RATING GUIDE NO. 46

Ability To Instruct

DESCRIPTION OF ELEMENT

Ability to teach procedures, principles, and knowledge related to trade and craft practices.

LEVELS OF ABILITY

Most Difficult

-Able to direct a large program such as an apprentice training program involving instructors in various fields. Able to develop specific instruction methods and procedures to accomplish general objectives; able to change methods and procedures to meet changing needs; able to make recommendations to administration regarding policy, standards, and instruction objectives.

-Able to serve as fully responsible instructors in a wide variety of courses, not limited to their own trades background; OR able to plan considerable on-the-job training for workers in a shop, planning for training of both new recruits and experienced workers to a greater extent than the casual training exerted in normal supervision.

-Able to serve as instructors in a subject of their own trade as a regular assignment or with very good success during emergencies using a regular syllabus and lesson plan which have been given to them.

If the candidates have had no opportunity to demonstrate their ability during details or other assignments, they may be considered to have potential ability as an instructor or the basis of overall evaluation of abilities such as the following:

-Aspects of Element 46, Ability to Instruct, that may appear in the regular tradesman job - teaching helpers or apprentices, passing on instruction to them;

-Elementary English expression;

-Understanding manuals, specifications, etc., (covered in Element 75, Ability to Interpret Instructions, Specifications, etc.,);

-Trade mathematics (covered in Element 91, Electrical Computations, and Element 91-A, Computing and Trade Mathematics (mechanical));

-Judgment in dealing with pupils;

-Ability to organize a logical presentation for teaching;

-Other knowledge, and abilities (Elements 28, 72, 81, and 82 OR elements used to evaluate candidates for advanced journeyman jobs in the trade).

SAMPLE QUESTIONS

1. Describe your experience and training in instructing: teaching helpers or apprentices, training employees in the normal course of supervision, teaching shop courses, planning on-the-job training, etc.

2. Have you prepared lesson plans, rated trainees in performance, followed a syllabus?

3. Indicate the number and kinds of workers trained and the methods of instructions you used.

4. Did you instruct new recruits or workers with some experience?

To Guide Index

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RATING GUIDE NO. 60

Use Of Measuring Instruments (Mechanical, Electrical, Electronics, As Appropriate To Line Of Work)

DESCRIPTION OF ELEMENT

Ability to use measuring instruments appropriate to the line of work such as:

-Simpler Mechanical Measuring Instruments: rules, scales, squares gages, testers, pressure indicators, and tachometers.

-More Complex Mechanical Measuring Instruments: micrometers, dial indicators, optical comparators, protractors, combination squares, dynamic balancers, dividers, templates, and precision blocks.

-Simpler Electrical and Electronic Measuring Instruments: test lights, ammeters, meggers, watt meters, testers.

-More Complex Electrical and Electronic Measuring Instruments: millvoltmeters with shunts; frequency meters; bridges; and oscilloscopes.

Compare Element 60-A, Use of Test Equipment (Electronics), and Element No. 60-B, Use of Measuring Instruments (Mechanical).

When a job involves only the simpler measuring instruments, this element usually includes one or more of the following practices:

-Accuracy in checking, counting, verifying, and sorting.

-Keeping records, logs, inventories, etc.; making reports.

-Ability to use arithmetic: add, subtract, multiply, divide, etc.

-Knowledge of storage, treatment, and care.

-Knowledge of handling.

-Ability to meet a time schedule, deadline, or emergency.

LEVELS OF ABILITY

Most Difficult (Jobs involving more complex instruments)

-Able to serve as a technical expert in measurement, usually in prototype or experimental work. Able to handle problems that cannot be solved by personnel at the next lower level.

-Able to use measuring instruments of finest character for particular line of work; able to use complete diversity of instruments for line of work.

Most Difficult (Jobs Involving simpler instruments)

-Thorough knowledge of instruments and related practices.

-Able to instruct or direct others in use of instruments and related practices.

Common

Able to use instruments and follow related practices, where relevant, common to the journeyman job in the line of work.

Less Difficult

-Able to use more complex instruments, but with supervisory assistance and advice.

-Able to use instruments of the line of work for the less demanding, more routine purposes.

SAMPLE QUESTIONS

For more complex instruments

1. What mechanical, electrical, and electronic measuring instruments have you used? For what purpose?

2. For each measuring instrument, write the letter of each statement below that applies to your training and experience. Give examples of use, including tolerances, if any.

