerance of environmental conditions (heat, cold, vibration, body fluids, odors, etc). These requirements must be essential (heat, cold, vibration, body fluids, odors, etc). These requirements must be essential job functions with significant consequences of failure (risks to property self, or others).job functions with significant consequences of failure (risks to property self, or others).

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WORKING WITH SMEsWORKING WITH SMEs

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Timing is everythingTiming is everything

DON’T SET THE MINIMUM QUALIFICATIONS DON’T SET THE MINIMUM QUALIFICATIONS BEFORE YOU COMPLETE A COMPETENCY BEFORE YOU COMPLETE A COMPETENCY

MODEL FOR THE JOBMODEL FOR THE JOB

First:First:

1.1. Know the job requirementsKnow the job requirements

2.2. Know path of developmentKnow path of development

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Start with the Competencies Start with the Competencies (Job Requirements)(Job Requirements)

• Professional/Technical Expertise

• Legal and Regulatory Navigation

• Industry Awareness

• Using Technology

• Writing Skills

• Critical Thinking and Analysis

• Negotiating

• Project Management

• Etc.

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1.1. RELATE COMPETENCIES TO MINIMUM RELATE COMPETENCIES TO MINIMUM REQUIREMENTSREQUIREMENTS

What What levellevel of each occupational competency is needed at of each occupational competency is needed at the time of hire? AND What level will be expected at the the time of hire? AND What level will be expected at the completion of the probationary period?completion of the probationary period?

• Each at-entry competency level should have an experience and Each at-entry competency level should have an experience and educational sourceeducational source

How learned/developed through formal education?How learned/developed through formal education?• What degrees or What degrees or curriculum of coursescurriculum of courses provide the job content? provide the job content?

How learned/developed through experience?How learned/developed through experience?• What What typetype of experience best matches the content of this job? of experience best matches the content of this job?• What is the What is the business cyclebusiness cycle associated with this experience? How associated with this experience? How

long is a cycle and how many cycles are necessary to have the long is a cycle and how many cycles are necessary to have the level of competency expected at-entry?level of competency expected at-entry?

• How long does it take to have had How long does it take to have had opportunityopportunity to apply these to apply these competencies enough to have developed entry-level competencies enough to have developed entry-level competency?competency?

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2. INTERNAL ALIGNMENT2. INTERNAL ALIGNMENT

What are the internal What are the internal feederfeeder classifications for this classifications for this class?class?• MQs should not pose an unjustifiable barrier.MQs should not pose an unjustifiable barrier.

For what For what higherhigher classes will incumbents in this class be classes will incumbents in this class be considered or developed as part of the recruitment talent considered or developed as part of the recruitment talent pool?pool?• MQs should be consistent with this expectation.MQs should be consistent with this expectation.

Are the education and experience levels (degrees or Are the education and experience levels (degrees or years) of classifications at the years) of classifications at the same paysame pay grade in the grade in the same occupational category relevant for this class?same occupational category relevant for this class?• If not what is different?If not what is different?• If different, may affect evaluation points and salary allocation if If different, may affect evaluation points and salary allocation if

not compensated in other factors.not compensated in other factors.

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THANK YOU!THANK YOU!

Documents

Minimum Qualifications: What do they mean? Rod Freudenberg, Ph.D. Director, Classified Human Resources