170. Class Specification

Background

Definition of a Class Specification

A class specification is a legal document containing a formalized summary of the duties and responsibilities of the positions in a class, which has been adopted by the five-member State Personnel Board. It is followed by examples of the work performed and a listing of the minimum educational and experience requirements of the positions in the class. Class specifications identify and describe the classes of positions established in the State’s classification plan. Specifications may describe a single classification or multiple classes. Specifications that describe multiple classes are entitled “series” specifications and are discussed separately in Section 171 (see GC Section 19818.6).

Legal Authority

The class specification is a facilitating device for implementing the legal requirements of GC Section 19818.6 (Article 2.5, Personnel Classification Plan):

The department [of Personnel Administration] shall administer the Personnel Classification Plan of the State of California including the allocation of every position to the appropriate class in the classification plan. The allocation of a position to a class shall derive from and be determined by the duties and responsibilities of the position and shall be based on the principle that all positions shall be included in the same class if:

1. The positions are sufficiently similar in respect to duties and responsibilities that the same descriptive title may be used.
2. Substantially the same requirements as to education, experience, knowledge, and ability.
3. Substantially the same tests of fitness may be used in choosing qualified appointees.
4. Have the same salary range.

Purpose

The class specification is the most basic and essential written tool used in administering a classification plan. To be of value in personnel management, the class specification must:

• Define and differentiate a class from every other class in terms of the general character or kind of work, difficulty and responsibility of work, and qualifications needed.
• Provide a guide for the allocation of individual positions.
• Define and standardize the various class titles and their specific meaning.
• Serve as a convenient, up-to-date written record that identifies the basic characteristics of any class for a variety of management purposes.
• Collectively, serve as a dictionary of class titles and relate classes in convenient occupational groupings and logically progressive series.

Uses

As a major written tool of the classification plan, the class specification has a variety of uses including:

• Identifying recruiting sources.
• Application review.
• Examination construction.
• Identifying critical factors to be evaluated in an oral interview.
• Transaction determinations such as transfer, demotion in lieu of layoff, voluntary demotion, and reinstatement.
• Appropriate list determinations.
• Determining status rights in a class when a new class is established by dividing or combining existing classes.
• Establishing internal relationships for salary administration.
• Reference source of information for the Legislature, budget and administrative analysts, employees, and the general public.
• Basic outline for in-service training activities.
• Aiding in performance appraisal/employee development programs.

Changes to the Classification Plan

Class specifications may need to be created or revised in order to describe the current duties and responsibilities of existing classes. It may also be appropriate to abolish a class specification. Examples include the following:

• New positions are established and are different from those already in existence or there are changes in existing positions.
• Duties performed are eliminated, restructured, or combined.
• Duties and responsibilities of positions allocated to a class are sufficiently changed to warrant revision, but not reallocated to another class.
• Recruitment processes indicate the need to revise the “Minimum Qualifications.”
• Other changes:
  • Caused by changing technologies.
  • In the nature and scope of new State activities, related activities, or legislation.
  • Greater insight into the field of work.

Components of a Class Specification

There are two types of class specifications. The individual class specification describes a singular classification; the series class specification describes two or more closely related classifications, either in vertical or horizontal relationship to one another.

A single class specification typically contains the following components. Each of these components is discussed in greater detail on the following pages (the components of a series class specification are described in Section 171).

1. Class title *
2. Definition *
3. Job Characteristics
4. Distinguishing Characteristics
5. Typical Tasks *
6. Minimum Qualifications *
7. Knowledge and Abilities *
8. Special Personal Characteristics
9. Additional Desirable Qualifications
10. Special Requirement

* Components invariably contained in the class specification.

Class Title

The class title is required by law to be descriptive; it should be brief, basic, and clearly indicate the kind and level of work.