A. Work with frequent checks by supervisor or by other workers.

B. Work with few or no checks by others.

C. Work to close accuracy (give accuracy or tolerance).

D. Instruct or check work of others.

For simpler instruments

For each of the following that you have used, write the job number or other item number to show where you did it:

-Rules or scales

-Squares

-Gages, testers, or indicators (show kind)

-Test lights

-Ammeters, meggers, or other electrical meters (show kind)

For each instrument, write the number of each of the following knowledge or abilities that you had to have in using the instrument:

1. Accuracy in checking, counting, verifying, and sorting.

2. Keeping records, logs, inventories, or making reports.

3. Using arithmetic.

4. Knowledge of storage, treatment, or care.

5. Knowledge of handling.

6. Ability to meet a time schedule, deadline, or emergency.

7. Instructing or supervising others in use of the instruments.

8. Serving as an expert in use of instruments (Explain).

To Guide Index

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RATING GUIDE NO. 60-A

Use Of Test Equipment (Electronics)

DESCRIPTION OF JOB ELEMENT

Ability to use a variety of equipment from simple voltmeters and ohmmeters to the difficult types such as oscilloscopes and synchroscopes. Compare Element 60, Use of Measuring Instruments (mechanical, electrical, and electronic, as appropriate to line of work).

WORK EXAMPLES

The following degrees of complexity of use of test equipment may be found in one or more lines of work:

-Synchroscopes, spectrum analyzers, wave analyzers, distortion analyzers, voltage standing wave ratio indicator, etc. used in adjusting and analyzing complex equipment.

-Oscilloscopes or synchroscopes used on complex electronic equipment; measuring instruments such as micrometers if relevant.

-Ohmmeters, voltmeters and ammeters.

-Voltmeter or tube tester used on repetitive testing operations.

LEVELS OF ABILITY

Most Difficult

-Able to use all types of complex test equipment as an electronic specialist. For example, an electronic troubleshooter specialist who has been successful in testing out complex equipment to solve problems that could not be resolved by personnel at the next lower level would usually be at this level.

-Able to use an unusual variety of test equipment in order to diagnose malfunctions, repair and aline equipment; familiar with standards in order to assure accuracy of test equipment.

Common

Able to use the variety of test equipment common to the journeyman job in the line of work, in order to diagnose, repair and aline electronic equipment handled in the line of work, such as radio, radar, and similar systems.

Less Difficult

-Able to use a variety of test equipment, but requires supervisory guidance in using the results for diagnosis and alignment.

-Able to use a few types of test equipment in routine work under close supervision.

SAMPLE QUESTIONS

For each device you can use, write the statement number from the following statements.

STATEMENTS OF EXPERIENCE AND TRAINING

1. Have used under close guidance.

2. Have used on one kind of component.

3. Have used on two or three kinds of components.

4. Have used in work in which responsibility was shared with other members of team.

5. Have used where you were FULLY RESPONSIBLE for results.

6. Have used for a variety of components in checking circuit values against specifications.

7. Have use extensively for analyzing complex circuits and have a very good knowledge of its capabilities and potential use.

To Guide Index

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RATING GUIDE NO. 60-B

Use Of Measuring Instruments (Mechanical)

DESCRIPTION OF JOB ELEMENT

Ability to use measuring instruments such as micrometers, scales, gages, dial indicators, optical comparators, protractors, profilometers, etc. Compare Element 60, which includes both electrical and mechanical instruments in a single element.

WORK EXAMPLES

The following degrees of complexity of measuring instruments (mechanical) may be found in one or more lines of work:

-Instruments required in determining tolerances of .0002 inch or less on all types of work including determination of surface finish and balance (for example, able to check close tolerances with corresponding parts such as bearing and shaft tolerances with fit of mating pieces of .0002 inch). Such instruments, in the typical instance, include optical comparators, precision measuring blocks, profilometers, dynamic balancers, optical flats, sine bars, toolmakers' buttons, etc.

-Verners, calipers, combination squares, protractors, height gages, dial indicators, fixed gages, solid squares, dividers, templates, wigglers, etc.

-Thickness gages, dividers and calipers.

-Scales.

LEVELS OF ABILITY

Most Difficult

Able to use the more complex measuring instruments in the line of work.

Common

Able to use all common measuring instruments typical of the journeyman job in the line of work.

Less Difficult

-Able to use common measuring instruments typical of the journeyman job under close supervisory guidance and assistance.

