HomeMy WebLinkAboutSmith 88-03-25 Concerning an arbitration
Between:(
Durham College
and
Ontario Public Service Employees Union
Grievance of V. Smith, job posting
Board of Arbitration
J. W. Samuels, Chairman
R. J. O'Connor, College Nominee
E. Marszewski, Union Nominee
For the Parties
Union
M. Comish, Counsel
V. Smith, Grievor
College
P. J. Thorup, Counsel
D. I. Sinclair, Director, Human Resources
Hearings in Toronto, May 26, November 6, and December 7, 1987; January 27 and
February 1, 1988
In June 1986, the College posted an opening for a support service
officer in the Student Affairs Department. Valerie Smith applied for the
position and was unsuccessful. She grieves that the College violated the
collectiVe agreement by selecting Joan Fitzpatrick for the job.
There had been eight applicants, all of whom were members of the
bargaining unit. The grievor had the second longest service, having a
seniority date of August 29, 1977. Ms. Fitzpatrick had the second shortest
service, having a seniority date of April 24, 1985.
The position poSting is attached to this award as Appendix 1. A fuller
description of the job is provided in Appendix 2, which is the description
done by the out-gOing employee in the position. In short, this support service
officer provides assistance to students in a variety of ways---operation of a
Peer Tutoring Program, which brings together tutors and students who need
help with their studies; processing withdrawals, and assisting potential
withdrawals to find ways of remaining in school; operation of the bursary
and scholarship programs; operating a housing rental information system;
maintaining information concerning other colleges and universities; and
similar functions.
Article 17.1.1 of the collective agreement provides that, when
employees in the bargaining unit make apPlication for a posted position, "the
College will give proper consideration to the qualifications, experience, and
seniority of all applicants in relation to the requirements of the vacant
position".
This type of provision is known as a "hybrid clause". It does not say
that the senior employee will get the position if the employee can do the job.
It does not say that seniority will govern if qualifications and experience are
relatively equal. It says simply that "proper consideration" must be given to
three factors---qualifications, experience, and seniority---in relation to the
requirements of the vacant position. Thus there is a great deal of flexibility
permitted in the decision-making process. However, seniority must be
2
considered { see, for example, Cambrian College and Ontario Public Service
Employees Union (grievance of M. Ransom, unreported decision of Swan,
dated. January 29, 1987), at pages 5-6}. And "proper consideration" involves
twO elements---firstly, the employer must gather sufficient information on
which to make a valid judgment of the merits of the candidates; and secondly,
the employer must give appropriate weight to the various factors in light of
the requirements 'of the posted job.
At the outset of our heating, we were asked to rule on the procedure to
be followed in this arbitration. The Union was asking us to put the grievor in
the posted position, or in the alternative to order that a new competition be
conducted. The College argued that the first remedy was not reasonable,
given that there were eight applicants and it would not be appropriate to put
the grievor in the job without considering all the applicants. If we were
going to 'consider putting the grievor in the job, we would have to hear
evidence concerning all the applicants, and that would mm the hearing into
an unreasonable undertaking.
We ruled that we would hear evidence concerning the procedure used
for the selection, and concerning the qualifications, experience and seniority
of the grievor and the incumbent. Then
---if it appeared to this Board that the grievor may be the preferable
candidate with respect to Ms. Fitzpatrick, we would order that the
competition be redone.
---However, if in any event it appeared to us that the grievor was not
preferable to Ms. Fitzpatrick, we would deny the grievance, because
if it is clear that the individual grievor has nothing to gain, there is
no point in ordering the employer to redo a competition.
---If the procedure was inadequate, we would comment on it, and we
might suggest ways in which it might have been improved to assist
the employer in the future.
Ms. Marszewski expressed her disagreement with the second point. She
suggested that there may be cases where, though the grievor would not
succeed, the procedure was so inadequate that natural justice requires that the
competition be redone.
' We will deal first With the selection procedure.
