Job Analysis - Sabot at Stony Point

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Job Analysis Report

Completed by: Alyssa Nathan & Sam Orelove

April 2015

Communications Position

Communications Position Job Analysis Report 1

Table of Contents

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Table of Contents

Executive Summary 2

Sample Job Description 3

Introduction 4 Background 4

Purpose 4

Conclusions 4 Recommended Uses 4

Next Steps 8 What We Learned 8

Methods 9 Job Analysis Research 9

Writing Tasks & KSAOs 10

Job Analysis Survey 10

Survey Results 10 Survey

Respondents 10

Statistical Analysis 11 Results 10

References 15

Appendices 16 Appendix A:

KSAO Ratings 16 Appendix B:

Survey Questions 18

Appendix C: Qualtrics

Survey (SPSS) 20



Executive Summary

The purpose of this job analysis is to assist in the creation and design of the Communications Position at Sabot at Stony Point (Sabot). Sabot is an independent K-‐8 school with a progressive curriculum. Their unique learning approach demands a professional that can effectively manage a consistent brand message.

Two initial interviews were held with Sabot at Stony Point’s Executive Director and a parent with communications expertise in order to shape items for a survey. This survey was conducted using multiple scales to measure 44 statements of tasks that may be completed by the position and 30 knowledge, skills, abilities, and other qualifications (KSAOs) using Qualtrics® online survey system.

After collecting data from eight respondents, the tasks statements were divided into five major functions to better conceptualize the position: Marketing, Content Management, Communication, Planning, Learning. We discovered that Marketing was rated as the overall most important function, as well as the most time consuming. After calculating various ratings on KSAOs, it was determined that all but four should be used in selection and that only one can be used for training. This extreme result, we believe, is due to a misunderstanding of the ‘Necessary for New Worker’ scale on the survey across all eight participants. Moreover, the ‘Task Importance’ scale was found to have a high degree of reliability. This statistic should give Sabot confidence in its ability to apply the ‘Task Importance’ data while forming the Communications Position.

A sample job description based on our findings for the Communications Position can be found on the following page. The information discovered may be used in recruiting, selection, and training of new employees. ‘Time Spent’ and ‘Task Importance’ ratings can also be used when designing task priority in the creation of this part-‐time position. It is our hope that the information gathered may be used to successfully attract and retain the correct candidate for the Communications Position in order to successfully meet Sabot at Stony Point’s goals.


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Sample Job Description


The Communications Position will serve as the school’s chief communications officer. This position will work closely with the various Sabot Directors to keep the school community informed and to raise the school’s profile in the larger community. The Communications Position will also work with other faculty to share documentation of the children’s work with the school community, the city, and the wider world in order to advocate for and demonstrate the power of children.

Roles & Responsibilities Include:

• Market Sabot at Stony Point to external parties • Develop website content • Create Communications Plan to develop unified

communications strategy • Manage communications budget • Compile and format newsletters • Review all written and verbal communication to ensure brand consistency

• Attend faculty and division head meetings

• Review materials, meet with teachers, and observe classroom activities to learn about Sabot’s culture

Skills and Qualifications

• Knowledge of social media, marketing, and clerical procedures

• Skilled in InDesign, WordPress, Microsoft Office • Skilled in written and verbal communication • Ability to collaborate with others and prioritize

competing job demands • B.A./B.S. in Marketing or Communications preferred • Willingness to travel and work flexible hours

Sabot at Stony Point seeks a Part-‐Time Director of Communications to develop

and implement a communications strategy for Sabot at Stony Point. The school is on the forefront of

developing a constructivist curriculum that emphasizes

investigation and collaboration while

embracing the outdoors and artistic expression. The school is nestled on

28 acres of forested land on the south side of the James

River in Richmond, Virginia and has an enrollment

of 177 students.


Introduction

Background

Sabot at Stony Point (Sabot), an independent K-‐8 school located in Richmond, VA, seeks to hire a qualified applicant for a Communications Position. This position does not exist within Sabot’s structure and currently the school plans to make this a part-‐time position. This job analysis was completed in order to aid the school in designing the position according to Sabot’s needs. This report contains the results from the job analysis, including recommendations for the use of the information.

Purpose

The purpose of the job analysis completed for the Communications Position at Sabot is to provide useful information and insight about the potential tasks performed and the knowledge, skills, and abilities required by the position. This information will be used to help recruit qualified candidates, select and train the chosen candidate, and in the overall job design of the Communications Position.

Conclusions and Recommendations

Recommended Uses

The information produced by this job analysis will be most useful for Sabot’s recruitment and selection efforts in filling the Communications Position, in addition to designing the position to effectively meet Sabot’s goals. We recommend using the task statements and KSAOs to develop a job description that will attract a candidate pool with accurate expectations of the position. KSAOs that are not necessary for a new hire should not be included both for legal purposes and to avoid limiting the candidate pool due to potential candidates self-‐selecting out of the process.

It is our belief that the eight survey participants interpreted the ‘Necessary for New Worker’ scale incorrectly. Only one KSAO was rated on average as not being necessary for a new hire. We recommend that Sabot reassess this list based on the understanding that this scale is intended to measure the KSAOs that are essential for a chosen candidate to possess prior to training, not after training.

Due to this high ‘Necessary for New Worker’ agreement, most KSAOs were determined as appropriate for use during the selection process. Because there are no current incumbents to base selection criteria off of, this information is even more vital in making an educated decision. Any KSAO that meets the following three criteria can be used for selection: 1) A clear majority of raters believe it is necessary for new hires 2) a clear majority of raters expect it can be found in the labor market and 3) the average rating on the ‘Trouble Likely’ scale is greater than 1.5. Based on these stipulations, a list of KSAOs that can be used for

Communications Position Job Analysis Report 5 selection can be found in Table 1.1. Again, this list may change as the ‘Necessary for a New Worker’ scale is reassessed.