-Able to use the simpler measuring devices in the line of work.

SAMPLE QUESTIONS

For each kind listed below that you can use note job numbers or other information to show where you used it.

-thickness gages

-scales and rules

-templates

-dividers

-wigglers

-protractors

-trammel points

-ring and plug gages

-combination squares

-calipers

-micrometers

-verniers

-height gates

-speed indicators

-precision blocks

-dial indicators

-optical comparators

-profilometers

-dynamic balancers

-optical flats

-sine bars

-toolmakers' buttons

-Other (specify)

For each of these kinds, write the number of each statement that describes your training and experiences.

1. No experience or training.

2. Taking simple measurements where close tolerances are not involved.

3. Taking complex measurements where close tolerances are important.

4. Determining dimensions to extremely close tolerances such as required in complex layout work.

Give examples of measurements taken, their purpose, and tolerances involved.

To Guide Index

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RATING GUIDE NO. 61

Theory of Electricity

DESCRIPTION OF JOB ELEMENT

Knowledge of the basic science of electricity including Ohm's and power laws, flow of current, units of measurement, theory of magnetism, action of and composition of batteries, motors, generators, symbols, voltage dividers, capacitors, reactors, transformers, resistors, insulators, conductors, AC and DC current theory. Ability to use related mathematics.

WORK EXAMPLES

The following degrees of thoroughness of knowledge may be found in one or more lines of work.

-Degree of knowledge possessed by an instructor who has completed college-level courses in advanced electricity and related mathematics and can teach theory of electricity in all specific areas; or an electrician with similar training who is able to set up an experimental station or practice in or one or more specializations.

-Degree of knowledge possessed by an electrician, electrical mechanic, inspector, instructor, etc., who has successfully taken complete training courses covering all areas mentioned in the definition and has had practical experience in utilizing the latest techniques.

-Knowledge of the theory of electricity in all areas mentioned in the definition, that has been acquired by practical experience and technical courses, permitting one to solve varied arithmetic problems in the field of work, including computation of unstated values on drawings, requiring trigonometry and algebra.

-Understanding of current, voltage, resistance, induction, and power equivalent in scope to material covered in elementary electrical texts.

LEVELS OF ABILITY

Most Difficult

-Able to perform as an electrical expert on tasks where no precedents exist, as in experimental and prototype work.

-Able to perform tasks requiring a thorough knowledge of theory.

Common

Able to perform tasks requiring a knowledge of theory common to the journeyman job in the line of work.

Less Difficult

-Able to perform tasks requiring a level of knowledge possessed by an employee who can do the journeyman tasks of the trade, but has not had theoretical training in a number of areas mentioned in the definition.

-Able to perform tasks requiring a knowledge of the simpler theoretical points.

SAMPLE QUESTIONS

1. Tell about schooling, training and experience that show your knowledge of the science of electricity: Ohm's and power laws, flow of current, units of measurement, theory of magnetism, action of and composition of batteries, motors, generators, symbols, voltage dividers, capacitors, reactors, transformers, resistors, insulators, conductors, AC and DC theory.

2. Give dates of courses, course titles, and level of instruction. Include courses in related mathematics.

3. Describe typical jobs you have done where you had to use theory and related mathematics. Include experience where you have taught or explained the theory, and describe the subject matter as well as the kinds of employees taught.

To Guide Index

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RATING GUIDE NO. 61-A

Knowledge Of Electrical Circuitry

DESCRIPTION OF JOB ELEMENT

Ability to understand circuits, identify components involved, and to trace circuits.

WORK EXAMPLES

The following degrees of complexity of circuits may be found in one or more lines of work:

-Automatic switch-over gear, control and regulating equipment, etc.

-3-phase circuit, 3-wire and 4-wire circuits, feeder circuits, branch circuits, and simple control circuits.

-Simple lighting circuits.

-Simple signaling system.

LEVELS OF ABILITY

Most Difficult

Able to work with the more complicated circuits in the line of work.

Common

Able to work with the circuits commonly associated with the journeyman job in the line of work.

Less Difficult

-Able to perform tasks typical of the journeyman job, but except for simple circuits, requires close supervisory control and guidance.

-Able to do simpler work.