The job was posted. The posting is in Appendix 1 to this award and it
complies with the requirements of Article 17.1 of the collective agreement,
given .that the posting sets out the information which it ought to contain---the
classification, hourly rate range, current Campus location, current hours of
work, current shifts, and an outline of the basic qualifications. The eight
applications came to Mr2 R. Snowdon, the Manager of Student Services, who
was the supervisor of the posted position. He invited three faculty members
to be an interview committee. They were Mr. R. Lee, a teaching master in
Communications; Mr. J. Lackner, then Head of the Department of Adult
Training; and Ms. S. Babbs, a teaching master in the Business Division. The
three members of the committee met to plan the interviews. They reviewed
the job applications and resum6s provided by the applicants. The eight
applicants were known more or less by each of the committee members,, and
there developed a general understanding that any of the applicants could..
handle the clerical and administratiVe elements of the job, so the applicants
were considered equal with respect to these elements. They looked at the job
posting and decided that the most important element of the job was the
counselling function, and they would focus on it. Each of the three would ask
one primary question. Mr. Lee would paint the scenario of a student coming
to the applicant with a complaint about a faculty member, and ask how this
should be handled. 'Mr. Lackner would ask how the applicant would handle a
~tudent who came in near the end of term and told of an alcoholic father who
was making the home-life unbearable. Ms. Babbs would ask what the
applicant was doing or planning to do in the way of professional development
for a counselling role. 'Then the eight interviews were conducted over a two-
day period. Mr. Snowdon sat in on all the interviews. Mr. Lackner was not
there for the interview with the grievor. Each interview lasted about 30
minutes. The three questions were put to each applicant in more or less the
4
same way, and there was some general discussion with each applicant that
might have been somewhat different from applicant to applicant. After each
interview, the three committee members discussed their impressions of the
candidate, and when all were done (Joan Fitzpatrick was last) there was a
unanimous feeling that without a doubt Joan Fitzpatrick was the best by far.
Her answers and 'her manner were what they thought a counsellor should
have.. There was another candidate who was clearly second best, and then
there were all the rest, among whom was the grievor. The committee
recommended to Mr. Snowdon that he engage Ms. Fitzpatrick, and he was
pleased to do so, being of the same mind. Mr. Snowdon says that he
considered seniority, but it really played no part because it was so clear that
Ms. Fitzpatrick was the best candidate. Mr. Snowdon did not review the
personnel files of the applicants, and therefore was not aware if there were
performance appraisals. He says that he did solicit very brief comments
from the supervisors of the applicants (in some cases, members of the
committee were the supervisors, and Mr. Snowdon himself had supervised
Ms. Fitzpatrick), but this was done very informally and, in the case of Ms.
Smith, so casually and quickly that her supervisor, Ms. S. Barclay, the Head
of the Department of Library and Media Services, can't recall the contact
(Mr. Snowdon says that it took place in "the purple pit" in the main foyer of
the College).
There are a number of comments to be made about this selection
procedure and the testimony we heard concerning the interviews.
One, the members of the interview committee approached their task
with absolute integrity and independence. They were concerned to do a fair
job and to select the best candidate. There was no predisposition towards Ms.
Fitzpatrick. Indeed, Ms. Babbs had heard it suggested that Fitzpatrick was a
"shoo-in" in this case, and she was determined that she would ensure that this
selection procedure would not be like that.
Two, the evidence concerning the precise discussion at the interviews
of Smith and Fitzpatrick is not clear. Ms. Smith appeared to have a good
5
recollection of her interview. Mr. Snowdon had taken brief notes at all the
interviews (and these notes were entered as an exhibit at our hearing), and he
elaborated somewhat in his testimony before us. Ms. Fitzpatrick was not a
wiiness. The three faculty members of the interview committee had very
little recollection of the details, but they were firm conceming what they had
concluded---that Ms. Fitzpatrick was clearly the best.