Table 1.1 Knowledges to Use for Selection

Knowledge of various social media platforms

Knowledge of marketing strategies

Knowledge of administrative and clerical procedures

Knowledges to Use in Training

Knowledge of Sabot at Stony Point’s organizational structure

Skills to Use for Selection

Skilled in InDesign

Skilled in WordPress

Skilled in Microsoft Office

Skilled in written and verbal communication

Abilities to Use for Selection

Ability to effectively describe abstract concepts in both written and oral formats

Ability to communicate educational ideas and concepts using non-‐educational jargon

Ability to collaborate with others

Ability to gauge sensitivity of a situation and act accordingly

Ability to prioritize competing job demands

Ability to acquire and disseminate relevant/valuable content

Ability to determine most appropriate means of communication for various parties/purposes

Ability to handle discretions in a professional manner

Ability to work effectively in a team

Ability to learn new software efficiently

Ability to think strategically

Ability to facilitate conversations

Other Qualifications to Use for Selection

Bachelor’s Degree in Marketing, Communications, or related field preferred

High School Diploma, GED required

Willingness to travel to professional conferences

Willingness to work flexible hours (i.e. nights and weekends)

Strong desire for professional growth

Willingness and enthusiasm to learn new software

Comfort with initiating conversation

Communications Position Job Analysis Report 6 Time Spent on Tasks

If the Communications Position remains a part-‐time job, then it is important to design the position to use the employee’s time efficiently and effectively. The data collected regarding the ‘Importance’ and ‘Time Spent’ for each task can be used to prioritize the tasks the chosen candidate will be working on (See Table 1.2). It may be helpful to structure the job design process by exploring the most important tasks within each major function (i.e. Marketing, Communication, Learning, Planning, and Content Management), instead of simply using a rank of all tasks from most important to least important. Although the tasks within the Learning function may have the lowest average importance, we doubt that Sabot will want to discount learning the school’s culture altogether (especially since the Learning function has the lowest expected average time spent). We expect that these tasks are more collaborative in nature with tasks in other functions, rather than less important or time consuming.

In regard to ‘Time Spent’, a rating of 1 indicates a small amount of time spent on a task/function, 2=less than average, 3=average, 4=above average, and 5=large amount of time.

Table 1.2

TI* Time**

Marketing 9.44 3.11 Market Sabot at Stony Point to external parties in order to increase applicant pool 11.00 3.63

Develop website content to effectively communicate Sabot at Stony Point’s brand 11.00 4.00

Update admissions materials in order to properly reflect current school practices 10.13 3.13 Assess needs of school website for brand effectiveness and management 9.63 3.38 Maintain website content in order to keep information up-‐to-‐date 9.00 3.00

Market Sabot at Stony Point to event planning, summer camp, after-‐school, arts and culture, and other avenues to increase additional revenue streams 8.88 2.75

Update social media platforms to increase outreach 8.13 2.75

Determine most effective and relevant social media platforms to use for marketing and communication 7.75 2.25

TI* Time**

Planning 8.86 2.64 Create communications plan to develop unified communications strategy 11.63 4.38 Create Crisis Communication Plan to use in an emergency 11.50 3.13 Manage communications budget 10.75 2.88 Create survey for stakeholders to collect information for communications plan 10.00 3.00

Present findings from communications plan information collection to school’s leadership in order to receive feedback 9.25 2.88

Meet individually and/or in groups with parents to collect information for communications plan 8.50 2.75

Communications Position Job Analysis Report 7 Work with Director of Development to set SMART goals for the year 8.25 2.38

Review and update communications plan once a year in order to improve from previous year 8.13 2.38

Prepare progress reports for mid-‐year and year-‐end performance reviews 7.63 2.25 Meet individually with teachers to collect information for communications plan 7.63 2.63 Distribute survey for stakeholders to collect information for communications plan 6.88 1.38 Attend performance review meetings as scheduled by Executive Director 6.25 1.63

TI* Time**

Content Management 8.46 2.31 Compile and format quarterly newsletter for donors and alumni 10.00 3.38

Review all written and verbal communication as part of town hall meeting(s) to ensure brand consistency and thoroughness of necessary information 9.50 2.38

Compile and format weekly electronic newsletter for parents 9.00 3.13

Update Community Guide so parents can stay informed on current policies and practices 8.75 2.38

Photograph events and activities around school to document school activity 8.75 2.75 Ensure quality of all photographs used in school materials 8.63 1.75 Review teacher blogs to ensure brand consistency 8.13 2.13 Update faculty handbook once a year to ensure current accuracy of information 7.38 2.38

Review materials for author references to ensure that appropriate credit is given when creative work is utilized 7.25 1.38

Delegate photography responsibilities to other staff members when out of school to ensure consistent documentation 7.25 1.50

TI* Time**

Communication 8.11 2.21

Communicate with parents at the end of the summer to inform them of any changes for the upcoming school year 10.38 2.50

Facilitate town hall meeting rehearsals to practice information delivery 9.63 2.38 Respond to work e-‐mails 8.25 3.50

Communicate upcoming deadlines to teachers/staff in order to collect information for newsletters in timely manner 8.00 2.25

Report issues with teacher blogs to division heads (i.e. Director of Early Childhood, Lower School Director, Middle School Director) to ensure brand consistency 7.88 1.25

Send students' parents newsletter every Friday via email in order to keep them informed 7.75 2.63

Mail physical quarterly newsletter to donors and alumni in order to keep them updated on school progress and ask for donations 7.38 1.50

Distribute Community Guide to parents and teachers 7.00 1.75

Attend faculty meetings to stay informed on school happenings and report any necessary information 6.75 2.13

TI* Time**

Learning 6.98 2.10


Review completed branding study and admissions materials to learn about school’s culture and processes 7.50 2.00

Meet with teachers to learn about school’s culture 7.00 2.13

Network with other Communications Directors within VAIS network in order to effectively shape the position 6.88 1.88

Observe classroom activities to learn about school’s culture 6.88 2.38 Attend division head meetings to learn about school’s culture 6.63 2.13 *TI = Task Importance **Time: Average time spent rating across all 8 participants; (1=small amount, 2=less than average, 3=average, 4=above average, 5=large amount)

Next Steps

Our first recommendation for utilizing the information in this report is to relay the results to key stakeholders. A sitting Communications Committee comprised of staff, members of the Board of Directors, and local communications professionals might be beneficial to help guide the strategic goals for the Communications Position.

To start the recruitment process, a job description should be written and posted to job boards (e.g. Indeed and Monster) and professional associations’ websites (e.g. Southern Teachers Agency and Virginia Association of Independent Schools). Sabot will have to determine if they want to keep their originally planned title of Director of Communications for recruitment purposes or choose a new title (e.g. Communications Specialist). Finally, measures used during the selection process should be developed along with a training plan.