Levels in Class Series

Class levels are typically differentiated either by adjective designations (e.g., Trainee, Assistant, Associate, Senior) or Roman numerals (e.g., I, II, III)

Examples

• Measurement Standards Specialist I
• Measurement Standards Specialist II
• Measurement Standards Specialist III
• Assistant Boundary Determination Officer
• Associate Boundary Determination Officer
• Senior Boundary Determination Officer (Specialist)
• Senior Boundary Determination Officer (Supervisory)

General Terms

The terms used in the class title (e.g., inspector, agent officer, analyst, technician) must be brief, basic, clearly understood, and sufficiently modified to meet the legal requirement of “descriptive title.”

NOTE: A class title should not include the term “supervisor” or “manager” unless the class is designated as supervisory or managerial, respectively, for collective bargaining purposes.

Examples

• Laboratory Technician -Chemical Analysis-
• Laboratory Technician -Animal Pathology-
• Senior Architect

There are other factors which may influence the choice of a class title. A department may wish to specify its organization within a class title, such as Case Service Supervisor, Department of Rehabilitation; or may need to differentiate between similar classes within different departments, such as Actuary, Public Employees Retirement System and Actuary, State Compensation Insurance Fund.

• The need to differentiate between work specialties or functions.
• The use of distinctive terms of a trade or profession.
• The need to reflect professional registration.
• The desire to convey the employment status of incumbents.

Use one word to:

• Describe work’s general nature (Stenographer)
• Describe the specific activity (Medical Stenographer)
• Designate relative level (Senior Medical Stenographer)

“Definition” Section

The definition section is required by law, and it is the main key for determining the boundary of a class. It conveys a precise concept of the given class and affects the legal rights and status of incumbents (e.g., in “split-offs”). The definition sets forth the essentials with which the remainder of the specification must be consistent.

Purpose of the Definition:

• Amplifies the class title; briefly identifies, inclusively, the typical kind and level of work performed. (See Attachment 1, “Definition,” and Attachment 3, “Definition of Series.”)
• Indicates any alternate uses of the class. (See Attachment 4, “Definition.”)
• Indicates the organizational setting of the class and supervision typically received and given. (See Attachment 2, “Definition.”)

  If necessary, titles of classes supervising the class should be indicated. (See Attachment 5, “Definition.”) Reference to specific class titles and organization setting should only be included when omission would be detrimental to the class as inclusion may place limitations on the class unnecessarily and may require later revision of the specification to reflect current use of class.

Composing the Definition:

• Be clear and concise.
• Use a semicolon in a series of duties to mean “and.”
• Clearly state certain positions within the class that require performance of part or all the duties specified.
• Avoid using “and/or"; it can be misleading. Instead, clearly spell out specific patterns for different types of positions within the class, identified, when possible, by parenthetic numerals. (See Attachment 4, “Definition.”)

Terminology

Terms Indicating Supervision Received

Under close supervision

Used for entry-level classes in which employee is learning the duties of the class as a trainee or apprentice.

Under supervision

The positions in the class are subject to continuous and direct control.

Under general supervision

The positions in such a class are subject to a minimum of continuous and direct control.

Under direction

Indicates that supervision is general and not close, continuous, or concerned with details. The statement tends to be used with technical and professional positions where the employees are expected to operate with a reasonable degree of independence, or as a journeyperson or fully qualified worker.

Under general direction

Usually refers to classes on the division level which receive administrative direction. The guidance is usually set forth in legislation and general rules of the organization.

Under administrative direction

This is usually used only in classes involving top-level, administrative positions in which the guidance is largely that of overall policy and the requirements of legislation.

Terms Indicating Performance of Work and Supervision Exercised

To do

indicates performance of the task by the employee, and not supervision of the task being done by other employees.

To have responsibility for

This usually indicates responsibility for a project being properly carried out in terms of giving periodic review and check. The phrase does not imply responsibility for initiating or making original plans and does not indicate continuing supervisory authority over persons performing phases of the project.

To have technical supervision

This refers to functional supervision of the subject matter without necessarily having administrative, disciplinary, or line authority.

To supervise

Indicates responsibility for planning, assigning, and reviewing the work performance of others in a direct and immediate working relationship, usually in the same room or other immediate locality.

To direct

Usually refers to direction by process of inspection and review of work performed with considerable independence exercised by the supervised employee.