SAMPLE QUESTIONS

1. Tell about schooling, training, and experience that show you understand electrical circuits.

2. What kinds of circuits, especially complicated kinds, have you worked with?

To Guide Index

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RATING GUIDE NO. 62

Theory Of Electronics

DESCRIPTION OF JOB ELEMENT

Knowledge of principles, basic functions, and applications, including electromagnetism, alternating current, direct current, vacuum tubes, circuit analysis, rectification, detection, modulation, transmission, wave propagation, oscillation, amplification, feedback, resonance, filters and crystal action. Ability to use related mathematics. Element 61, Theory of Electricity, may be considered part of this element.

WORK EXAMPLES

The following degrees of thoroughness of knowledge may be found in one or more lines of work:

-Degree of knowledge possessed by an instructor who has completed college-level courses in electronics and related mathematics and can teach theory of electronics in all specific areas; or a mechanic with similar training able to set up an experimental station or practice in one or more specializations such as microwave, data recording, missile guidance systems, timing, pulse techniques, communications, radar, etc.

-Degree of knowledge possessed by an electronic mechanic, inspector, instructor, etc., who has successfully taken complete training courses covering all areas mentioned in the definition and has had practical experience in utilizing the latest techniques.

-Knowledge of theory of electronics in all areas mentioned in the definition, that has been acquired through practical experience and technical training courses, permitting one to solve varied arithmetic problems in the field of work, including computation of unstated values on drawings, requiring trigonometry and algebra.

-Understanding of capacitance, resistance, induction, frequency, and wave length, equivalent in scope to material covered in elementary electronic texts.

LEVELS OF ABILITY

Most Difficult

-Able to perform as an electronics expert on tasks where no precedence exist, as in experimental and prototype work.

-Able to perform tasks requiring a thorough knowledge of theory.

Common

Able to perform tasks requiring a knowledge of theory necessary to perform the duties common to the journeyman job in the line of work.

Less Difficult

-Able to perform tasks requiring a level of knowledge possessed by a journeyman who can do the common tasks of the trade, but has not had theoretical training in a number of areas mentioned in the definition.

-Able to perform tasks requiring a knowledge of the simpler theoretical points.

SAMPLE QUESTIONS

1. List courses that you have completed in the areas of electronics, electricity, schematics interpretation, physics, and mathematics. Include training in high school, trade or technical school, military courses, and correspondence courses. Indicate subjects in which you have teaching experience.

2. Knowledge of Theory of Electricity and Electronics: For each of the Groups of Knowledge below, write the statement numbers from the following list which apply to your experience and training. If the statements you choose do not apply to some items in a group, cross out these items and explain in the box for EXPLANATIONS.

   STATEMENTS OF EXPERIENCE AND TRAINING

   1. None.

   2. Limited knowledge.

   3. Have used knowledge in doing closely supervised work.

   4. Have taken courses.

   5. Have used this knowledge in circuit tracing, based on own judgment on units of a system.

   6. Have used it in work on own responsibility, including isolating defective components, circuit tracing, and alignment of complete systems.

   7. Have applied it to circuit tracing of complex electronic systems.

   8. Have made mathematical analysis of circuits involved.

   9. Have taught this knowledge.

   10. Other (specify).

   
   

   Group I.    Knowledge of: Atoms and Electricity; Electrostatic; Conductors and Insulators; Current, Voltage, and Resistance; Ohm's Law, Primary Cells; Secondary Cells; Series and Parallel Circuits; Kirchhoff's Law; Power and Work; Magnetism; Electromagnetism; Induced and Electromotive Force; Inductances; Alternating Current; Capacitance; Tuned Circuits and Resonance; Transformers; Generators; and Electric Meters.
           Statement Numbers:  ______
           Explanations:  __________________________________________________

   
   
   

   Group II.    Knowledge of: Electron Tubes; Electron Emission; Diodes; Triodes; Multi-Electrode Tubes; Pentodes; Multi-Grid and Multi-Unit Tubes; Semi-Conductor Devices; Transistors; Controlled Rectifiers; Tunnel Diodes; and Zener Diodes.
           Statement Numbers:  ______
           Explanations:  __________________________________________________

   
   
   

   Group III.    Knowledge of: Power Supples; Single Phase Rectifiers; Polyphase Rectifiers; Filter Circuits; Voltage Dividers; Amplifiers; Vacuum Tube Oscillators; Solid State Oscillators and Amplifiers; and Voltage Regulators.
           Statement Numbers:  ______
           Explanations:  __________________________________________________

   
   
   