Because all of the KSAOs that are eligible for use in selection scored above a 1.5 on the ‘Distinguish Superior from Average’ scale, candidates can be ranked from most qualified to least qualified during the selection process. As noted earlier, we believe more KSAOs did not qualify to be used for training because of rater confusion in interpreting the ‘Necessary for New Worker’ scale. As an example, a clear majority of raters reported that “Knowledge of Sabot at Stony Point’s culture” is ‘Necessary’, yet it is probably not reasonable that any candidate would truly know Sabot’s culture until they are on staff. Therefore, the school will have to assess which KSAOs the chosen candidate does not posses and train based on those missing items. Sabot might want to evaluate the competencies of current staff members and pair their strengths with the chosen candidate’s missing KSAOs to create a training-‐by-‐committee process. Although this system will require more coordination, it will ensure the chosen candidate will receive the necessary training without burdening one staff member.


Methods

Job Analysis Research

The first step that we took in our job analysis was holding a conversation with Sabot’s Executive Director to discuss the intended procedure and set a timeline for the project. During this conversation, all parties determined the interviewees. The Executive Director was chosen because of her integral role during all discussions regarding the position and breadth of knowledge regarding all school operations. Additionally, a parent of the school who has been assisting Sabot with strategic communication needs was chosen because of her expertise in the field of communications and knowledge of Sabot’s culture.

Because there are no internal written materials about the position, the initial conversation with the Executive Director was used to help guide the construction of the interview. First, general questions about the need and purpose for the job were discussed. The interviewees were then asked how the position would fit into the structure of Sabot and how it would be managed. Finally, more specific responsibilities (i.e. daily, weekly, monthly, yearly) were discussed along with final details (e.g. minimum qualifications, ideal candidate profile, work context). Identical questions were asked to both interviewees (See Appendix B).

Writing task statements and KSAOs

After all interview data was collected, we wrote task statements and a list of KSAOs directly related to the interview information. Additionally, some information was taken from the Occupational Information Network (O*NET) during this process. The task statements were developed to describe potential, specific aspects of the position that may be completed by the hired candidate. The KSAOs were then derived directly from the task statements to ensure each task was linked with at least one K, S, A, or O. Before writing the survey, the tasks statements and KSAOs were reviewed by the Executive Director to check for completeness and to ensure that appropriate jargon and verbiage was used.

Job Analysis Survey

The survey was comprised of 44 task statements and 30 KSAOs. The task statements were not organized in any specific order and were rated on three scales: ‘Difficulty’, ‘Criticality/Consequences of Error’, and ‘Time Spent’ completing. ‘Difficulty’ and ‘Criticality/Consequences of Error’ were rated using 7-‐point Likert-‐type scales, while ‘Time Spent’ used a 5-‐point Likert-‐type scale. The KSAOs were listed in order (all knowledges, then all skills, etc) and were rated on four scales: ‘Necessary for a New Worker’ (Yes/No), ‘Practical to Expect’ in the labor market (Yes/No), ‘Trouble Likely’ if ignored (5-‐pt Likert-‐type scale), and ‘Distinguish Superior from Average’ performance (5-‐pt Likert-‐type scale). The survey was constructed in Qualtrics and e-‐mailed directly from the Executive Director to nine people. To view the entire survey, reference Appendix C.


Survey Results

Survey Respondents

Nine participants were e-‐mailed and eight respondents completed the Communications Position survey. Seven respondents were female, one male. All were Caucasian, with an age range from 28 to 63 years old. The average age of the respondents was about 43 years. The sample consisted of staff members and members of the Board of Directors. The parent who was interviewed also completed the survey.

Statistical Analysis

Task Importance, Task Difficulty, Task Criticality

Using Microsoft Excel, ratings from the survey on ‘Difficulty’ of tasks and ‘Criticality/Consequences of Error’ when completing the task were used to determine ‘Task Importance’ (See Table 1.3). Individual rater’s ‘Task Importance’ (TI) ratings were calculated by adding the two variables (difficulty and criticality) together from his/her survey response (i.e.TIP1=DiffP1+CritP1) for all 44 tasks. Then, these totals were averaged across the eight respondents to determine a mean ‘Task Importance’ score for each of the 44 items (TIavg = (TIP1+TIP2+TIP3+TIP4+TIP5+TIP6+TIP7+TIP8) / 8). Standard deviation was also calculated based on individual raters’ TI ratings.

The reliability across raters for the ‘Task Importance’ scale was measured using the statistical software package SPSS. Because all respondents answered every item, we were able to able to use Cronbach’s alpha statistic to measure the data’s consistency across the raters. The alpha value was 0.85, which is considered to have a high degree of reliability. We are especially pleased with this statistic since none of the respondents have had any real hands-‐on experience with this position (i.e. serving as an incumbent, supervising it, or observing it).

Results

Job Functions

In order to better conceptualize the major components of the position, we divided the task statements into five functions: Content Management, Planning, Learning, Communication, and Marketing. Marketing tasks are completed for the purpose of advertising Sabot to all external parties. Content Management is comprised of tasks related to compiling, formatting, and updating information relevant to all internal parties, including parents (e.g. newsletters, blogs, town hall meetings). The Communication function tasks involve relaying information to all internal parties in addition to responding to emails. Planning involves tasks completed for the purpose of organizing information related to the strategic goals for

Communications Position Job Analysis Report 11 the positions and Sabot’s overall communications plan. Finally, all Learning tasks involve becoming educated on independent school culture and Sabot’s culture specifically.

