Position Management and Classification

1. General
2. References
3. Coverage
4. Series and Title Determination
5. Evaluating Supervisory and Leader Positions
6. Career Path, Grade Band, and Grade Level Determination
7. Determine Career Paths of Positions by the Following Definitions
8. Distinguishing Between Work in the Clerical and Technician Career Paths
9. Distinguishing Between Work in the Technician and Professional-Administrative Career Paths
10. Determining the Grade Band and Level of Work
11. Grade Band Descriptions for Occupations in the Clerical Career Path
12. Grade Band Descriptions for Occupations in the Technician Career Path
13. Grade Band Descriptions for Occupations in Professional-Administrative Work Not Otherwise Covered by a Specific Army Occupational Guide
14. Factor Comparisons Between Full-Performance Technician Occupations and Entry-Level Professional-Administrative Occupations in Band 2

Attachment A. Typical Series in CIPMS

Attachment B. Factor Degree Relationship Tables

SUPPLEMENT I: Generic Factors Combined at Selected Grade Levels in the Clerical and Technician Career Paths, and Professional-Administrative Career Path

SUPPLEMENT II (Reserved): Occupational Information for Security Clerical and Assistance Series, GS-086

SUPPLEMENT III (Reserved): Occupational Information for Intelligence Clerical and Assistance Series, GS-134

1. GENERAL

This guide represents a change from Army Occupational Guides (AOGs) for position classification which have traditionally included occupation-specific information within grade-determining factor degree descriptions. Instead, for those occupations that are not otherwise covered by a specific CIPMS AOG, this guide provides for the direct application of the CIPMS Primary Grading Standard (PGS), Part 2, for Nonsupervisory work.

The technical guidance provided herein will assist in making sound position classification allocations to grade levels within bands of work in distinct career paths. This guide is an official reference which may be cited when allocating CIPMS positions described under COVERAGE.

2. REFERENCES

The following is a list of useful references. These references provide additional position classification guidance.

1. Army Regulation 690-13 - Civilian Intelligence Personnel Management System (CIPMS) - Policies and Procedures, 30 September 1990
2. CIPMS Guide for Classifying GS Positions, June 1990
3. CIPMS Primary Grading Standard (PGS). The CIPMS PGS is found in the following publications: AR 690-13; the CIPMS Guide for Classifying GS Positions; and DoD 1400.34-M, DoD CIPMS Policies
4. Memorandum, HQDA, DAMI-CP, 25 September 1991, Subject: Civilian Intelligence Personnel Management System (CIPMS) Position Management and Classification Policies, Issues and Information (CIPMS Memo No. 6)
5. Memorandum, HQDA, DAMI-CP, 21 November 1991, Subject: Position Upgrades and Qualification Determinations (CIPMS Memo No. 7)
6. Office of Personnel Management Position Classification Standards for Specific Series

3. COVERAGE

This guide covers nonsupervisory, one-grade interval work, which is included in CIPMS, in the CLERICAL AND TECHNICIAN CAREER PATHS.

Also covered by this guide is nonsupervisory work in the two-grade interval PROFESSIONAL-ADMINISTRATIVE CAREER PATH that is not otherwise covered by an occupation-specific Army Occupational Guide.

Series which are normally associated with each career path are listed in Attachment A.

4. SERIES AND TITLE DETERMINATION

The same practice regarding series and title determination as that which is used under title 5, Office of Personnel Management (OPM) procedures, is followed in this guide. The Office of the Under Secretary of Defense (Personnel and Readiness) will approve any new series definition or titling practice for CIPMS positions, if developed.

For positions which require further identification of duties and responsibilities, appropriate parenthetical titles may supplement the prescribed titles. For example, (Typist) or (Office Automation or OA).

5. EVALUATING SUPERVISORY AND LEADER POSITIONS

Evaluate supervisory work by referring to the CIPMS Guide for Classifying GS Positions. Apply Appendix A, Part 3, "CIPMS Primary Grading Standard for Supervisory/Managerial Work," and use the CIPMS Grade Conversion Table for Managerial and Supervisory Positions. Evaluate clerical and technician leader work by referring to the CIPMS Guide, Appendix B, "Lead Positions," and place the leader position one level above the highest level of nonsupervisory work which is both technically and administratively led.

