1 Job Analysis Project Part 1: Job-Oriented Job Analysis Name: Crichelle Cockrell Job Title: Professional School Counselor Number of Hours Worked per Week: 45 Number of Months/Years in This Position: 10 years Name of the Company/Organization: Pearland Independent School District (Pearland ISD) Job Duties: 1. Create and implement academic, socio-emotional, behavioral, and vocational counseling plans for students. 2. Cultivate relationships with teachers, administrators, parents, students, and stakeholders. 3. Determine students' appropriate behavioral and mental state and make referrals based on analysis.
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4. Interpret academic testing data of students. 5. Conduct small groups for students facing different issues. 6. Coordinate and manage the 504 caseloads (students needing special accommodations). 7. Coordinate the Back Buddy program with the Houston Food Bank, providing meals for food-insecure students over the weekend. 8. Design guidance lessons geared toward character development. 9. Oversee and coordinate the AngelTree program, which provides holiday gifts to children and families in need. 10. Interpret transcripts for students with high school credit. Part 2: Person-oriented job analysis Essential Work-Related Competencies: 1. Knowledge: a. A comprehensive understanding of the stages of human growth, proficiency in various counseling theories and techniques, knowledge of how to perform and interpret student behavioral and educational assessments, adherence to ethical standards related to counseling, and cultural competence to work with diverse student populations 2. Skills: a. Attention to detail, strong analytical skills, critical thinking abilities, empathetic listening skills, and collaboration skills to work with different demographics 3. Abilities:
3 a. Being personable, trustworthy and maintaining confidentiality, having a nonjudgmental attitude, setting aside personal beliefs and biases, service-oriented approach and confident work ethic, and patience 4. Others a. Trustworthiness, service orientation, and a non-judgmental attitude Part 3: Performance Appraisal Information and Instructions Basic Information Job Title: [Job Title] Employee Name: [Employee's Name] Supervisor Name: [Supervisor's Name] Date of Evaluation: [Date] Period of Review: [Review Period] Statement of Purpose:
This performance appraisal aims to assess and provide feedback on the job performance of [Employee's Name] in the role of Professional School Counselor. It enables the recognition of the individual's strengths, areas of improvement, and contributions to the school community. Enhancing professional growth and development while ensuring that the counselor's efforts align with the goals and mission of Pearland Independent School District is paramount.
The inspection brings out the counselor's dedication to student well-being, character development contributions, and support in critical programs like the AngelTree and Back Buddy initiatives. Insights into personnel effectiveness in delivering academic, socio-
4 emotional, and behavioral guidance to our diverse student population will be part of the reporting.
Setting professional development goals, improving the quality of counseling services, and strengthening the support system for students and families will follow the appraisal.
Evaluator Instructions: 1. Review the performance standards and tasks outlined in the performance appraisal form. 2. Explore the counselor's performance in each standard, highlighting strengths, areas for improvement, and any specific achievements. 3. Rate the counselor's performance for each standard with the scale: "Exceptional Performance," "Exceeds Expectations," "Meets Expectations," "Marginal Performance," and "Unsatisfactory Performance." 4. Provide narrative feedback for each performance standard, explaining the reasons for the assigned rating. Be specific and provide examples where possible. 5. In the feedback, acknowledge achievements and areas where the counselor has excelled. 6. Fill out the areas for improvement section by suggesting strategies and resources to help the counselor enhance their performance. 7. Set performance improvement goals collaboratively with the counselor. 8. Capture meeting notes or summaries after discussing the appraisal, providing feedback, and outlining an improvement plan. Part 4: Performance Rating Form Lickert Scale (1 -5) Score > Label > Description 5: -- Exceptional Performance -- Consistently exceeds job requirements with exceptional contributions and achievements.
5 4: -- Exceeds Expectations -- Consistently performs above job requirements and demonstrates significant contributions. 3: -- Meets Expectations -- Meets all job requirements and expectations effectively. 2: -- Marginal Performance -- Sometimes meets job requirements but with inconsistencies and areas of improvement. 1: -- Unsatisfactory Performance -- Fails to meet job requirements and expectations. Performance Standards 1. Academic counseling is offered to students, helping them to set and achieve educational goals. a. Acceptable Level: Meets all students’ academic counseling needs effectively. 2. Socio-emotional support is offered to students, helping them navigate personal challenges. a. Acceptable Performance: Effectively addresses socio-emotional issues and offers appropriate guidance. 3. Behavioral intervention to intervene and provide guidance for students facing behavioral challenges a. Acceptable Performance: Adheres to ethical codes and meets best practice standards. 4. Assessment and referrals are conducted accurately for student needs and additional support. a. Acceptable Performance: Consistency rated above 60% for assessments and referrals. 5. Small Group Counseling effectively addresses various student issues
6 a. Acceptable Performance: Provides meaningful support and remains reachable and dependable. 6. The 504 Caseload management with tailored accommodations a. Acceptable performance: handles at least 40% of the work per assigned period. 7. Community Partnerships -- Collaborates effectively with external partners for programs like the Back Buddy initiative. a. Acceptable Performance: Meet expectations of partners and organization. 8. Guidance Lesson Design – Delivery lessons focused on character development. a. Acceptable Performance: Lessons meet best practice thresholds. 9. AngelTree Program Oversight -- Coordinate to provide holiday gifts to children in need. a. Acceptable Performance: Meet minimum program outcome goals. 10. Transcripts Interpretation -- Interprets student transcripts to guide academic progression. a. Acceptable Performance: Accurately interprets student transcripts. Rating Scale The rating scale is the same as the one featured in the first part, using the 5-point Likert scale for each performance standard. Part 5: Justification of Performance Standards
Academic Counseling: o Academic counseling offers guidance and support to students. It allows them to excel academically, contributing to their educational success and prospects.