To have charge

Usually refers to situations in which the employee formulates plans and outlines procedures and is responsible for the work. This may or may not involve the supervision of employees. It usually refers to a particular function in a geographical location; e.g., a field office.

To plan, organize, and direct

The responsibility of heads of divisions, bureaus, or sections to plan, lay out, coordinate, and direct the work of a group of employees or for a major function in an organization.

To coordinate

This describes a position which is not supervisory in any sense and does not involve planning, programming, or evaluating in a line capacity. A “coordinator” does call peers together and acts as a liaison officer to bring common action to produce a smooth operation.

To manage

Responsible for the integration and coordination of multiple functions and usually entails supervising through subordinate supervisors.

To administer

Responsible for determining or participating in making policy, formulating long range programs and objectives, and reviewing implementation of programs and conformance with policies and objectives.

Phrases Indicating the General Scope of Duties

Examples

Property Controller I

“. . . to have responsibility for property control in the smaller State departments, institutions, districts, or geographical areas; may instruct, lead, or supervise inmates, wards, or resident workers; and to do other related work.”

Property Controller II

“. . . to have responsibility for property control in the larger State departments, institutions, districts, or geographical areas; and to do other related work.”

Property Inspector (Specialist)

“. . . to have responsibility for the property and equipment control function of (1) a large State department having several divisions, numerous branch installations, and a wide variety of property; or (2) a large number of branch installations of a major State department; and to do other related work.”

The closing phrase “. . . and to do other related work” covers other types of associated work arising in the course of the job and should appear at the end of each “Definition” paragraph.

Distinguishing Characteristics

This section of the class specification is used to amplify the “Definition” and “Typical Tasks” segments when the distinction between the particular class and the next higher or lower class may not otherwise be clearly evident. This segment is used only when such a distinction cannot be made apparent in other segments of the class specification, and then only when it is necessary to emphasize characteristics of the classification’s work that distinguish it from other classes in a series.

Ordinarily, the information in the “Distinguishing Characteristics” segment can be better placed in other segments of the class specification. In instances where a more detailed description of allocation factors is desired, use allocation standards (see Attachments 1, 4, 6, 7, 9, 10, 11, and 12).

If allocation guidelines are included, use them in their entirety whenever possible.

• If another document is issued separately: a footnote indicator (*) should appear on the “Definition” heading for single class specifications. The footnote should read:

  *Additional information regarding functions performed, complexity factors, and scope of responsibility, is contained in a separate document titled “Allocation Guidelines.”

• Refer to Section 180 for direction in developing allocation guidelines.

“Typical Tasks” Section

The “Typical Tasks” section should describe and expand upon the classification’s vital and characteristic duties and responsibilities. It should clarify the “Definition” section with additional details.

“Typical Tasks” are used to:

• Illustrate and amplify the definition of a class.
• Help allocate positions to a class and, in the agency, to classify positions.
• Aid the agency and employee by outlining the scope of a class.
• Provide assistance in preparing examinations.
• Provide a basis for defining common jobs on wage surveys.
• Aid recruitment in the explanation of a class.

Content

The duties listed should represent the variety and level of duties performed. Although this list is not exhaustive or restrictive, it represents typical major tasks.

• Be specific, clear, and avoid technical jargon.
• Chosen tasks should be continuous in nature and truly typical of all or almost all positions in the class. Often these tasks are selected to indicate boundaries between classes (e.g., difficulty of work, degree of supervision under which tasks are performed, responsibility for directing the work of others).
• Tasks should follow the order of duties described in the “Definition” section. Describe them using active verbs in simple present tense (e.g., investigates complaints involving violation of criminal law). Because the implied subject is always “this class,” conjugate the verb for a third person singular subject.
• Tasks are arranged in general order of importance, and each statement usually begins with a verb (plans, organizes, directs) defining and setting forth the basic nature of the activities.
• Where there are two or more types of activities or patterns of duties, they may be arranged in paragraphs for clarity and distinction. Each paragraph should follow the general order outlined above insofar as is practicable.

Format

Three basic formats are used. Determine whether to use one of these formats or develop a new format more suitable to the subject matter on an individual basis.