6. CAREER PATH, GRADE BAND AND GRADE LEVEL DETERMINATION

CIPMS provides different career paths for clerical, technician and professional-administrative work. Within each career path, CIPMS uses grade bands. Grade bands combine two or more grade-levels of work in order to define broad bands of difficulty and responsibility. Grade bands 1 through 4 are illustrated below.

Allocation of specific grade-levels within the broad grade bands is done by a management driven decision process to support the position management and compensation strategy of an organization.

Civilian personnel management specialists provide advice, consistent with delegated authority, to determine appropriate career path, series and grade level of positions. Decisions on career path, grade band and grade level for individual positions should follow efficient, effective, and economical assignment of duties and responsibilities in order to meet mission objectives.

Under this broad, grade banding mechanism cost control strategies are critical. Some methods of controlling costs include use of appropriate skills mix, appropriate use of technician and support staffs, and the establishment of appropriate journey level or full performance levels of specific positions within career paths. Full performance levels of specific positions may vary within grade bands according to organizational and occupational structure, resources, and mission needs. It is neither intended nor expected that all positions in grade bands within career paths will be assigned the maximum grades indicated on these charts.

7. DETERMINE CAREER PATHS OF POSITIONS BY THE FOLLOWING DEFINITIONS:

Clerical Career Path

Levels of work within occupations accomplished to support an office or program to include the processing and maintenance of records and materials that represent the transactions or business of the organization. The work is generally performed within a structured framework of instructions, procedures, and/or working knowledge related to the tasks to be performed.

Technician Career Path

Levels of work within occupations involving non-routine technical support to a professional or administrative field to include responsibility for direct "program" decisions but less than full competence in the field involved. The work is generally performed by applying clearly appropriate guidelines or knowledge of precedent action to a corresponding situation and it requires extensive practical knowledge, gained through on-the-job experience and/or specific training less than that represented by formal attainment of an academic degree.

Professional-Administrative Career Path

Administrative Career Path. Levels within occupations involving work in which decisions and courses of action require the exercise of analytical ability, judgment, discretion, personal responsibility, and the application of a substantial body of knowledge of underlying concepts, theories, and principles applicable to the field. While these positions do not require specialized academic fields of study, they do involve skills (for example, analytical, research, writing, and judgment skills) typically gained through college-level education or through progressively responsible experience.

Professional Career Path. Levels within occupations involving work in which decisions and courses of action require the exercise of discretion, judgment, and personal responsibility for the application of an organized body of knowledge that is constantly studied to make new discoveries and interpretations and to improve the data, materials, methods, and means. These positions require knowledge in a field of science or learning characteristically acquired through education or training equivalent to a college degree with major study directly in or pertinent to the specialized field or acquired through professional experience in the field.

8. DISTINGUISHING BETWEEN WORK IN THE CLERICAL AND TECHNICIAN CAREER PATHS

Attachment A lists one-grade interval series typically found in the CIPMS clerical and technician career paths.

Work in the clerical career path involves performing procedural and substantive duties in an office or activity to support the work of the organization. To perform the work the employee must have a general knowledge of clerical procedures and rules for administrative operation of an organization. The employee receives training in clerical processes and procedures such as files management, correspondence preparation, word processing, etc. Products of the clerical function are letters, memos, documents, and correspondence prepared to execute the work of the office or activity. Clerical positions involve establishing and maintaining office records and administrative files; locating and compiling data from established or historical records; maintaining calendars and controlling documents/deadlines for other personnel in addition to personally performed work.