   Group IV.    Knowledge of: Communications Systems; Continuous Wave Transmission; Amplitude Modulation; Frequency Modulation; Radiation Patterns; and Antennas.
           Statement Numbers:  ______
           Explanations:  __________________________________________________

   
   
   

   Group V.    Knowledge of: Nonsinusoidal Waves and Applications; Limiting Circuits; Direct Current Restorers; Time Base Generators; Square Wave Generators; Oscillators; Counting Circuits; Wave Guides and Cavity Resonators; Klystrons; Cavity Magnetrons; Frequency Shift Keying; Single Side Band Techniques; Transmission Lines.
           Statement Numbers:  ______
           Explanations:  __________________________________________________

   
   
   

To Guide Index

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RATING GUIDE NO. 71

Estimating Time And Materials

DESCRIPTION OF JOB ELEMENT

Ability to determine approximate time and cost of production operations.

LEVELS OF ABILITY

The description of each level below pertains to the level of performance that would be expected if the applicant became a supervisor over workers in the particular trade, craft or work.

Most Difficult

-Able to break down and review drawings and plans, and estimate cost of material and production time for the different operations involved on prototype or highly complex work as appropriate to the trade, craft, or work. Able to make pencil sketches and freehand drawings as appropriate, making sure that details are complete before start of work.

-Able to break down and review drawings and plans as appropriate, and to estimate cost of material and production time on complex work for which precedents exist.

Common

Able to prepare estimates of labor and materials for specific assignment similar to previously accomplished work.

SAMPLE QUESTIONS

1. Describe your experience in estimating time, materials and cost. Show the kind and complexity of the operations, and the purpose of the estimate.

2. Tell about any new or prototype work for which you did estimating.

To Guide Index

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RATING GUIDE NO. 72

Ability To Plan And Organize The Work

DESCRIPTION OF JOB ELEMENT

Ability to develop technically adequate plans for a complex operation.

WORK EXAMPLES

The following degrees of complexity are found in one or more areas of work:

-Developing plans for technical aspects of prototype or highly complex work, where precedents are only suggestive, and where plans must be changed from time to time to meet new requirements.

-Developing plans where precedents exist, but where equipment and workers are diverse, assignments are unpredictable. Work must be continuously planned to make best use of workers and equipment.

-Planning where equipment and workers are homogeneous, but where assignments are unpredictable. Work must be planned frequently for new situations.

-Planning where operations are routine and unchanging.

LEVELS OF ABILITY

Most Difficult

-Able to develop complex technical plans involving large groups of employees and giving direction to subordinate supervisors at the next lower level.

-Able to develop plans and organize work for a large group of employees; able to give direction to subordinate crew supervisors at the next lower level.

-Able to plan and organize work for a crew where judgment involves considering individual abilities.

SAMPLE QUESTIONS

1. Describe your experience in planning the work for a group. Show the kind and complexity of operations.

2. Describe technical problems that you had to solve to make sure the work would be adequate.

To Guide Index

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RATING GUIDE NO. 73

Ability To Lead Or Supervise

DESCRIPTION OF JOB ELEMENT

Ability to: lead other workers or supervise subordinates; deal objectively and harmoniously with them; and render sound decisions.

RATING CONSIDERATIONS

Records of employees the candidate has supervised or work crews led, would be an important consideration in rating the candidate on this element. The records would include quality of performance and morale of the group.

The following descriptions pertain to leading and to supervising employees directly. For jobs involving supervising through subordinate supervisors, see Element 73-A, Ability to Supervise Through Subordinate Supervisors.

Determining Potential Ability. If the candidate has had limited or no opportunity to demonstrate the ability to lead or to supervise, then potential ability may be evaluated on the basis of overall consideration of the following factors at the appropriate levels:

1. Ability to communicate:

-Interpreting instructions for other people; explaining how to do work; and/or helping to train new workers.

-Oral and written presentations, especially oral expressions.

-Work in teams where possible serious injury or damage is involved.

2. Integrity:

-Taking responsibility for getting a job done; making decisions on what to do and when (within employee's scope).

-Volunteering for special assignments, helping out n emergencies; adjusting personal plans if there is important work to be done; taking on difficult or distasteful jobs.

-No evidence of offense in following rules and regulations on the job; no evidence of poor attitude on job.

-Initiative and courage to request reconsideration of decisions of higher authority when warranted.

3. Willingness to Accept Policy:

-Doing just what the supervisor asks with relation to the work; following orders that are always changing; meeting deadlines; working overtime when requested.