· Three, the committee decided that the counselling function was critical
and they set out to evaluate the relative abilities of the candidates with respect
to this function. The judgment of a person's ability to counsel and interview
is largely a subjective one. There is no mechanical or mathematical way of
measuring a person's ability to relate to others. Assessing "people skills" is
not the same as assessing technical ability. In our view, in order to judge
whether or not the committee did this task properly, we must decide whether
their approach was reasonable, and whether they went about their business in'
an honest and reasonable fashion. It's not our business to quibble over what
are the right answers to the questions posed at the interviews, unless the
responses sought by the committee were manifestly unreasonable.
Four, in our view, the questions they asked were satisfactory for
evaluating the ability of the candidates to interview and counsel. The
situations of the alcoholic father and the problem with the teacher were good
ones for testing the candidates' sensitivity and judgment. The committee did
not have in mind fixed answers to these questions, but rather were interested
in the approach each candidate took. The committee members did not have in
mind the same ideas about what approach should be taken. Rather, each
member of the committee formed an impression of how well the candidate
would handle the situation posed. In our view, this is appropriate given the
particular ability which they were seeking to evaluate.
Five, the committee members struck us as sensitive judges of the
ability of an employee to counsel and interview. We might differ concerning
the answers given by the candidates, or concerning what ought to be the
correct' answers. But as we've said, judging a person's ability to counsel and
interview is not a mechanical task. It is necessarily subjective. We ought not
to second guess the committee, if they've gone about their business properly.
Six, while the members of the interview committee couldn't remember
the details .of the interviews, there was no doubt what their conclusion was,
and it was an unqualified conclusion---Ms. Fitzpatrick was clearly the best
candidate on the elements 'of the job which could be measured in the
interview.
Seven, Mr. Snowdon did not railroad the choice of Fitzpatrick. He
respected the free recommendation of the three faculty members on the
interview committee.
Eight, however, it is clear from the job posting and the job description
appended to this award, and from the testimony of Mr. Snowdon, that the
clerical and administrative elements of this job are very important. The
employee who does this job has to be able to organize an office with great
efficiency, to collect data (names of tutors, faculty expertise, bursary and
scholarships, rental information, etc.), to disseminate information (about the
Peer Tutoring Program, bursaries and scholarships, rental accommodation,
etc.), to operate systems (Peer Tutoring Program, bursary and scholarship
programs, housing information centre, student information centre, study
skills and time management programs, student ID photo cards, etc.). As
well, there is a counselling role. But the out-going employee says that
counselling takes only part of the 15% of annual time which she assigns to
"Participates in development of Student Services Counselling programs".
While it is important that this support service officer be able to counsel and
interview, it is also necessary that the employee be able to handle a significant
administrative and clerical function. The selection procedure did not gather
sufficient information on which to base an informed judgment concerning
the relatiVe abilities of the eight candidates in this administrative and clerical
function. In our view, there was an over-emphasis on the ability to interview
and counsel. To a large extent, the administrative and clerical elements of the
job were simply ignored, or the committee and Mr. Snowdon simply
7
assumed that all the candidates could do these things equally well, and there is
no justifiable basis for either ignoring these elements, or for coming to this
assumption. Not every one can do this kind of job well. Mr. Snowdon should
have ensured that he had adequate information concerning the administrative
and clerical abilities of the candidates. The applicants' resum6s told what the
candidates had done, but not how well it was done. Mr. Snowdon should have
gone to the supervisors of all the candidates, explained to them the essential
elements of the posted job, and solicited the supervisors' opinions concerning
the suitability of the candidates for such a job.
Nine, Mr. Lackner was not present at the grievor's interview.
Obviously, he was in no position to judge the relative abilities of the grievor
and Ms. Fitzpatrick.
Ten, Ms. Smith had the feeling after the process was over that the
committee did not know enough about her to make a full judgment of her
abilities for the job. We think she was correct.