Work in the technician career path involves performing some of the specific tasks or functions of, or assisting a higher graded specialist in, an administrative or professional field. To perform the work the employee must have a high degree of practical skill applicable to the administrative or professional field (i.e., supportive to two-grade interval work such as security, intelligence, education, personnel, management analyses, engineering, etc.). The employee receives training in technical policies, procedures and tasks in order to perform some portions of a specified program area. The employee completes individual tasks/projects or portions of larger projects/products usually assigned to a higher graded specialist (i.e., investigations, data base maintenance, research: etc., those that can be accomplished by trained technicians instead of specialists). Technicians also maintain subject-matter technical' manuals and records used to perform the work.

9. DISTINGUISHING BETWEEN WORK IN THE TECHNICIAN AND PROFESSIONAL-ADMINISTRATIVE CAREER PATHS

Employees in the technician career path perform work which is supportive or related to the parallel professional-administrative series. The primary function of technician work is to perform the basic procedural, non-routine, or standard assignments based upon established guidelines, policies, and precedents, or to assist in higher-graded, complex, nonstandard projects.

Work in the technician career path involves substantial elements of the professional-administrative field, but does not require the analytical ability, judgment, research, or application of a substantial body of knowledge of principles, concepts and practices to varied projects and tasks found in the professional-administrative occupational series.

10. DETERMINING THE GRADE BAND AND LEVEL OF WORK

Grade band descriptions for clerical, technician, and professional-administrative work combine two or more grade-levels of work into broadly defined bands of difficulty and responsibility. Positions allocated by this guide are assumed require knowledge and ability to perform the duties of lower graded positions within the particular function. Specific grade-levels are determined through application of the factor degree descriptions found in the CIPMS Primary Grading Standard, Part 2.

Grade level of work allocated for specific positions covered by this guide should compare with the general grade band descriptions for the career path. Specific examples of work for the various non-intelligence-related series covered by CIPMS are not provided here. Such occupational information may be found by referring to the title 5, OPM Position Classification Standard, for the particular series. Use judgment when making reference to OPM standards, because CIPMS factors and levels do not match exactly with the OPM standards under the title 5 system. However, the progressive difficulty of the work is comparable between CIPMS and title 5. While OPM standards should be referenced for occupational information, the five CIPMS nonsupervisory factors are to be used for grade allocation.

Note: (Security) GS-086 and (Intelligence) GS-134 occupational information are provided as supplements to this guide.

Attachment B provides Factor Degree Relationships Tables for work in the clerical, technician, and professional-administrative career paths. The tables illustrate typical factor degree combinations for specific grade levels, and are provided as a reference in structuring and allocating grade levels.

For the clerical and technician career paths, the concept of grade bands and terms Entry, Full Performance, and Expert should not be interpreted to mean the requirement for automatic design and progression of positions through the career path bands. Management has the prerogative to structure and assign work such that the primary purpose of a position is accomplished and retained at a particular level within a grade band.

11. GRADE BAND DESCRIPTIONS FOR OCCUPATIONS IN THE CLERICAL CAREER PATH

There are two grade bands for occupations in the clerical career path: (1) Entry, and (2) Full Performance. Evaluative characteristics are described below for each band. Management may design positions to progress to any supportable grade level within the grade bands. However, the grade-band concept does not imply that all positions must be designed to progress to the highest levels within the band.

Entry Grade Band (Includes Grades GS-1 through GS-4)

Work assignments include various basic, routine and repetitive clerical tasks necessary to support the administration of an organization. Procedures and guidelines are specific and well defined, and limited judgment is required. Supervision is close. Some positions may fully function within this grade band.

Full Performance Level (Includes Grades GS-05 through GS-09)

Work assignments include the full range of clerical and administrative processes and procedures required to provide administrative support to an office or organization. Guidelines are available and some judgment is necessary in choosing and using the guides to accomplish tasks. Limited interpretation and adaptation is exercised at the higher grades. Limited independence is exercised, and work is reviewed for accuracy, quality, and compliance with instructions.

12. GRADE BAND DESCRIPTIONS FOR OCCUPATIONS IN THE TECHNICIAN CAREER PATH

There are three grade bands for occupations in the technician career path which primarily support the professional-administrative functional areas covered by CIPMS: (1) Entry, (2) Full Performance, and (3) Expert. Evaluative characteristics are described below for each band. Management may design positions to progress to any supportable grade level within the grade bands. However, the grade-band concept does not imply that all positions must be designed to progress to the highest levels within the band.