• Intermingle line and staff activities in their order of importance. (See Attachment 13, “Typical Tasks.”)
• Group activities according to their natures (tasks may be separated into paragraphs for clarity). See Attachment 14, “Typical Tasks.”
• Separate different patterns of “Typical Tasks” as found in different positions in the class. In using this format, ensure that the “Definition” indicates two or more uses for the class (see Attachment 15, “Typical Tasks”).

“Minimum Qualifications” Section

The “Minimum Qualifications” section identifies required qualifications for the classification(s).

Information for writing “Minimum Qualifications” is based on characteristics of classes of positions, not the employee occupying these positions. This information is designed to make the whole class specification useful as a guide for:

• Preparing and announcing examinations
• Evaluating experience
• Conducting investigations regarding suitability for employment
• Conducting interviews for selection purposes.
• Generally determining eligibility for appointment, transfer, or promotion.

Qualification Standards are typically determined by:

• Gathering facts (e.g., survey; interview method; literature search);
• Inference from the duties and responsibilities of the positions concerned;
• Inquiry as to past, present, and possible future recruiting practices; and
• Inquiry as to the classes from and to which promotions are made and from the class to which the position in question belongs.

When writing the “Minimum Qualifications,” consider both horizontal consistency with related classes on the same level and vertical consistency with higher- and lower-level classes in the same series. Preparing a spreadsheet depicting the “Minimum Qualifications” for existing related classes can be helpful.

For entry-level classes, be sure that the “Minimum Qualifications” do not screen out individuals who are likely to be capable of performing the duties of the class. Also, for higher-level classes in a series, the “Minimum Qualifications” should provide opportunities for employees in the entry-level class to compete for the higher classes.

Contents of the “Minimum Qualifications":

• License or Certification Requirement
• Experience
• Education
• Knowledge and Abilities
• Special Personal Characteristics
• Additional Desirable Characteristics
• License or Certificate, Credential, Membership in a Professional Organization, etc.

When Required:

When the law requires possession of a license, etc., to perform the duties of a class, the requirement must be included in the “Minimum Qualifications.”

When the requirement exists for some positions but not others, and the duties of these positions can be separated, it may be necessary to develop two different classes to recognize this distinction.

When Desired but not Required by Law.

Some principal factors to consider before including license, etc., requirements in the “Minimum Qualifications":

• Is the requirement necessary for successful job performance?
• What do the qualifications or requirements of related classes call for?
• What is the practice in other jurisdictions for similar types of classes?
• What is the benefit to the agency?
• What do employee groups, including the incumbents in the position, think of the requirement? Do the incumbents meet the requirement or would they have to be “blanketed?”
• Will this standard or requirement help or hinder professional status, effective working relationships, etc?
• Is the type of selection process for this license, etc., adequate for the State’s selection purposes to serve as a screening device?
• Is requiring the license, etc., likely to result in adverse impact on women, ethnic minorities, or persons with disabilities?

Patterns for Expressing License, Certificate, etc., Requirements.

Elements which may be included in the pattern.

• Requirement (e.g., certificate, license, permit, organization membership
)
• Licensing body or indirect referral to licensing body
• Substitution of the license, etc., for some other requirement
• Type of work
• Title

License required for both examination and appointment eligibility.

Typical pattern:

License expresses type of work pattern:

License requirement related to experience pattern:

Organization membership requirement pattern:

License requirement as a substitute for education pattern:

Typical pattern:

License issued for type of work:

Deferred requirement pending completion:

Time limit to acquire the necessary license, etc:

Education and Experience Requirements

This section should answer the question “what types of experience and education background are most likely to produce the knowledge, skills, and abilities depicted in classification?”

To determine education and experience requirements:

• First, make a thorough study of the classification’s duties and responsibilities.
• Next, consider what types and levels of knowledge, skills, and abilities are necessary for the performance of the duties and responsibilities.

Education and experience requirements also indicate the most likely sources from which qualified candidates can be drawn and generally will secure enough eligibles to produce an adequate list.

Setting Experience Requirements

Give consideration to the time required in the open and promotional patterns.