Table 1.3 Task Importance* Task Difficulty Task Criticality

Mean SD Mean SD Mean SD

Marketing 9.44 1.22 3.92 0.27 4.94 0.35

Market Sabot at Stony Point to external parties in order to increase applicant pool 11.00 1.73 4.63 1.77 5.25 0.89

Develop website content to effectively communicate Sabot at Stony Point’s brand 11.00 0.93 4.75 1.04 6.25 0.71

Update admissions materials in order to properly reflect current school practices 10.13 1.31 4.13 0.83 4.88 1.46

Assess needs of school website for brand effectiveness and management 9.63 1.67 4.38 1.19 4.38 0.92

Maintain website content in order to keep information up-‐to-‐date 9.00 1.92 3.25 1.28 4.38 1.30

Market Sabot at Stony Point to event planning, summer camp, after-‐school, arts and culture, and other avenues to increase additional revenue streams 8.88 1.36 4.00 1.31 3.88 1.13

Update social media platforms to increase outreach 8.13 1.31 3.25 1.28 5.25 1.39

Determine most effective and relevant social media platforms to use for marketing and communication 7.75 1.39 3.00 1.07 5.25 1.75

Task Importance* Task Difficulty Task Criticality Mean SD Mean SD Mean SD

Planning 8.86 1.77 3.93 0.24 5.40 0.31

Create communications plan to develop unified communications strategy 11.63 1.51 5.63 1.30 6.38 0.92

Create Crisis Communication Plan to use in an emergency 11.50 1.46 5.25 0.71 4.88 1.25

Manage communications budget 10.75 1.75 4.50 1.20 5.75 1.16

Create survey for stakeholders to collect information for communications plan 10.00 1.81 4.75 1.49 4.13 1.36

Present findings from communications plan information collection to school’s leadership in order to receive feedback 9.25 2.07 4.13 0.99 4.38 2.00

Meet individually and/or in groups with parents to collect information for communications plan 8.50 0.99 3.75 1.04 5.38 1.06

Work with Director of Development to set SMART goals for the year 8.25 1.64 3.88 1.46 5.25 1.39


Review and update communications plan once a year in order to improve from previous year 8.13 1.25 4.00 1.20 5.13 1.25

Prepare progress reports for mid-‐year and year-‐end performance reviews 7.63 1.60 3.50 1.41 5.50 1.07

Meet individually with teachers to collect information for communications plan 7.63 2.25 3.13 1.13 5.63 1.41

Distribute survey for stakeholders to collect information for communications plan 6.88 1.60 2.25 1.04 6.13 1.25

Attend performance review meetings as scheduled by Executive Director 6.25 1.06 2.38 1.51 6.25 0.71


Content Management 8.46 0.95 3.45 0.25 4.69 0.19

Compile and format quarterly newsletter for donors and alumni 10.00 1.83 4.25 1.16 6.00 1.07

Review all written and verbal communication as part of town hall meeting(s) to ensure brand consistency and thoroughness of necessary information 9.50 1.19 4.13 0.99 4.25 1.49

Compile and format weekly electronic newsletter for parents 9.00 1.91 3.63 1.19 4.13 1.36

Update Community Guide so parents can stay informed on current policies and practices 8.75 1.69 3.63 0.92 3.38 1.30

Photograph events and activities around school to document school activity 8.75 1.49 3.50 0.93 5.25 1.04

Ensure quality of all photographs used in school materials 8.63 2.45 3.13 1.46 5.38 1.41

Review teacher blogs to ensure brand consistency 8.13 1.60 3.75 1.67 5.25 1.16

Update faculty handbook once a year to ensure current accuracy of information 7.38 2.00 3.00 1.07 4.38 1.41

Review materials for author references to ensure that appropriate credit is given when creative work is utilized 7.25 2.19 2.88 1.46 4.38 1.41

Delegate photography responsibilities to other staff members when out of school to ensure consistent documentation 7.25 1.46 2.63 1.19 4.50 0.93

Task Importance* Task Difficulty Task Criticality

Mean SD Mean SD Mean SD

Communication 8.11 1.19 2.92 0.11 4.94 0.29


Communicate with parents at the end of the summer to inform them of any changes for the upcoming school year 10.38 1.60 4.25 1.49 4.75 1.04

Facilitate town hall meeting rehearsals to practice information delivery 9.63 1.49 4.38 1.30 4.38 1.19

Respond to work e-‐mails 8.25 1.85 2.63 1.30 5.75 1.04

Communicate upcoming deadlines to teachers/staff in order to collect information for newsletters in timely manner 8.00 1.41 2.63 1.19 4.38 1.30

Report issues with teacher blogs to division heads (i.e. Director of Early Childhood, Lower School Director, Middle School Director) to ensure brand consistency 7.88 1.06 3.63 1.30 6.00 0.93

Send students' parents newsletter every Friday via email in order to keep them informed 7.75 2.17 2.50 1.20 4.63 1.85

Mail physical quarterly newsletter to donors and alumni in order to keep them updated on school progress and ask for donations 7.38 2.33 2.13 1.36 4.50 1.51

Distribute Community Guide to parents and teachers 7.00 1.85 1.75 1.16 4.75 1.04

Attend faculty meetings to stay informed on school happenings and report any necessary information 6.75 2.05 2.38 1.41 5.38 1.30


Learning 6.98 0.32 2.60 0.20 5.30 0.21

Review completed branding study and admissions materials to learn about school’s culture and processes 7.50 0.93 2.25 0.89 6.25 0.89

Meet with teachers to learn about school’s culture 7.00 1.73 2.63 1.19 5.25 1.16

Network with other Communications Directors within VAIS network in order to effectively shape the position 6.88 1.55 3.50 1.31 4.63 1.06

Observe classroom activities to learn about school’s culture 6.88 2.33 2.50 1.07 5.13 1.46

Attend division head meetings to learn about school’s culture 6.63 1.06 2.13 0.83 5.25 1.04

*Task Importance (TI) = Task Difficulty + Task Criticality

KSAO Use

Ratings regarding Communications Position KSAOs were also analyzed (See Appendix A). Two Yes Counts were calculated by simply summing the number of ‘yes’ responses to the

Communications Position Job Analysis Report 14 questions: ‘Is this necessary for a new worker?’ and ‘Is this practical to expect in the labor market?’. Additionally, means and standard deviations were calculated for all 30 items in response to the questions: ‘To what extent is trouble likely if the KSAO is ignored in selection?’ and ‘To what extent do different levels of the KSAO distinguish the superior from the average worker?’.


References

Brannick, M.T., Levine, E.L., & Morgeson, F.P. (2007). Job and work analysis: Methods, research, and applications for human resource management. (2nd ed.). Los Angeles, CA: Sage Publications, Inc.