Entry Grade Band (Includes Grades GS-1 through GS-4)

Typically, but not in all cases, the entry grade band is intended as an intake/training vehicle for technician and assistant positions. However, there is no inherent requirement that positions in the entry grade band be designed to progress into the full performance grade band. Positions at GS-4 and below frequently include the title Clerk. The employee receives appropriate formal and on-the-job training to support professional or administrative work in a particular field. In most cases, the employee supports a higher-graded leader or professional-administrative specialist in the same occupational area, and the impact of the work remains within the local organization. At the entry level, simple, basic, procedural and routine work assignments are performed. The employee works with clear guidelines and specific instructions from the supervisor or higher graded employee. As the work level progresses within the grade band, instructions become less detailed, but the employee's responsibility is clearly defined and controlled. Work is reviewed for accuracy, adequacy, and adherence to instructions and established procedures.

Full Performance Grade Band (Includes Grades GS-05 through GS-09)

Work assignments cover a full range of duties requiring application of basic and standardized procedures to those duties which require application of extensive non-standard rules and precedents. Positions at GS-5 and above typically include the title technician or assistant. The employee selects appropriate guidelines, references and procedures, and may interpret or adapt for application to specific cases. The employee independently conducts preliminary research, collation, and analysis of information within the specialized area in support of an intelligence or security mission. The supervisor may provide well-defined instructions for independent performance of routine assignments, or the supervisor may make assignments by stating objectives, priorities, and deadlines. The work is carried out in accordance with instructions, previous training or accepted practices in the occupation. The supervisor assists when no clear precedents exist. The employee may receive training and development to maintain and increase the level of knowledge, skills and job competency to support the mission.

Expert Grade Band (Includes Grades GS-10 through GS-13)

Positions in the technician career path, in this grade band, are unique and very rare. The employee has acquired mastery of the assigned field of operation gained through extensive experience in the subject area, and is looked to as a technical authority in the area of expertise. The subject area is usually a piece or portion of an area typically assigned to a professional-administrative specialist. The work is non-routine, involves extensive variety and complexity which requires ingenuity and creativity in order to be accomplished. Guidelines are not always available or have gaps in them which require considerable deviation from existing policies and procedures in order to complete work. Employee has considerable freedom in planning work and carrying out assignments. Supervisor makes assignments in terms of major objectives; technical assistance from the supervisor or a professional in the field of specialty is rarely sought or required.

13. GRADE BAND DESCRIPTIONS FOR PROFESSIONAL-ADMINISTRATIVE WORK NOT OTHERWISE COVERED BY A SPECIFIC ARMY OCCUPATIONAL GUIDE (AOG)

There are four grade bands for occupations in the professional-administrative career path: (1) Pre-Professional, (2) Entry, (3) Full Performance, and (4) Expert.

Ranges of generic characteristics are described for entry, full-performance and expert grade bands for non-CP-35 series in the professional-administrative career path. Band 1 is not described here, but is used when establishing formal Student Trainee positions. These Student Trainee positions are in integrated programs which include pre-professional on-the-job training and pertinent education leading toward a bachelor's degree at a college or university in a professional field. See the CIPMS Guide for Classifying GS Positions, paragraph 3-8, for procedures on establishment of Pre-Professional Student Trainee positions in Band 1.

Attachment A lists typical non-CP-35 professional administrative series not covered by a specific CIPMS AOG.