Open patterns

In general, time required in the open patterns will parallel the time required to reach the class level by the promotional pattern.

Promotional patterns

When State service experience is considered more valuable, the time requirements should reflect this value.

Standards for Writing Minimum Requirements

• Give the breadth, quality, and recency of the pertinent or qualifying experience more weight than the length of experience.
• Place a statement in the examination announcement, not the class specification. This factor is an important part of the examination process. (Such statements relate more to a qualitative evaluation of experience on a comparative basis than to the “Minimum Qualifications” requirements established for the class.)
• Do not use the phrase “some equivalent combination of education and experience.” It is too ambiguous and is subject to differing interpretations.

Promotional Pattern – State Civil Service Experience

To be eligible for a promotional examination, the applicant must have status as a State civil service employee or, in some instances, as a legislative employee, meeting specific employment requirements based upon length of service as a legislative employee.

Promotional examinations can be held:

• For all State civil service or specified legislative employees on a servicewide basis.
• For specific departments’ employees on a multidepartmental basis.
• For one department or subdivision of a department.
• Usually, a lower class or classes (“feeder” classes) constitute the promotional area for the next higher class. One year in the next lower class ordinarily constitutes the promotional pattern. This provides reasonable assurance that an employee has had the opportunity to demonstrate a suitable minimum level of competence.

When writing the experience requirements, be aware that other employees may also possess the qualification requirement even if their present class is not in the normal promotional area. Their qualifications may be equal to those of employees in the recognized feeder class(es).

Factors to consider:

• Is there a gradual increase of duties in the class series to higher and more difficult levels of performance?
• Have you conferred with other agencies to see if there is adequate competition before making a highly restrictive promotional pattern?
• Have you restricted the examination entrance requirements to only one department?

If there is (or may be in the future) a logical group of competitors in other areas of State service, the promotional patterns should not be written to reflect experience gained in only one department. If experience in one department is clearly the best experience for promotion to the class in question, departmental experience may be established as the first promotional pattern, followed by a servicewide pattern requiring longer experience, and then typically by an open pattern.

Experience requirements may be weighted to reflect the training and developmental value placed on different types of qualifying experience. Fewer years may be required for the type of experience found to develop employees more rapidly.

Note: Promotional patterns demonstrated in this guide do not necessarily coincide with “Minimum Qualifications” as written in current specifications.

Servicewide experience weighted where more experience is required in less related classes.

Special departmental service or work setting experience weighted stronger than servicewide experience.

Different levels weighted:

Consider the following factors when evaluating experience requirements for promotional patterns:

• Amount of experience.
• Kind of experience.
• Level of experience.
• Where experience was obtained.

These factors combine to describe the experience requirements for examination eligibility.

The experience requirements may be placed into four categories or “patterns.” These patterns are based on the number of class series from which competitors are drawn and the class use needs of the agency.

Typical patterns are where the applicant’s present class is:

• One class used by one agency.
• One class used by more than one agency.
• More than one class series used by only one agency
.
• More than one class series used by more than one agency.

Examples of Promotional Patterns

One class used by one agency:

One class used by more than one agency.

More than one class series used by only one agency.

More than one class series used by more than one agency.

Promotional pattern only

A promotional pattern and no open pattern may be used when the only intended recruitment source is in State service. However, this is an exceptional situation and should be reviewed very carefully.

Example: See Captain, California Highway Patrol, above.

More than one promotional pattern

When there are different types of qualifying work in the State service, the “Minimum Qualifications” may provide for more than one promotional pattern.

Note: The “one class used by one agency” pattern above has the most limiting promotional requirement: the candidate must have experience performing duties of one specific class used by only one agency. The “more than one class series used by more than one agency” pattern stands for broader work experience requirements in that State civil service employees may come from any class in any agency in the specified type of work. These four promotional patterns reflect the basic ways that the four factors of amount, kind, level, and where obtained indicate experience requirements for the use of the class.

Standardized Wording for Promotional Patterns

Below is standardized wording for general use. Adaptations for special cases should be kept to a minimum. The following examples are defined by function:

• Describing similar duties regardless of class.