National Center for O*NET Development. 11-‐2022.00. O*NET OnLine. Retrieved

April 9, 2015, from http://www.onetonline.org/link/summary/11-‐2022.00


Appendix A: KSAO Ratings

Yes Count* Trouble Likely** Distinguish Level*** Necessary Practical Mean SD Mean SD

Knowledges

Knowledge of independent school culture and operations 4 1 1.50 0.76 2.75 1.39

Knowledge of Sabot at Stony Point’s culture 5 2 2.75 1.58 3.75 1.28

Knowledge of Sabot at Stony Point’s organizational structure ! 3 1 2.38 1.51 3.00 1.41

Knowledge of various social media platforms ✚ 8 8 3.63 1.19 3.63 0.74

Knowledge of marketing strategies ✚ 8 8 3.63 1.30 4.13 1.13

Knowledge of administrative and clerical procedures ✚ 7 7 3.00 1.69 2.63 1.77


Skills

Skilled in InDesign ✚ 5 5 2.13 1.81 3.50 1.07

Skilled in WordPress ✚ 5 6 2.38 1.69 3.50 1.07

Skilled in Microsoft Office ✚ 7 8 3.38 1.60 3.88 0.99

Skilled in photography and videography 4 6 2.50 1.31 3.63 0.74

Skilled in written and verbal communication ✚ 8 8 4.50 0.76 4.75 0.46


Abilities

Ability to effectively describe abstract concepts in both written and oral formats ✚ 8 8 4.00 0.93 4.75 0.46

Ability to communicate educational ideas and concepts using non-‐educational jargon ✚ 7 7 3.75 1.04 4.50 0.53

Ability to collaborate with others ✚ 8 8 4.50 0.53 4.13 0.83

Ability to gauge sensitivity of a situation and act accordingly ✚ 8 8 4.13 1.13 4.00 0.93

Ability to prioritize competing job demands ✚ 8 8 3.50 1.20 3.50 1.20

Ability to acquire and disseminate relevant/valuable content ✚ 8 8 4.25 1.04 4.13 0.83

Ability to determine most appropriate means of 8 8 4.63 0.52 4.38 0.74

Communications Position Job Analysis Report 17 communication for various parties/purposes ✚

Ability to handle discretions in a professional manner ✚ 8 8 4.38 1.06 4.13 0.83

Ability to work effectively in a team ✚ 8 8 4.63 0.74 4.13 0.99

Ability to learn new software efficiently ✚ 7 8 3.50 1.41 3.38 1.19

Ability to think strategically ✚ 7 7 3.38 1.19 4.13 1.13

Ability to facilitate conversations ✚ 8 8 4.13 0.64 4.00 1.07


Other Qualifications

Bachelor’s Degree in Marketing, Communications, or related field preferred ✚ 5 8 2.63 1.51 2.50 1.51

High School Diploma, GED required ✚ 8 8 3.63 1.30 3.50 1.69

Willingness to travel to professional conferences ✚ 5 8 2.25 1.28 2.50 1.31

Willingness to work flexible hours (i.e. nights and weekends) ✚ 6 6 3.50 1.60 3.13 1.25

Strong desire for professional growth ✚ 5 8 2.38 1.06 2.50 1.31

Willingness and enthusiasm to learn new software ✚ 7 8 3.63 1.51 3.38 1.41

Comfort with initiating conversation ✚ 8 8 4.13 0.83 4.00 0.76

✚ Use for Selection ! Use for Training *Yes Count: Amount of participants who responded “yes” to “Is this NECESSARY for a new worker?” and “Is this PRACTICAL to expect in the labor market?” **Trouble Likely: “To what extent is trouble likely if this KSAO is ignored in selection (compared with other KSAOs)?”; (1=very little or none, 2=to some extent, 3=to a great extent, 4=to a very great extent, 5=to an extremely great extent) ***Distinguish Level: “To what extent do different levels of this KSAO distinguish the superior from the average worker (compared with other KSAOs)?” (1= very little or none, 2=to some extent, 3=to a great extent, 4=to a very great extent, 5=to an extremely great extent)


Appendix B: Interview Questions I. Position Purpose

• Why do you think this position is necessary? Where are there deficiencies that you see that are

causing you to create this position?

• What are the goals that you want to accomplish through this position?

• How can a person achieve these goals?

II. Organizational Structure/Position Management

• How will this position fit into the current hierarchy with other positions in the school? Will they directly report to one/multiple people?

• Who will they be working with directly?

• Who will be working under this person?

• How will this person be supervised/managed? o First month? o Three months? o Six months? o A year?

• How will his/her performance be assessed? o Who will assess his/her performance? o Who will they be communicating with outside of the employees in the organization/company?

• Are there activities/tasks that need to be done on a non-‐daily basis? o Weekly duties? o Monthly duties? o Quarterly duties? o Semesterly duties? o Yearly duties?

III. Responsibilities

• What would a workday look like for this person? o Which tasks completed currently by employees will you be handing off to this person? o Can you think of any other positions that will hand off part of their workload to this person?

Who? • KSAOs: o Is there any specific program knowledge that this person should have? o Is there a specific degree/level of degree that a person needs to be hired? o What information would you need to interview the candidate? o What activities would you want to see him/her perform before hiring or promoting?

Communications Position Job Analysis Report 19 IV. Other Details

• What are the bare minimum qualifications? o What does the ideal candidate look like?

• What are the requirements of the working conditions? o First floor? If not, is there an elevator? o Indoor/outdoor? o Sitting/standing? o Travel? o Air conditioned? o What type of room? Own office? Shared office? i. What is in the room? Desk? Chairs? Computer? • What are the time expectations? o Daily hours? o Flexible work hours? o Weekend/night requirements?


Appendix C: Qualtrics® Survey Communications Position -‐ Sabot at Stony Point The following survey will take approximately 20-‐30 minutes. It was created to measure various aspects of the Communications Position to be filled by Sabot at Stony Point this year. Please answer each question to the best of your ability. This data will aid the school in shaping the job description, in determining qualified candidates, and in providing training for the position.Your input is highly valuable to us. Q1. Please rate the following tasks that might be completed by the Communications Position based on the degree of TASK DIFFICULTY using the scale provided.