Entry/Developmental Grade Band (Includes grades GS-5 through GS-9)

This grade band is intended as an intake/training level. The employee carries out basic developmental tasks, and receives on-the-job training or formal classroom instruction, which lead to independent performance of relatively complex but well-precedent assignments in defined areas of the professional-administrative occupation. Procedures for the work are established or available. The employee uses judgment either to select and apply the most appropriate guide to specific cases, or to interpret and adapt the guides which may have gaps in specificity. The employee makes decisions on routine or special assignments where consequences are local, or the employee may take action which impacts other organizational units such that subsequent operations are affected. Work relationships are to give and receive factual information, or to exchange information which requires explanation or interpretation in order to perform or coordinate work. Supervision may be specific and responsibility clearly defined, or the employee may recommend modifications to instructions if the assignment is new, difficult, or unusual. Work is checked for accuracy, adequacy and adherence to instructions and procedures.

Full Performance Grade Band (Includes grades GS-10 through GS-13)

The employee performs a wide range of difficult and complex assignments which require application of principles, concepts and methodology particular to the professional or administrative occupation. The employee may develop new methods, approaches or procedures. Guidelines may be available but not completely applicable, or administrative policies and precedents may generally apply. The employee may use judgment to interpret and adapt the guides, or deviate from traditional methods to develop new methods and criteria. Decisions may be based on interpretation of regulations and practices and affect various organizational units; or decisions may interpret policy and set precedents. Commitments may affect the activities of the assigned organization, or may often involve large expenditures of resources and have a strong impact on important programs. Work relationships may be to exchange information which requires interpretation of facts, or to discuss implications and inferences of non-routine problems to gain 'concurrence and persuade to action. The supervisor may define objectives, priorities, and deadlines, and assist the employee with unusual situations which do not have clear precedents, having the employee work as instructed according to previous training or accepted practices in the occupation. Review of work is for accuracy, quality, and compliance. Or, the supervisor may set the overall objectives and resources, and in consultation with the employee develop deadlines and projects. The employee may plan and carry out assignments, resolve most conflicts, interpret policy in terms of established objectives, and keep the supervisor informed of progress and controversial matters. Review of finished work is for accuracy and effectiveness and for compliance with complex instructions and guidelines.

Expert Grade Band (Includes grades GS-14 and GS-15)

The employee is considered a master in the professional or administrative field. Assignments require application of experimental theories and new developments to problems not susceptible to treatment by accepted methods. The employee makes decisions or recommendations significantly changing, interpreting, or developing important policies and programs. Administrative policies and precedents are only very generally stated. Guidelines for performing the work are scarce or of limited use. The employee may use initiative and resourcefulness in deviating from traditional methods or researching trends and patterns to develop new methods, criteria, or propose new policies. Or, guidelines may be broadly stated and non-specific, requiring extensive interpretation. The employee uses judgment and ingenuity in interpreting the intent of the guides that do exist and in developing applications to specific areas of work. Frequently, the employee is recognized as an authority in the development and interpretation of guidelines. Employee makes decisions and initiates actions that involve the interpretation of policy or the setting of precedents; makes authoritative determinations and advises on technical problems. Decisions and commitments often involve large expenditures of resources and have a strong impact on important programs. Person-to-person work relationships are for the purpose of giving or obtaining information on non-routine problems requiring not only explanation or interpretation of facts but also discussion of implications and inferences in order to gain concurrence or cooperation to persuade to action. Or, person-to-person work relationships are for the purpose of discussing policy matters and major changes in program emphasis in order to provide authoritative advice on their effect and feasibility, to gain necessary cooperation and support, or to persuade to action.

The supervisor generally provides only administrative direction, with assignments only in terms of broadly defined missions or functions. The employee has responsibility for planning, designing, and carrying out programs, projects, studies or other work independently. The supervisor is kept informed of significant developments. Completed work is reviewed only from an overall standpoint in terms of feasibility, compatibility, effectiveness or expected results, and for its contribution to the overall advancement of technology, or program.

14. FACTOR COMPARISONS BETWEEN FULL-PERFORMANCE TECHNICIAN AND ENTRY-LEVEL PROFESSIONAL-ADMINISTRATIVE OCCUPATIONS IN BAND 2

The Band 2 Table, in the following illustration, compares the typical evolution of factors degrees in both the technician and professional-administrative career paths as the grade levels increase.