In our view, because the selection procedure failed to assess adequately
the clerical and administrative abilities of the candidates, and because the
selection procedure had insufficient information concerning the
qualifications and experience of the candidates with respect to the overall
requirements of the vacant pOsition, it was not adequate to fulfil the College's
obligations under Article 17.1.1 of the collective agreement. There was not
"proper consideration" of the qualifications, experience and seniority of the
candidates in relation to the requirements of the vacant position. The
decision-makers focussed too heavily on one aspect of the job, and did not
mm their minds to an overall evaluation of the candidates, based on sufficient
information to enable such an evaluation.
So the selection procedure was seriously flawed. But is this a case
where we should order that the competition be redone? We ruled that we
would first consider whether or not the grievor may be a preferable
candidate to Ms. Fitzpatrick, within the terms of the collective agreement.
8
At our hearing, we had the opportunity to judge Ms. Smith's
qualifications, experience and seniority for the vacant position. She was a
witness, and we heard from Ms. Barclay, her supervisor. Ms. Smith studied
for~the Association of Library Assistants examination in England, leaving for
Canada before the examination. She has taken a variety of extension courses
in clerical wOrk, communication, human relations and administration. Since
coming to the College in 1977, she has been a library assistant in the main
library (until 1980), and the resource librarian in the Simcoe Resource
Library (to the present), In the latter position, she is responsible for the
overall administration, organization, operation and selection of resources for
a small library of books, magazines, hardware and software. She has a great
deal of contact with students to assist them to fred materials needed for their
study. Much of her work is very similar to the work of the posted position---
assembling information, assessing what it is that the student needs, and
providing the correct information. And she has student assistants whom she
trains to relieve her on breaks and in the evenings. She has three teenage
children of her own. Ms. Barclay has high praise for the way in which Ms.
Smith carries out her responsibilities. We spent five days with Ms. Smith in
hearings. For one daY she was a witness, explaining to us her qualifications
and her experience at the selection interview, including her recollection of
her answers to the questions posed. Our clear impression is that she could do
the posted job very well. She meets all the qualifications set out in the
posting---she has the equivalent of a College diploma and well over two years
related experience; she has excellent verbal and written communication
skills; she's capable of participating in program development and
counselling; she's energetic; she can work independently and in a team
atmosphere; she has the ability to relate to intemal and external contacts; and
she could provide necessary guidance to help students on a broad range of
problems. Her experience and her performance show that she could handle
the clerical and administrative tasks very effectively. With respect to the
counselling function, her answers to questions and her general demeanor at
@
the hearing tell us that she would be very effective with students in whatever
contact was necessary in the Department of Student Affairs. In large part, a
judgment about the ability to counsel and interview is subjective; it depends
onhow the observer responds to the overall manner of the other person. We
liked Valerie Smith very much.
What about Joan Fitzpatrick? She wasn't called as a witness, but we
know about her from the three members of the interview committee, and
from Mr. Snowdon, who had been her supervisor. Ms. Fitzpatrick has a
clerk-typist diploma from St. Clair College. From 1973 to 1984, she had
various clerical jobs in industry and the provincial government. She has
taken many extension courses in computing. In September 1984, she was
employed by Durham College as Mr. Snowdon's assistant, and she did most
of the work of the posted position. In April 1985, she moved to the public
relations department at the College, and applied for the posted position in
June 1986. When she left Mr. Snowdon in April 1985, he .gave her a
recommendation in which he described her as "an absolutely excellent:
employee ..... intelligent, fast-learning, empathetic, and with a highly
developed and skillful touch with people, both clients and co-workers". He
confirmed this evaluation in his testimony before us. We have no reason to
disbelieve this evaluation. It is not self-serving. It was not prepared in order
to support the College's position at our hearing. When Mr. Snowdon
prepared the recommendation, he had no idea that over a year later Ms.
Fitzpatrick would be using it to support her application for the position of
support service officer in the Student Affairs office. Thus we find that Ms.
Fitzpatrick too can do the posted position very well. She too has all the
qualifications set out in the posting. With respect to the clerical and
administrative functions, it seems to us that it wouldn't be possible to say who
was better, Ms. Smith or Ms. Fitzpatrick.
