171. Series Specification

Introduction

This format combines a series of individual class specifications into a single document. While this specification format is different from that of the single class specification format, the essential elements of the single class specification are included. The definitions, minimum qualifications, knowledge and abilities, allocation factors and standards, and any other information pertinent to the classification and selection program for several classes in a series are grouped together. The series specification has descriptive titles, descriptions of the kind and level of work, and statements of the minimum qualifications necessary to perform the work of the classes within the series.

Before preparing or revising class specifications, first ensure that a series specification approach is appropriate. Specifically, it is appropriate when it:

• Facilitates an understanding of the concept and level of each class in a series in relation to the entire series and promotional patterns through the series.
• Promotes consistency in class descriptions, minimum qualifications, and allocation factors.

Primary Types of Series Specifications

Vertical Class Series

Classes at all levels in an individual class series.

Example: Manager, Department of Motor Vehicles series ( Attachment 1).

Horizontal Class Series

Closely related classes at the same level but in different areas of specialization.

Example: Vocational Instructor (various specialties) series ( Attachment 2).

Core Class Series

Classes which form a combination of the above.

Example: Community College Administration series ( Attachment 3).

Series Specification Format

Although the series specification will include most of the parts listed below, no specification is likely to include all the parts. The analyst should tailor the specification to best describe the series of classes involved. Specification segments are as follows.

Title

Identifies the classes described in the specification with a descriptive class series title.

Scope

Lists the classes included in the series, including a list of class, titles, and schematic and class codes.

Differentiates levels in a class series either by adjective designations (i.e., Trainee, Assistant, Associate, Senior, etc.) or Roman numerals (i.e., I, II, III, etc.)

Definition of Series or Job Description

Describes the typical work performed by incumbents in classes in the series. The duties are described in general terms that are not specific to any one class in the series. (Sometimes this section is combined with the “Scope” section.)

Entry Level

Identifies the entry class or classes into the series where entry is through a class or classes other than the lowest level class described in the specification. Sometimes this section is combined with the “Scope” section.

Factors Affecting Position Allocation/Distinguishing Characteristics

Describes the pertinent factors to be considered in allocating positions to classes in the series.

Make every effort to indicate the criteria that will be used to determine allocations to different levels within a class series (i.e., magnitude of program, degree of supervisory responsibility, size of staff, area of geographic responsibility, program and policy impact and so forth). In addition, specify the exact number that constitutes a “small", “medium", or “large” staff size.

Sometimes this section is combined with the “Scope” or “Job Description” segments.

See Attachment 1 for an example of Factors Affecting Position Allocation.

Levels Description

Describes the primary duties and responsibilities of classes at each level in the series.

This section is not included on horizontal class series specifications.

• Be as specific as possible in describing levels.
• When appropriate, you should indicate that positions in a class function as journeyperson, working-leadperson, first-level supervisor, full supervisor, or administrator.
• Discussions of the scope of assignment or the general nature of the work performed by incumbents in a given class should be highlighted.

Minimum Qualifications

Describes the minimum experience and education requirements for each class described in the series specification.

There are a variety of ways to outline these requirements, and the analyst should exercise care in order to show promotional patterns clearly and logically.

• Group requirements applicable to more than one level to avoid repetition.
• Avoid redundancies which may appear if the minimum qualifications are combined in total from existing specifications.
• Assure that the rate by which individuals may promote through a series is not more rapid under the “open” experience pattern than the State promotional pattern.
• Finally, review the educational pattern to determine if it applies to both the promotional and the “open” experience patterns or only to the “open” experience pattern.

Knowledge Requirements

Describes the most important areas of subject matter knowledge required of classes in the series.

Knowledge requirements common to more than one class in a series are grouped together. For example, all classes in a series may require knowledge in several areas. As one advances to other classes within the series, however, knowledge in additional areas may be necessary. There are several examples of this format on the attached series specifications.

Ability Requirements

Describes the most important personal abilities required of classes in the series.

Ability requirements common to more than one class in the series are also grouped together.

Special Requirements (if needed)

Describes any special qualifications required of classes in the series, such as personal characteristics or physical attributes.

(See Section 170, for further discussion. Also see Attachments 2 and 3 in this section.)

Approved Specialty Area (by level if necessary)

Lists, by approved subject specialty, the specific class titles and types of experience required when this information is not included in the main body of the specification.

(This section would apply only to horizontal or core series specifications.)

Class History

Provides basic historical information on classes described in the series specification, including dates that classes were established, revised, and/or that class titles were changed.

Allocation Guidelines

These should be included in series specifications in their entirety whenever possible. If another document is issued separately: a footnote indicator (*) should appear on the “Definition of Levels.” Footnote should read:

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