Note: No comparison table is provided for Band 3 because technician positions at the grade levels within Band 3 are unique, very rare, and not typical.

(1) The full performance grade band, or Band 2, in the technician career path include grades GS-5 through GS-9. This band of work represents work that requires seasoned experience and knowledge in the application of extensive and complex, standard and non-standard procedures to a range of problems. Technician work requires practical knowledge of the procedures, operations, regulations and programs of the mission being supported. In technician or assistant positions, emphasis is on the day-to-day application of processes to the work. The work can focus on one specialty or functional area or span an entire program. As the grade levels increase, technician work requires greater responsibility and less supervision. Also, routine aspects of higher level work found in the parallel two-grade interval series may be performed. Employees often assist higher-graded specialists in performing portions of assigned projects; however some technician positions may be located in offices where the limited or confined nature of the program or function warrants the establishment of a technician position rather than that of a full-performance specialist position. For example, technicians may perform research on well-established topics, maintain and update data bases or records, perform analyses using established techniques, compile data and identify and correct discrepancies, assemble and prepare reports, provide training and advise management. Technician career path incumbents may perform similar functions at varying levels of difficulty, however, the specific grade assigned to positions performing similar work depends on the extent of knowledge, skill, responsibility, and other factors actually required by the position.

(2) In the professional-administrative career path, Band 2 represents entry/developmental level work, and includes GS-5 through GS-9 grade levels. The nature and purpose of entry/development level professional-administrative work is different from the GS-5 through GS-9 full performance level work in the technician career path, even though the tasks may seem similar. Entry level professional-administrative work is a temporary stage of development. This temporary stage provides the foundation for learning and developing toward work which requires more judgment and analyses, which uses broad knowledges, concepts and principles in performing a wide variety of work in a specialty. Such work involves developing or revising basic programs and precedents, and requires more than the seasoned procedural application of principles supportive to a program, such as that found in positions in the Technician Career Path.

Thus, the knowledge required at the entry level grades in the professional-administrative career path represent basic concepts and skills which would be obtained from a baccalaureate education program or its equivalent. The scope of authority and effect of decisions, and work relationships are either equivalent to or less than that which would be expected in the higher grade levels of a position in the technician career path. The supervision received over entry level work in the professional-administrative career path is tighter than in the full performance level work in the technician career path. Again, these differences are because the nature and purpose of full performance technician work, which require seasoned and experienced procedural application of principles and concepts supportive to a program, are different from entry level professional-administrative work designed to lead toward work which requires substantial analytical skills and judgment, the application of research skills, program planning, and the development and implementation of policies.

See Attachment B: Factor Degree Relationship Tables.

THE FOLLOWING SERIES ARE COVERED BY THIS GUIDE, IF THE POSITION IN WHICH THE WORK IS PERFORMED IS UNDER CIPMS: (This list is not intended to exclude other series from CIPMS coverage, if the position is within CIPMS.)

THE FOLLOWING ONE-GRADE INTERVAL SERIES ARE TYPICALLY IN THE CLERICAL CAREER PATH:

• GS-305 Mail and File
• GS-318 Secretary
• GS-322 Clerk-Typist
• GS-326 Office Automation and Assistance
• GS-351 Printing Clerical
• GS-356 Data Transcriber
• GS-399 Administration and Office Support Student Trainee
• GS-544 Payroll
• GS-2132 Travel

THE FOLLOWING ONE-GRADE INTERVAL SERIES ARE TYPICALLY IN THE TECHNICIAN CAREER PATH:

GS-086 Security Clerical and Assistance (Only those GS-086 positions the duties of which are predominantly (at least 51 percent intelligence-related. See AR-690-13, Coverage)