Communications Position Job Analysis Report 21 1

(One of the easiest of all tasks)

2 (Considerably easier than most tasks)

3 (Easier than most tasks

performed)

4 (Approximately half of the tasks are more

difficult, half less)

5 (Harder than most tasks

performed)

6 (Considerably harder

than most tasks

performed)

7 (One of the most difficult of all tasks)

Market Sabot at Stony Point to external parties in order to increase applicant pool

" " " " " " "

Market Sabot at Stony Point to event planning, summer camp, after-‐school, arts and culture, and

other avenues to increase additional revenue streams

" " " " " " "

Assess needs of school website for brand effectiveness and

management " " " " " " "

Develop website content to effectively communicate Sabot at

Stony Point’s brand " " " " " " "

Maintain website content in order to keep information up-‐to-‐

date " " " " " " "

Determine most effective and relevant social media platforms

to use for marketing and communication

" " " " " " "

Update social media platforms to increase outreach " " " " " " "

Create communications plan to develop unified communications

strategy " " " " " " "

Review and update communications plan once a year

in order to improve from previous year

" " " " " " "

Attend faculty meetings to stay informed on school happenings

and report any necessary information

" " " " " " "

Review teacher blogs to ensure brand consistency " " " " " " "

Report issues with teacher blogs to division heads (i.e. Director of Early Childhood, Lower School Director, Middle School Director) to ensure brand consistency

" " " " " " "

Communications Position Job Analysis Report 22 Review materials for author references to ensure that

appropriate credit is given when creative work is utilized

" " " " " " "

Work with Director of Development to set SMART goals

for the year " " " " " " "

Prepare progress reports for mid-‐year and year-‐end performance

reviews " " " " " " "

Attend performance review meetings as scheduled by

Executive DIrector " " " " " " "

Network with other Communications Directors within

VAIS network in order to effectively shape the position

" " " " " " "

Review completed branding study and admissions materials to learn about school’s culture

and processes

" " " " " " "

Communicate upcoming deadlines to teachers/staff in order to collect information for newsletters in timely manner

" " " " " " "

Compile and format weekly electronic newsletter for parents " " " " " " "

Send students’ parents newsletter every Friday via email in order to keep them informed

" " " " " " "

Compile and format quarterly newsletter for donors and alumni " " " " " " "

Mail physical quarterly newsletter to donors and alumni in order to keep them updated on

school progress and ask for donations

" " " " " " "

Update Community Guide so parents can stay informed on current policies and practices

" " " " " " "

Distribute Community Guide to parents and teachers " " " " " " "

Update faculty handbook once a year to ensure current accuracy

of information " " " " " " "


Update admissions materials in order to properly reflect current

school practices " " " " " " "

Photograph events and activities around school to document

school activity " " " " " " "

Delegate photography responsibilities to other staff members when out of school to ensure consistent documentation

" " " " " " "

Ensure quality of all photographs used in school materials " " " " " " "

Respond to work e-‐mails " " " " " " "

Create Crisis Communication Plan to use in an emergency " " " " " " "

Attend division head meetings to learn about school’s culture " " " " " " "

Meet with teachers to learn about school’s culture " " " " " " "

Observe classroom activities to learn about school’s culture " " " " " " "

Meet individually with teachers to collect information for communications plan

" " " " " " "

Meet individually and/or in groups with parents to collect information for communications

plan

" " " " " " "

Create survey for stakeholders to collect information for communications plan

" " " " " " "


Distribute survey for stakeholders to collect

information for communications plan

" " " " " " "

Present findings from communications plan

information collection to school’s leadership in order to receive

feedback

" " " " " " "

Communicate with parents at the end of the summer to inform them of any changes for the upcoming school year

" " " " " " "

Review all written and verbal communication as part of town hall meeting(s) to ensure brand consistency and thoroughness of

necessary information

" " " " " " "

Facilitate town hall meeting rehearsals to practice information delivery

" " " " " " "

Manage communications budget " " " " " " "

Communications Position Job Analysis Report 25 Q2. Please rate the following tasks that might be completed by the Communications Position based on the degree of CRITICALITY/CONSEQUENCES OF ERROR when completing the tasks using the scale provided.

1 (Consequences of error are not at all

important)

2 (Consequences of error are of little importan

ce)

3 (Consequences are of some importance)

4 (Consequences are

moderately

important)

5 (Consequences are important)

6 (Consequences are very important)

7 (Consequences are extremely

important)

Market Sabot at Stony Point to external parties in order to increase applicant

pool " " " " " " "

Market Sabot at Stony Point to event planning, summer camp, after-‐school, arts and culture, and other avenues to increase additional revenue streams

" " " " " " "

Assess needs of school website for brand effectiveness and management " " " " " " "

Develop website content to effectively communicate Sabot at Stony Point’s

brand " " " " " " "

Maintain website content in order to keep information up-‐to-‐date " " " " " " "

Determine most effective and relevant social media platforms to use for marketing and communication

" " " " " " "

Update social media platforms to increase outreach " " " " " " "

Create communications plan to develop unified communications strategy " " " " " " "

Review and update communications plan once a year in order to improve from

previous year " " " " " " "

Attend faculty meetings to stay informed on school happenings and report any

necessary information " " " " " " "

Review teacher blogs to ensure brand consistency " " " " " " "

Report issues with teacher blogs to division heads (i.e. Director of Early

Childhood, Lower School Director, Middle School Director) to ensure brand

consistency

" " " " " " "

Review materials for author references to ensure that appropriate credit is given

when creative work is utilized " " " " " " "

Work with Director of Development to set SMART goals for the year " " " " " " "

Communications Position Job Analysis Report 26 Prepare progress reports for mid-‐year and year-‐end performance reviews " " " " " " "

Attend performance review meetings as scheduled by Executive DIrector " " " " " " "

Network with other Communications Directors within VAIS network in order

to effectively shape the position " " " " " " "

Review completed branding study and admissions materials to learn about school’s culture and processes

" " " " " " "

Communicate upcoming deadlines to teachers/staff in order to collect

information for newsletters in timely manner

" " " " " " "

Compile and format weekly electronic newsletter for parents " " " " " " "

Send students’ parents newsletter every Friday via email in order to keep them

informed " " " " " " "

Compile and format quarterly newsletter for donors and alumni " " " " " " "

Mail physical quarterly newsletter to donors and alumni in order to keep them updated on school progress and ask for

donations

" " " " " " "

Update Community Guide so parents can stay informed on current policies and

practices " " " " " " "

Distribute Community Guide to parents and teachers " " " " " " "