  One year of experience (in California state service or in a given agency) performing (describe) duties comparable to those of a (class) .

• Identification of promotional level.

  One year of experience (in California state service or in a given State agency) performing the duties of the class of (class) .

• Equating application of State service in open pattern.

  Experience in California state service applied toward this requirement must be performing the duties of a class which is equivalent to that of (class) .

• Describing a level of responsibility. (Used infrequently.)

  One year of experience (in California state service or in a given State agency) comparable in level of responsibility to those of a (class) .

Open Experience Pattern – Outside State Service

To be eligible for an open examination, the applicant need not be a State civil service employee, but must meet the education and experience requirements.

Generally, no more than five years of experience should be required. Instead use “broad and extensive” or raise the level of experience. Emphasize the success, character, and progressive nature of the required experience, rather than its mere length. Always follow the statement, “broad and extensive experience,” with the parenthetical phrase “(more than five years).” This informs the prospective applicants and the qualifications appraisal panel of the use uniformly required under this phrase.

Standardized Wording for Open Experience Patterns

The following standardized wording is an example for general use when writing open experience patterns. Adoptions of these patterns for special cases should be held to a minimum. The following examples are defined by function:

Standard pattern – “. . . experience in . . .” phrase.

Experience comparison to State service level.

Substitution for education – no time limit.

Some experience patterns require qualifying experience to be gained within a specific time limit. (See Labor Standards Enforcement Series example below.) Substitution of appropriate experience for education should be allowed, regardless of time limitations called for by the experience pattern. Use as broad an interpretation as possible as long as it is clearly within the standards and the intent of the “Minimum Qualifications” for the class.

Combination of experience.

Some experience comparable to a State service class.

Open pattern reference to promotional class level.

Multiple open format.

Education requirements

These are set up as the first device in the screening process. Education requirements express the minimum education considered necessary to perform the job. These requirements also limit competition to those persons who, by reason of their training and experience, are considered most likely to succeed in the work of a particular class.

Ensure that minimum educational qualifications do not screen out individuals who are likely to be capable of performing the duties of the class.

Guides to determining education requirements:

• Education requirements should be consistent with those of other classes in the same series and with those of classes at the same level in other series.
• Generally, requirements should read, “Equivalent to completion of the grade,” or “Equivalent to graduation from college.”

Qualifications acceptable to meet the phrase “Equivalent to graduation from college” are:

Satisfaction of the requirements for a bachelor’s degree from a recognized college. In most cases, this means the applicant must show receipt of a bachelor’s degree. If the formality of receiving a degree and going through graduation ceremony has not yet occurred, but the applicant has completed the number of units and maintained the grade average required for graduation and has complied with any special requirements for a bachelor’s degree from the institution such as submission of an acceptable thesis or dissertation, he/she is considered to have the equivalent of college graduation.

Classes with college graduation as the sole requirement usually provide for admission to the examination of those who are registered as seniors in a recognized college. Completion of college or the equivalent is required prior to appointment. (See Attachment 14.)

A L.L.B. (Bachelor of Laws) degree from either a three year or four-year law school is considered to be equivalent of graduation from college.

The following is NOT accepted as “Equivalent to graduation from college":

• A bachelor’s degree from a two-year institution.
• Completion of the General Education Development Test for the college level.
• Graduation from highly specialized institutions such as embalming schools and chiropractic schools.

As a matter of policy, a pattern which substitutes experience for formal education is necessary unless you are sure no substitution should be permitted and have evidence that only the possession of formal education is acceptable to meet the needs of the class. The usual statement is “(Additional qualifying experience may be substituted for the required education on a year-for-year basis).” Ordinarily, higher education is not established as a prerequisite except for professional or scientific classes where it is considered indispensable for satisfactory performance.

Standard pattern:

Multiple pattern:

Limited amount of substitution.

“Knowledge and Abilities”

“Knowledge and Abilities” are basic to a given class and should not require revision, as long as the fundamental concept of the class remains unchanged.