-Selection for work in important job assignment.

-Trying to cut waste; cost consciousness.

4. Fairness and Equitable Treatment:

-No evidence of taking unfair advantage of others.

-No demonstration of poor attitude in circulating wild rumors; no evidence of lack of judgment concerning disputes.

-Accepted as informal group leader.

-Ability to be compassionate yet businesslike; working with objectivity with grievance cases.

-Patience and ability to listen.

5. Knowledge of Job:

-Knowledge of materials, tools, equipment; training courses taken at work or on own time.

-Figuring out new ways for doing work.

-Recognizing hazards and safety.

LEVELS OF ABILITY

Most Difficult

-Able to organize assignments for subordinates where judgment as to individual abilities is involved; able to recommend selection of employees; able to evaluate work performance of subordinates; able to estimate material and manpower needed for specific jobs; able to prepare production records, work records, and reports; able to train others in new duties; able to explain manuals and work procedures; able to motivate employees to work efficiently and productively; and able to determine work procedures (See "Sample Questions", item #1) .

-Able to lead other employees as a regular assignment; able to organize tools and materials for them; able to interpret blueprints, sketches, and verbal work orders for them as appropriate to the type of work in the trade or craft (See "Sample Questions", item #2).

SAMPLE QUESTIONS

Item #1:

What type of supervision have you had over others (indicate number and type of employees and the nature of the work supervised)?

Describe your supervisory responsibilities and extent of your authority. Include:

- estimating material, equipment, and manpower needs;

-scheduling workflow and work assignment;

-preparing procedures and layouts;

-installing new functions;

-Developing and installing work improvements;

-Training you conducted or arranged for;

-Performance records maintained and recognition granted or disciplinary actions taken;

-What relationships have you had with various operating groups other than your own work unit.

Item #2:

-Have you led or taught helpers, apprentices, or intermediate workers?

-Have you ever led other employees during emergencies or other assignments?

-If you had experience teaching or leading workers, explain how you encouraged them to work effectively and the results of your techniques.

-What relationships have you had with various operating groups other than your own work unit?

To Guide Index

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RATING GUIDE NO. 73-A

ABILITY TO SUPERVISE THROUGH SUBORDINATE SUPERVISORS

DESCRIPTION OF JOB ELEMENT

Ability to oversee and train subordinate supervisors, to deal objectively, but harmoniously with subordinate workers in the hierarchy and to render sound supervisory decisions.

RATING CONSIDERATIONS

Records of work crews the candidate has supervised would be an important consideration in rating on this element. The records would include quality of performance and morale of the groups.

Determining Potential Ability. If the candidate has had limited or no opportunity to demonstrate the ability to supervise through subordinate supervisors, then potential ability may be evaluated on the basis of overall consideration of the following factors, at the appropriate levels:

1. Ability to Communicate. Consider:

-Group situations (ease, participation, guiding discussion, interpersonal relations).

-Written documents (clear presentation, acceptability of reports).

2. Skill at applying human relations techniques. Consider:

-Interpersonal skills as first-line supervisor (interest in welfare of employees; accountability and holding subordinates to standards of performance; and promoting positive morale)

-Effectiveness and wise judgment in dealing with others (taking proper alternatives when dealing with others; making difficult decisions fairly; ability to achieve positive results under pressure; and handling difficult situations tactfully).

3. Knowledge of general supervisory concepts. Consider:

-Ability to work with support organizations; achieving proper relationships with various organizational units; and making proper use of their contributions while influencing decisions.

4. Knowledge of shop process. Consider:

-Background in the appropriate shop process.

-Flexibility demonstrated in the past in taking on expanded responsibilities in unfamiliar areas.

LEVELS OF ABILITY

Most Difficult

-Able to handle complex supervisory problems involving large groups of employees. Able to give direction to subordinate supervisors at the next lower level.

-Able to supervise a large group of employees.

SAMPLE QUESTIONS

1. What supervision have you had over others (include the number and type of workers and the nature of the work supervised)?

2. Describe your supervisory responsibilities and the extent of your authority (include estimating material, equipment, and manpower needs; scheduling workflow and work assignments; preparing procedures and layouts; installing new functions; and developing and installing work improvements).

3. Describe any awards or honors you helped a subordinate obtain, training you conducted or arranged for, and disciplinary actions you have taken.

4. What relationships have you had with various operating groups other than your own work unit?

To Guide Index

Page Updated 11 July 2000