While we've reached the same conclusion which the committee did
intuitively, this does not mean that the committee did its job properly. The
collective agreement entitles an applicant to "proper consideration" of her
l0
qualifications and experience. The judgment of these elements must not be
done intuitively, but must be based on adequate information. We have
reached our conclusion based on sufficient evidence from the supervisors of
bOth Ms. Smith and Ms. Fitzpatrick.
With respect to Ms. Fitzpatrick's ability to counsel and interview, the
members of the interview committee are unanimous that she was far and
away the best of all the candidates. Even though Mr. Lackner was not present
for the grievor's interview, there is sufficient evidence from Mr. Lee and
Ms. Babbs (concurred in by Snowdon, who was there) to say that Fitzpatrick
was clearly the best. And Lackner can at least confirm that Fitzpatrick was
clearly better than all the other candidates, not including Smith. We have
already said that we accept the committee's judgment with respect to the
ability of the applicants to counsel and interview. Thus, while we find that
Ms. Smith would do very well at counselling and interviewing, we accept the
judgment of the interview committee that Ms. Fitzpatrick is clearly better at
this particular task.
In sum, we £md that Smith and Fitzpatrick are equal with respect to the
administrative and clerical functions of the posted position. We find that
Fitzpatrick has a clear superiority with respect to the interviewing and
counselling functions. This means that with respect to "qualifications and
experience" (based on education, job experience, performance evaluation by
supervisors, and the evidence gathered at the interviews), Ms. Fitzpatrick is
superior to the grievor because it is reasonable to judge her as clearly more
able with respect to a part of the job which is small in terms of time, but
significant in terms of the overall ability to perform the job effectively. And
Smith has a great deal more seniority than Fitzpatrick. In this case, Ms.
Fitzpatrick's superiority in qualifications and seniority is sufficient to
outweigh the grievor's greater seniority. On balance, we think that a "proper
consideration of the qualifications, experience, and seniority of .... (the
grievor and the successful applicant) ..... in relation to the requirements of the
vacant position" does not lead to the conclusion that Ms. Smith would be the
preferable candidate. In our view, had the College complied with Article
17.1.1 of the collective agreement, the decision in favor of Ms. Fitzpatrick
would have been a reasonable one. If the competition were rerun, the'
conclusion would not be that Ms. Smith would be preferred over Ms.
'Fitzpatrick.
.In these circumstances, while we have said that the selection procedure
was seriously flawed, we dismiss the grievance.
Done at London, Ontario, this 2~/~ day of /~-~ ,1988.
R. J. O'Connor, College Nominee
E. Marszewski, Uniont/No~ee
AN EQUAL
College OPPORTUNITY
EMPLOYER competition No. ,% ,% 86-017 ' ;~i?~:~":..
New Position ( ) Full Time (x
SUPPORT STAFF Replacement (x) Part Time ( )
POSITION OPPORTUNITY Temporary from to.
POSITION INFORMATION
Job Title: Support Service Officer Job Classification: Support Service Officer B
Salary Range: $12.95 to $14.54 Hours of Work: 8:30 to 4:45
Diviaion/Departme_nt: _ Studen~ Affairs M~nda~ t~ Friday.II h~,]r l~m~h)
Reporting To: Student Affairs Officer Campus Location: Main
SELECTION PROCEDURE
1, COMPETITION TYPE:
{a) Restricted - Initial competition open to Durham College internal employees only ................... { x)
{b) Open - Competition open to all applicants due to specialized qualifications ........................ ( )
(c) Advertised - Position Opportunity is advertised in an external publication ........................... ( )
2. SELECTION METHOD(S):
(a) Direct Supervisor interview (Within Department) ........................................ .; ............ ( )
(b) Selection Committee process ........................................................................ (×)
(c) A~ment Centre process ......................................................................... ( )
(d) Direct related skill testing ............................................................................ ( )
SUMMARY OF DUTIES (A detailed Job Description for this position is available from the Personnel Department)
bY~er the direction of the Student Affairs Officer incumbent is responsible for the
follc~ing:
1. Day to day operation of the College's Peer Tutoring Program. Duties include:
- co-ordinating and monitoring program delivery
- liaison with college facutly and department he_a__~_m re tutor's and st~_~nt's
progress
- prepares reports and. statistics
- arrange paymant of tutors through SAC V.P. Fincance
- in.terview/matches participants and tutors
- participates in training of tutors ..... 2
QUALIFICATIONS
%h~ successful applicant should have a College diplc~a or equivalent and at least
t~o years related experience. %he successful candidate must possess excellent
verbal ar~ written communication skills and be capable of participating in program
develo~n,=_nt ar~ counselling. The successful applicant should be energetic, be able
to work well independently ~ in a team atn~sphere.