The “Knowledge and Abilities” section:

• Provides a guide for the written examination subject-matter sampling. Adequate coverage is essential to permit construction of appropriate examinations.
• Identifies critical factors to be evaluated in the oral interview and during the probationary period.
• Informs the applicant and employee what constitutes successful performance in the examination and on the job.
• Helps to determine appropriateness of transactions between classes and the use of appropriate lists.

The “Knowledge and Abilities” section should be:

• Based on primary duties and responsibilities performed by incumbents in the class.
• Grouped according to the same or similar subject matter.
• Arranged in order of importance.
• Use skills and abilities (i.e., what an employee must be able to do) rather than knowledge, where appropriate.
• Defined as specifically as possible (e.g., the phrase “ability to edit statistical schedules, lay out statistical tables, and write simple text explaining statistical tables” is preferable to the phrase “statistical ability”).
• Consistent with those of related classes in the same series or at the same level.

In addition:

• Omit information easily acquired on the job or covered by SPB Rule 172. (SPB Rule 172 covers general characteristics required of all State civil service employees and should be omitted from the class specification.)
• Do not use modifying adjectives (e.g. some, considerable, thorough, extensive) to attempt to provide varying degrees of knowledge.

Two typical formats for expressing the “Knowledge and Abilities” of a class are generally used:

“Special Personal Characteristics” Section

Used to emphasize particularly important personal qualities or physical requirements that are peculiar to the class and are necessary for successful job performance.

This section should: (1) alert qualification appraisal panels to special traits to look for in evaluating candidates, and (2) further indicate to the candidate what is required of a prospective employee.

Format

With several exceptions, (e.g., visual requirements, driver license requirements, etc.) there is no standard pattern of expression for these characteristics. For many class specifications, “Special Personal Characteristics” are not required beyond those listed in SPB Rule 172.

Visual Requirement

Should be included only after it is clearly established that such prerequisites are essential. Phrases used to establish visual requirements:

• Normal vision or vision corrected to normal.
• Color vision adequate to successfully perform the job as measured by the Ishihara Pseudo-Chromatic Plate Test or for persons failing the Ishihara, the Farnsworth D-15 Arrangement Test.
• Stereovision.
• Normal visual function and visual acuity, not less than 20/40 in each eye without correction and corrected to 20/20 in each eye; color vision to successfully perform the job as measured by the Ishihara Pseudo-Chromatic Plate Test or for persons failing the Ishihara, the Farnsworth D-15 Arrangement Test.

Requirements for “Generic” Driver License

Should read:

Possession of a valid driver license of the appropriate class issued by the Department of Motor Vehicles. Applicants who do not possess the license will be admitted to the examination but must secure the license prior to appointment.

“Generic” means a driver license which does not state the class of the license or the type of vehicle being driven. Exception: If the duties of the class require a Class C or Class 3 license, then the specification should include the “generic” language cited above.

(See “Proposed specification revisions to various classes that require possession of a California driver license,” SPB Staff Calendar, January 23, 1990, for further background.)

Note: It is no longer accurate for competing in exams that require a driver license that it be a “California” driver license. For example, candidates taking exams for the Department of Transportation live on the border of California and come to California to work and then return home.

Physical Standards in Specifications

Follow the procedure listed below. Apply the criteria when specific physical standards are to be included in the class specification.

Procedure

Submit the proposed physical standards for the review of the Medical Officer, SPB, for advice concerning the need for the requirement, the wording of the requirement, and the practicability of enforcing the requirement. Note the fact that the proposal has been discussed with the Medical Officer in the margin of the rough draft of the specification. The Medical Officer’s actual signature is not required.

Unless there is a definite need to spell out, in detail, specific physical requirements, do not include them in the specification. SPB Rule 172 includes the provision that all appointees must have “good health, and freedom from disabling defects.” Therefore, this phraseology is, by interpretation, automatically a part of every specification and need not be written into the specification. Within this general requirement, the Medical Officer can make decisions on individual cases.