Update faculty handbook once a year to ensure current accuracy of information " " " " " " "

Update admissions materials in order to properly reflect current school practices " " " " " " "

Photograph events and activities around school to document school activity " " " " " " "

Delegate photography responsibilities to other staff members when out of school to ensure consistent documentation

" " " " " " "

Ensure quality of all photographs used in school materials " " " " " " "

Respond to work e-‐mails " " " " " " " Create Crisis Communication Plan to use

in an emergency " " " " " " "

Attend division head meetings to learn about school’s culture " " " " " " "

Meet with teachers to learn about " " " " " " "

Communications Position Job Analysis Report 27 school’s culture

Observe classroom activities to learn about school’s culture " " " " " " "

Meet individually with teachers to collect information for communications plan " " " " " " "

Meet individually and/or in groups with parents to collect information for

communications plan " " " " " " "

Create survey for stakeholders to collect information for communications plan " " " " " " "

Distribute survey for stakeholders to collect information for communications

plan " " " " " " "

Present findings from communications plan information collection to school’s leadership in order to receive feedback

" " " " " " "

Communicate with parents at the end of the summer to inform them of any

changes for the upcoming school year " " " " " " "

Review all written and verbal communication as part of town hall

meeting(s) to ensure brand consistency and thoroughness of necessary

information

" " " " " " "

Facilitate town hall meeting rehearsals to practice information delivery " " " " " " "

Manage communications budget " " " " " " "

Communications Position Job Analysis Report 28 Q3. Please rate the following tasks that might be completed by the Communications Position based on the anticipated AMOUNT OF TIME SPENT completing the task using the scale provided.

1 (Small amount

)

2 (Less than

average)

3 (Average)

4 (Above average)

5 (Large amount

) Market Sabot at Stony Point to external parties in order

to increase applicant pool " " " " "

Market Sabot at Stony Point to event planning, summer camp, after-‐school, arts and culture, and other avenues

to increase additional revenue streams " " " " "

Assess needs of school website for brand effectiveness and management " " " " "

Develop website content to effectively communicate Sabot at Stony Point’s brand " " " " "

Maintain website content in order to keep information up-‐to-‐date " " " " "

Determine most effective and relevant social media platforms to use for marketing and communication " " " " "

Update social media platforms to increase outreach " " " " " Create communications plan to develop unified

communications strategy " " " " "

Review and update communications plan once a year in order to improve from previous year " " " " "

Attend faculty meetings to stay informed on school happenings and report any necessary information " " " " "

Review teacher blogs to ensure brand consistency " " " " " Report issues with teacher blogs to division heads (i.e. Director of Early Childhood, Lower School Director, Middle School Director) to ensure brand consistency

" " " " "

Review materials for author references to ensure that appropriate credit is given when creative work is

utilized " " " " "

Work with Director of Development to set SMART goals for the year " " " " "

Prepare progress reports for mid-‐year and year-‐end performance reviews " " " " "

Attend performance review meetings as scheduled by Executive DIrector " " " " "

Network with other Communications Directors within VAIS network in order to effectively shape the position " " " " "

Review completed branding study and admissions materials to learn about school’s culture and processes " " " " "

Communicate upcoming deadlines to teachers/staff in order to collect information for newsletters in timely

manner " " " " "

Compile and format weekly electronic newsletter for parents " " " " "

Communications Position Job Analysis Report 29 Send students’ parents newsletter every Friday via

email in order to keep them informed " " " " "

Compile and format quarterly newsletter for donors and alumni " " " " "

Mail physical quarterly newsletter to donors and alumni in order to keep them updated on school

progress and ask for donations " " " " "

Update Community Guide so parents can stay informed on current policies and practices " " " " "

Distribute Community Guide to parents and teachers " " " " " Update faculty handbook once a year to ensure current

accuracy of information " " " " "

Update admissions materials in order to properly reflect current school practices " " " " "

Photograph events and activities around school to document school activity " " " " "

Delegate photography responsibilities to other staff members when out of school to ensure consistent

documentation " " " " "

Ensure quality of all photographs used in school materials " " " " "

Respond to work e-‐mails " " " " " Create Crisis Communication Plan to use in an

emergency " " " " "

Attend division head meetings to learn about school’s culture " " " " "

Meet with teachers to learn about school’s culture " " " " " Observe classroom activities to learn about school’s

culture " " " " "

Meet individually with teachers to collect information for communications plan " " " " "

Meet individually and/or in groups with parents to collect information for communications plan " " " " "

Create survey for stakeholders to collect information for communications plan " " " " "

Distribute survey for stakeholders to collect information for communications plan " " " " "

Present findings from communications plan information collection to school’s leadership in order to

receive feedback " " " " "

Communicate with parents at the end of the summer to inform them of any changes for the upcoming school

year " " " " "

Review all written and verbal communication as part of town hall meeting(s) to ensure brand consistency and

thoroughness of necessary information " " " " "

Communications Position Job Analysis Report 30 Facilitate town hall meeting rehearsals to practice

information delivery " " " " "

Manage communications budget " " " " "

Communications Position Job Analysis Report 31 Q4. Please answer the following question for each Knowledge, Skill, Ability, and Other qualification (KSAO) of the job: Is this NECESSARY for a new worker?

Yes No Knowledge of independent school culture and operations " "

Knowledge of Sabot at Stony Point’s culture " " Knowledge of Sabot at Stony Point’s organizational structure " "

Knowledge of various social media platforms " " Knowledge of marketing strategies " "

Knowledge of administrative and clerical procedures " " Skilled in InDesign " " Skilled in WordPress " "

Skilled in Microsoft Office " " Skilled in photography and videography " "

Skilled in written and verbal communication " " Ability to effectively describe abstract concepts in both written and oral formats " "

Ability to communicate educational ideas and concepts using non-‐educational jargon " " Ability to collaborate with others " "

Ability to gauge sensitivity of a situation and act accordingly " " Ability to prioritize competing job demands " "

Ability to acquire and disseminate relevant/valuable content " " Ability to determine most appropriate means of communication for various parties/purposes " "

Ability to handle discretions in a professional manner " " Ability to work effectively in a team " "

Ability to learn new software efficiently " " Ability to think strategically " "

Ability to facilitate conversations " " Bachelor’s Degree in Marketing, Communications, or related field preferred " "

High School Diploma, GED required " " Willingness to travel to professional conferences " "

Willingness to work flexible hours (i.e. nights and weekends) " " Strong desire for professional growth " "

Willingness and enthusiasm to learn new software " " Comfort with initiating conversation " "

Communications Position Job Analysis Report 32 Q5. Please answer the following question for each Knowledge, Skill, Ability, and Other qualification (KSAO) of the job: Is this PRACTICAL to expect in the labor market?