be ability to liaise wi~] internal and e>.~_rnal contacts and provide r~cessazy
~.L~dance to help students on a broad range of problems is necessary.
All candidates, including internal, are to submit ful~ up-dated resumes to the DIRECTOR OF PERSONNEL
Date ot Po~tlng: June 13, 1986 Applications accepted up to: June 19, 1986
r]LIb~.~'sl~,Y 0£" DUTI'~$ (CONq_'INUT~)
2. Responsible for processing withdrawals. Provides regular reports to college
Directors and Department Heads re attrition/retention. Prepares detailed
nalysis of attrition/retention. Interviews withdrawing students. Explores
~ans of helping students remain in school, and where appropriate refers
student to a counsellor.
3. Day to day operation of the College's Bursary and Scholarship Programs,
including ~he collection -and follc~-up on current donors' awards. Assists
with the solicitation of new donors.
Solicits and collects bursary applications, prepares applications for selection
cc~ttee, cc~iles results, and delivers cheques to successful students.
Together with College Public R~lations department organizes two Scholarship
Ceremonies each school year (approximately 150 per ceremony).'
Co-ordinates, on request, presentations of external awards.
4. Responsible for soliciting rental accc~ations for college students. M~intaLns
~o-to-date Housing Information Centre. Selects and supervise's part-time staff
who assist with Housing. Has extensive contact with public and students. ~
5. M~intains current library of College and University calendars to provide
information on admission requirements' at other institutions.
Ensures pamphlet rack is kept current by providing a steady supply of pamphlets
and brochures on. a wide range of topics of interest to college students.
Arranges on-ccxnpus presentations for college students (i.e. OHIP, Welccm~ Wagon,
Credit Counselling, B~nnks, etc. )
6. ihrough the Student Information Centre provides information on Peer Tutoring
and a full range of student services available at the College. Selects
student help, supervises and prepares work schedules for Student Information Centre.
7. Prc~otes Study Skills and ~ managemant programs for students through the
Ccmputer Learning Centre and for students recruiting individual assistance.
8. Organizes, preduces and distributes the College's stt~_d~nt photo I.D. Cards in
co-operation with the academic divisions. Produces schedule, selects and
supervise ' s part-tim~ help.
9. Participates in classroc~a and workshop sessions organized and offered by
Student Affairs ~epaz-b~mnt i.e. Budget Counselling, Peer Tutoring Training,
Study Skills Workshops.
0. M~ntainS regular contact with outside agencies and associations. (Social
Planning Council, A_~__~iction Research, Ministry of Cu~,~nity and Social Services,
etc. ) to identify and provide services of benefit to Durham students and to
create an awareness of these services among our students.
1. Other duties as are assigned frcm time to tim~.
APPENDIX 2
" .~. 3' '.'-. ,"' ... ' "":~ "'~'--" '
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· .,. ., .~;f~.~ ~:-,'
Grace Ippolito
Incumbent. Name:
Positio~.~tle:~St. Studeat ~fatrs Officerc[a~ifi~tion: 8802
(~t~e) ~char4
Repods. t~
~mplet~- b~
Signature of Supe~isoc
Signature of Supe~iso}'s Supe~iso D~t /~
Instructions for Completing the PDF: ·
1) Please read the entire iorm carefully before completing any of the sections.