• GS-134 Intelligence Aid and Clerk
• GS-1702 Education and Training Technician
• GS-083 Police
• GS-085 Security Guard
• GS-203 Personnel Clerical and Assistance
• GS-204 Military Personnel Clerical and Technician
• GS-303 Miscellaneous Clerk and Assistant
• GS-332 Computer Operation
• GS-335 Computer Clerk and Assistant
• GS-344 Management Clerical and Assistance
• GS-503 Financial Clerical and Assistance
• GS-525 Accounting Technician
• GS-561 Budget Clerical and Assistance
• GS-856 Electronic Technician
• GS-986 Legal Clerk and Technician
• GS-1087 Editorial Assistance
• GS-1105 Purchasing
• GS-1106 Procurement Clerical and Assistance
• GS-1311 Physical Science Technician
• GS-1411 Library Technician
• GS-1421 Archives Technician
• GS-1802 Compliance Inspection and Support Series
• GS-2005 Supply Clerical and Technician

THE FOLLOWING ARE TWO-GRADE INTERVAL PROFESSIONAL-ADMINISTRATIVE SERIES WHICH ARE NOT SPECIFICALLY COVERED BY CIPMS ARMY OCCUPATIONAL GUIDES. ALSO LISTED ARE THE ARMY CAREER PROGRAMS WHICH INCLUDE THE SERIES. SOME SERIES ARE NOT IN A CAREER PROGRAM.

These tables illustrate potential combinations of CIPMS factors in typical positions at the various grade levels within grade bands of work in each career path. The factor combinations shown do not preclude the use of other combinations that may be appropriate, depending on the assignment of duties and responsibilities to a particular position.

When the overall intent of a factor degree description is not present in a position, the point values allocated may be adjusted (interpolated) in 5-point increments. Refer to the CIPMS Guide for Classifying GS Positions, for more complete instructions on evaluation of positions, and guidance on interpolation.

CIPMS position descriptions require brief major duty statements which are complemented by descriptions of the five factors listed on page ii. Each factor description has two or three parts (individual concepts or subfactors). The factor descriptions in a position description should be supported by the major duties of the position.

This supplement provides combinations of generic factor degree descriptions at each of the grade levels within the CIPMS career paths. The generic factor degree descriptions are from the CIPMS Primary Grading Standard, Part 2, for Nonsupervisory Work.

The purpose of this supplement is to provide a reference to show how positions might be structured within CIPMS career paths, at selected grade levels, using the generic factors in the CIPMS Primary Grading Standard, Part 2, for Nonsupervisory Work. The factor degree combinations are those that are illustrated in the Factor Degree Relationship Tables shown in Attachment B of the Guide for Grade-Band Classification Within CIPMS Career Paths.

Other combinations of factors for the same grade/career path may also be used, if more appropriate for the position. To provide maximum flexibility in structuring and valuing work, CIPMS utilizes the concept of interpolation. For example, if the overall intent of a factor is not present in a position, or is exceeded, the point value for the factor may be adjusted. When interpolation is used, the subfactors must support the adjusted value of the whole factor. See the CIPMS Guide for Classifying GS Positions for more guidance on interpolation.

When interpolation is used, a brief explanatory note should be made on an evaluation statement.

CIPMS CLASSIFICATION FACTORS AND SUB-FACTORS FOR NONSUPERVISORY POSITIONS ARE LISTED BELOW:

FACTOR A: ESSENTIAL KNOWLEDGES

1. Kind or nature of knowledge, experience or education needed to accomplish the assigned work.

2. Nature/extent of the skills needed to apply these knowledges to do the work.

FACTOR B: GUIDELINES

1. Nature and availability of guidelines to perform the work.

2. Degree of interpretation, including judgment and originality, required to use the guidelines or develop new guidelines.

FACTOR C: SCOPE OF AUTHORITY AND EFFECT OF DECISIONS

1. Nature of the work (purpose, breadth and depth of assignments).

2. Effect of work products/services within and outside the organization.

FACTOR D: WORK RELATIONSHIPS

1. People, conditions and/or reasons for personal contacts. This factor does not include contacts with persons in the supervisory chain.

2. Skill needed to accomplish work through work relationships.

FACTOR E: SUPERVISION RECEIVED

1. Nature and extent of direct or indirect controls exercised by the supervisor.

2. Employee's independence and responsibility for completing the work.

3. Methodology for reviewing completed work.