Yes No Knowledge of independent school culture and operations " "

Knowledge of Sabot at Stony Point’s culture " " Knowledge of Sabot at Stony Point’s organizational structure " "

Knowledge of various social media platforms " " Knowledge of marketing strategies " "

Knowledge of administrative and clerical procedures " " Skilled in InDesign " " Skilled in WordPress " "

Skilled in Microsoft Office " " Skilled in photography and videography " "

Skilled in written and verbal communication " " Ability to effectively describe abstract concepts in both written and oral formats " "

Ability to communicate educational ideas and concepts using non-‐educational jargon " " Ability to collaborate with others " "

Ability to gauge sensitivity of a situation and act accordingly " " Ability to prioritize competing job demands " "

Ability to acquire and disseminate relevant/valuable content " " Ability to determine most appropriate means of communication for various parties/purposes " "

Ability to handle discretions in a professional manner " " Ability to work effectively in a team " "

Ability to learn new software efficiently " " Ability to think strategically " "

Ability to facilitate conversations " " Bachelor’s Degree in Marketing, Communications, or related field preferred " "

High School Diploma, GED required " " Willingness to travel to professional conferences " "

Willingness to work flexible hours (i.e. nights and weekends) " " Strong desire for professional growth " "

Willingness and enthusiasm to learn new software " " Comfort with initiating conversation " "

Communications Position Job Analysis Report 33 Q6. Please answer the following question for each Knowledge, Skill, Ability, and Other qualification (KSAO) of the job: To what extent is trouble likely if this K, S, A, or O is ignored in selection (compared with other KSAOs)?

1 (Very little or

none)

2 (To some extent)

3 (To a great extent)

4 (To a very great extent)

5 (To an extremely great extent)

Knowledge of independent school culture and operations " " " " " Knowledge of Sabot at Stony Point’s culture " " " " "

Knowledge of Sabot at Stony Point’s organizational structure " " " " " Knowledge of various social media platforms " " " " "

Knowledge of marketing strategies " " " " " Knowledge of administrative and clerical procedures " " " " "

Skilled in InDesign " " " " " Skilled in WordPress " " " " "

Skilled in Microsoft Office " " " " " Skilled in photography and videography " " " " "

Skilled in written and verbal communication " " " " " Ability to effectively describe abstract concepts in both written

and oral formats " " " " "

Ability to communicate educational ideas and concepts using non-‐educational jargon " " " " "

Ability to collaborate with others " " " " " Ability to gauge sensitivity of a situation and act accordingly " " " " "

Ability to prioritize competing job demands " " " " " Ability to acquire and disseminate relevant/valuable content " " " " "

Ability to determine most appropriate means of communication for various parties/purposes " " " " "

Ability to handle discretions in a professional manner " " " " " Ability to work effectively in a team " " " " "

Ability to learn new software efficiently " " " " " Ability to think strategically " " " " "

Ability to facilitate conversations " " " " " Bachelor’s Degree in Marketing, Communications, or related field

preferred " " " " "

High School Diploma, GED required " " " " " Willingness to travel to professional conferences " " " " "

Willingness to work flexible hours (i.e. nights and weekends) " " " " " Strong desire for professional growth " " " " "

Willingness and enthusiasm to learn new software " " " " " Comfort with initiating conversation " " " " "

Communications Position Job Analysis Report 34 Q7. Please answer the following question for each Knowledge, Skill, Ability, and Other qualification (KSAO) of the job: To what extent do different levels of this K, S, A, or O distinguish the superior from the average worker (compared with other KSAOs)?

Communications Position Job Analysis Report 35 1 (Very

little or none)

2 (To some extent)

3 (To a great extent)

4 (To a very great extent)

5 (To an extremely great extent)

Knowledge of independent school culture and operations " " " " " Knowledge of Sabot at Stony Point’s culture " " " " "

Knowledge of Sabot at Stony Point’s organizational structure " " " " " Knowledge of various social media platforms " " " " "

Knowledge of marketing strategies " " " " " Knowledge of administrative and clerical procedures " " " " "

Skilled in InDesign " " " " " Skilled in WordPress " " " " "

Skilled in Microsoft Office " " " " " Skilled in photography and videography " " " " "

Skilled in written and verbal communication " " " " " Ability to effectively describe abstract concepts in both

written and oral formats " " " " "

Ability to communicate educational ideas and concepts using non-‐educational jargon " " " " "

Ability to collaborate with others " " " " " Ability to gauge sensitivity of a situation and act accordingly " " " " "

Ability to prioritize competing job demands " " " " " Ability to acquire and disseminate relevant/valuable content " " " " "

Ability to determine most appropriate means of communication for various parties/purposes " " " " "

Ability to handle discretions in a professional manner " " " " " Ability to work effectively in a team " " " " "

Ability to learn new software efficiently " " " " " Ability to think strategically " " " " "

Ability to facilitate conversations " " " " " Bachelor’s Degree in Marketing, Communications, or related

field preferred " " " " "

High School Diploma, GED required " " " " " Willingness to travel to professional conferences " " " " "

Willingness to work flexible hours (i.e. nights and weekends) " " " " " Strong desire for professional growth " " " " "

Willingness and enthusiasm to learn new software " " " " " Comfort with initiating conversation " " " " "

Communications Position Job Analysis Report 36 Please answer the following demographic questions. (optional) This information will be kept completely confidential. Q8. Ethnicity origin (or race): How would you best define your ethnicity? " White " Hispanic or latino " Black or African American " Native American or American Indian " Asian / Pacific Islander " Other Q9. What is your gender? " Male " Female " Other Q10. Please enter your age: (in years) Q11. What is the title of your position at Sabot at Stony Point? Thank you for taking the time to complete this survey!

Job Analysis - Sabot at Stony Point

Education

Transcript of Job Analysis - Sabot at Stony Point