2) Answer each section as comptetely as you can.
3) if further space is needed for any section, attach additional sheets. -
4) Print or write clearly or have the form typed.
5) Ask your Personnel representative any questions that will make the form easier
to complete.
A. Position Summary
Summarize the over. all purpose of the position and why it exists. This should be a
concise description of the total position, rarely more than two o~' three
sentences, and include only the most significant aspects.
Participates in the development and delivery of the Counselling
programs offered by the Student Affairs Department.
Provides an tmp6rtant communications link with the internal and
external co~cacts who help incumbent provide the guidance.necessary
to help our students solve a variety of personal and academic problems.
Sept. 1985 III 3
* Indicates that incumbent has read and understood position
~iat~ with' the ~sitiom I ~[cate the approxlma~ ~~ge'0f't~ f~'' - '~ '-.
~h d~; K~p ~ntenc~sho~; ~imple andto ~e ~nE ~~ duti~ rath~
t~n detail~ work routin~.
Approximate' % of
~me Annu~
1. Co-or~inaEes and delivers College~ Peer Tuto~ng 25Z
progr~. Inte~ews ~d m~/che~ particip~ts to
tutors. Liaison with faculty re student's
progress, Arr~es pa~ent oE tutor& through
~ the S.A.C. Re~arly monitors progr~ to e~ure
it provides help needed,
Plans and delivers tutor sessions:.
2. Participates in dev$1opment of Student Se~ces .. 15%
Co,selling progr~m~, i.e. study skills,
time m~agement, peer tutoring, etc.
Inte~iews and co~sels wi/hdrawin'g students.
E~lores means of helping, these s.tudents ~e~n
in school. Helps develop reteution progr=m~..
3. ~intatns the day-to-day operation of the Burs.a~ 15%
~d Scholarship progr~. ~aists in orE~iztng
~o Scholarship Ceremonies. each. ye~.
4. Responsible for s~liciting rent~ acc~odac!ons 10% .CO~ ...
TOTA L: 100%
To help you estimate.approximate percentages:
'1/2 hour a day is 7% 1/2 day a week is 10% 1/2 day a month is
1 hour a day is 14% 1 week a year is 2% I day a month is 4%
1 hour a week is 3%
' Issue (Dale Section
Sept. 1985 Ill 4
Has. ~t~.' c~ac~ ~th:. ~.l~c'. "
"~ ~':.5"~7~.-." .. ".' .' . . -
5. O~g~zes, p~od~ces ~&. ~r~e~ cqlle~e~: ' 1~.
o~g~zed and oEfe~e~ bT S[u&en: ~~epa~en~'
7. ~a~s ~ ~eseu~ce [~rA~ ~ cql~e~e ~ ~ers$~..' A~
claenda~s ~A p~e~s, and ~-~qc~.~es. ou ~ ~e
r~ge oE :op&ces.
8. ~ca~ ~eg~a~ c~c: ~:A. ~e..~enc~.es.
o~
9. O~e~ du[~es as a~e ~s~ed [~om ~e :~ ~$~e.
Th~s'-sectio~rprovides~inforrnation~ on· th~,diffiCuity= of the job in to,ms= ot the,:. '.
~5omplexity ot the~ wor~ and. the judgement' required.
1. Provide examples' which illustrate the complexity and diversity of the tasks
which are assigned to the position
Advises students with a wide'range of problems, both academic and personal. Must
recognize type of assistance best suited to help student and decide whether help
will be provided by college or through referral to outside agency. Help identify
and develop progrm~s designed to meet needs of students who come to us for help.
Delivers classroom and workshop sessions on study skills i.e. time management.
Also provides individual help on study skills.. Organizes and produces college
· I.D. cards for 2600 post secondary students. }~intains liaison with outside
referral agencies. Oversees and maintains. Housing Registry. Directs the day-
to-day operation of College Bursary and Scholarship fund. Iuterviews withdrawing
students. Organizes and directs College Peer Tutoring program.