Criteria

In considering whether a specific physical requirement should be written into the specification, use the following criteria in arriving at your decision:

• Is it an absolute minimum that should be required without exception for every position allocated to the class?
• Is it a requirement that would not be clearly implied by the nature of the work required in the class? (If it is a requirement that is very obviously necessary, it need not be spelled in detail in the specification.)
• Is it a requirement that needs to be spelled out in detail as a means of keeping people from applying, only to find that they are automatically disqualified?
• Is it a requirement that is practical to enforce? (If it is a physical defect that can be detected only by elaborate medical examination procedures not normally available in the areas where the employment occurs, it usually would be unrealistic to include the requirement in the specification. Under such circumstances it would be more practical to allow wider administrative discretion in the determining circumstances under which it might be necessary to have the special medical examinations done.)

Special Requirements Section

Classes with active peace officer status may have special requirements imposed by law, rules, or policy affecting specific classes within State law enforcement classes. This section may not be titled special requirements as such but will typically come under a heading describing the particular requirement (i.e., Drug Testing Requirement).

“Additional Desirable Qualifications” or “Additional Desirable Characteristics” Section

This is not a customary section, and its justified use is rare. In addition to education and experience qualifications, there may be cases where further qualifications will show the applicant’s interest, knowledge, progress, recognition, superior background in the field, or his/her professional growth. These are “Additional Desirable Characteristics” or “Qualifications.” They act as further guidelines for the oral interview panel in rating the candidate. Agency desires for restrictive qualifications where recruitment needs call for a broad applicant base often may be satisfied by the use of “Additional Desirable Characteristics.”

These “Additional Desirable Qualifications” may include, but are not limited, to the following:

• Formal education—“major work in” a certain field or a bachelor, master, or doctorate degree.
• Kind and amount of experience; broad or specialized.
• General or specialized knowledge in the field.
• Skills and abilities above the required minimums.

Format

When a “generic” driver license is a “Desirable Qualification,” include the following statement:

Possession of a valid driver license of the appropriate class issued by the Department of Motor Vehicles.

Class Specification Process

It is the departmental analyst’s responsibility to assure that class specifications:

• conform to all legal requirements and good personnel management practices;
• are written clearly; and
• are presented in the appropriate format.

All specifications must be typed by DPA’s Secretarial Support Services staff so that they can be prepared electronically for the PIE system. Departments should submit specifications to their DPA analyst for typing eight weeks before the Board meeting date. Allow for a two-week turnaround time to type the specification. Please e-mail an electronic copy of the specification as an attachment to the CCD analyst or place it on a diskette or CD. After the specification is typed, it will be returned to the department originator for inclusion in their Board Item packages.

If you need additional changes made to a specification after it has been returned from DPA, simply resubmit the specification with the changes made on the hard copy. To expedite your request, you may fax the specification with changes to your CCD departmental analyst.

Class Specification Definitions

Board Item Specification

A proposed new or revised specification which is included in a Board Item Proposal submitted to SPB for adoption at a specified Five-Member SPB meeting.

Pay Letter Specification

An approved final specification which was adopted at the Five-Member SPB meeting. DPA’s SSS staff finalize the specification which is then included in a Pay Letter “Reissued with Specifications.” The Pay Letter “Reissued with Specifications” is sent to SPB’s Duplicating Unit to copy and distribute to State and private sector agencies who are subscribers to the Pay Letter.

Final copies of specifications are available electronically and in hardcopy. A hard copy of a specification can be obtained from SPB Service Center. An electronic copy of a specification is available via PIE system and Internet under DPA or SPB Home Page.

New Class Specification

A specification for establishment of a new class. Schematic and Class Codes are assigned to the new specification by the department’s DPA analyst at the time the specification is submitted for typing.

Revised Class Specification

Revision(s) to an existing class specification. Revised specifications can be submitted to DPA for typing in two ways: (a) changes can be handwritten on a copy of the most recent specification; or (b) a retyped draft specification with the revision(s) shown in strikeout and underline. (See Attachment A.)

Automatic Changes

See Attachment B for a summary of the “automatic” changes to language in class specifications. These changes have been approved by SPB and do not need to be reflected in the strike-out and underline format when revising specifications. It is the departmental analyst’s responsibility to review and note the specification for any language that would require an automatic change before the specification has been submitted to DPA for typing.