2. Provide examp[es oftypicalproblems solved bytheincumbent.
Interviews and provides guidance to students who are struggling academically.
Identifies assistance required and assigns tutor or refers to the
Cal Centre. .. ..
Develops and delivers clasaroom and workshop presentations for
a variety of prdgrams offered through Student Affairs Department.
Possess thorough knowledge of college programs, services and policies.
Provide guidance fo.r students with a variety of non academic problems.
Sept. 1985 Iii 5
This section, provides information on the guidance available to the position In . .-..
the. form of direct Supervision and documented procedures-. ' .... -" '
1. What kind of instructions are required at the beginning of a typical work
assignment?
0bjectives of work assignment'are d~scusses.
Actual procedure~ aze left t~ incumbent tO 6art)-out,
2. Describe the documented procedures that are available to serve as
guidelines for typical work assignments and indicate how often they are
referred to.
There are no documented procednres a.¥a~laBle,
Incumbent must"be fully knq. w. ledgeable qf' cQllege ~31~cT
and apply accQrdiagly,
3. Indicate how regularly the position's work is checked (e.g. several times
daily, in process, weekly o.r completion el' the'l~roject, monthly). Describe
·
how the work is reviewed (e.g. detailed review, by exception, by report, by
discussion).
Wo. rk is discuss.ed at completi'Qn o.f pro. Ject.
Reports- a.re made. ~vaiia.51e for' rev~e~,
4. What typical problems are normally referred to the position's supervisor for
solution?
In depth couns.elling situatians., are referred to saperviso=i
Advice is sought when reaching an impasse with ~'tudents-,
Sept. 1985 Ill 6
F_ Ce~mtunicatl'of~=-. '"' ..
This section provides.information on the natureand.'levet ot'a. position's Internals.
~d- e~. ~n~c~ ("Intem~ re[e~ to. contact, w~hi~- th~
"e~ema~ ref~ to' organ~afio~ and indiv~uals o~side t~
Summarize, in order of importance, the typical contacts which are a normal part
ot the position's duties, the nature or reason for the contacts and the frequency
of such. contacts.
Internal Contacts- Reason for Contact Frequency
(D.W.M.I.')
S tuden ts Counselling D
Tutors Ass~L~nin~ work D
Supervisor Touch. Base D
Faculty Revie~ Student Progress W
Student 'Counct-i Arrange Tutor P&~ments M
Department Heads .. Discus~ Student Progress .' M
Sr. Student Affairs Officer I
Director of Student Affairs I
External Con~c~ · Reason for Con,ct Frequency'
(D.W.M.I.'}
Bursary &Schoiarship Maintain Program I
donors
Public Houaing Solicitation' W
Community A~enices Resource Bank M
'D: Daily; W = Weekly;, M: Monthly; I = Infrequently.
Sept. 1985 III 7
F. Tratntng/E~k.~t- " '
1. Indicate the. minimum amount' ot~~ pmcticak wodc experience, required~
, perform this jc~b.
Two to Three Years.
2. Indicate the mlnimum level o~ academic or formalized training required to
undertake the duties oF this position.
College Diploma and or related work experience.
3. Specify the particular skills and abilities required to perform the duties and
responsibilities of the position.
Counselling and listening skills.
Ability to communicate openly and with skill.
q organi at on~l sk~ll .
~l~it¥ to ~ea~ with ~ens~t~¥~.persp~al info.nation vi~h ~iscr~tio~ and
G. Suoolemen'tal Data conriaentlaA±icy: must remain ca-m an~ oojecczve ~n
'' stressful situations.
Provide any additiona! in[o~matioa which will serve to fu~her enhance
undec, standing o! the position. ....
- ability to help identify student proh_lems and assist in
finding appropriate help.
-maintain and develop good liaieon w. tth variety of outs.ide
agencies who can help our students...
- thorough knowledge of college programs and services.
- develop and maintain liaison with college personnel
and High School Guidance Counsellors and staff.
- prepare and deliver presentations for up to 400 people.
SepL' 1985 III I 8