Socio-Emotional Support: o The service is vital for allowing students to navigate personal challenges. It fosters their emotional well-being and brings up the right learning environment.
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Behavioral Intervention: o There is a need to maintain a positive and safe school environment. Students need the best habits to promote their well-being.
Assessment and Referrals: o They are essential for ensuring students receive timely and appropriate interventions, effectively addressing their unique needs.
Small Group Counseling: o Students rely on the service for personal needs, but group settings offer peer support. Support is necessary to ensure effective transition during problemsolving sessions.
504 Caseload Management: o The specific demands for offering tailored accommodations for students with particular needs must ensure equitable access to education.
Community Partnerships: o The additional support offered to the institution and students increases student access to resources and opportunities. Coordination of these efforts creates a holistic support system.
Guidance Lesson Design: o Effective guidance lesson design fosters character development, which is crucial for students to develop as well-rounded individuals with strong ethical values.
AngelTree Program Oversight
8 o The program helps provide holiday gifts to needy children, creating a sense of community and demonstrating care for the less fortunate. Hence, its management is crucial to overall student success.
Transcripts Interpretation: o These tools are an essential component of evaluation. Students expect fairness, and they get additional support according to the interpretation of their performance. Part 6: Reflection Essay
Purpose of Conducting the Job Analysis The task of coming up with the job analysis was to unveil the inner workings of a profession. Here, the meticulous dissection of duties and responsibilities allows for an understanding of what it takes to be in an employee's position and to see the purpose of their work in the overall arrangement of their position in an organization. Not only does such an analysis lead to the perfect recruitment and selection, but it also serves as a way for performance evaluation so that it can lead to increased productivity (Prien et al., 2009). In contributing to selection processes, job analysis is a journey of comprehending the perfect or imperfect elements of human role designs. It should lead to effective job designs that empower the worker and the organization if done correctly. Enjoyment and Difficulties I had little knowledge of the service job, and I wanted to be capable of developing an effective job description for a service job. The most exciting was the opportunity to review the Professional School Counselor's role after the initial interview and the subsequent processing of the analysis across the different stages to fulfill the requirements for this exercise. Rather than
9 working with a theoretical model, I used real-time data from a real-life situation, which made it exciting. I loved the interaction and the insights from another person other than a written text and myself. They made me see the same concepts differently. However, there were some challenges. Having to come up with an acceptable performance description that could be more varied and working with ten standards was difficult. I plan on further exercises to grasp fully the process of picking standards and reflecting on their purpose and performance thresholds to assign the appropriate acceptance levels. Selection Procedures, Occupational Health, and Work-Life Balance As a Professional School Counselor, I recommend a comprehensive selection process assessing technical competencies and personal attributes. The initial step involves reviewing resumes to ensure candidates meet the minimum academic qualifications and licensure requirements. Structured interviews follow, featuring a panel of experienced school counselors, administrators, and social workers. The interviews assess counseling skills, interpersonal abilities, empathy, and problem-solving capabilities. Situational judgment tests can aid the process. They help evaluate decision-making in counseling scenarios and should be handy when the job involves the individual expected to offer the same service to students. Candidates need the help of counseling scenarios where they have to describe how they would approach various student issues. Rationale: Structured interviews provide valuable insights into a candidate's counseling skills, how they approach real-life scenarios, and their ability to adapt to the school's unique environment. Situational judgment tests (SJTs) should be incorporated to evaluate decision-making in counseling scenarios (Dessler, 2020). SJTs present candidates with hypothetical counseling
10 situations and ask them to choose the most appropriate responses. This step helps assess a candidate's ability to make sound decisions and handle complex, emotionally charged situations (Dessler, 2020). The rationale is that the tests bring up candidates who can make effective, ethical, and empathetic decisions, which are paramount in the counseling role. Finally, assessment centers can provide a dynamic, real-world environment for assessing candidates' skills and behaviors through role-play scenarios. Assessment centers can be valuable to the selection process (Heneman et al., 2019). Here, candidates participate in role-play scenarios where they interact with actors portraying students with different issues. Observers rate candidates' performance in real-time. The rationale is that these tools and approaches offer a realistic and dynamic environment for evaluating candidates' skills and behaviors, shedding light on their adaptability, communication, and crisis intervention abilities. Regarding occupational health and safety concerns, one may think of the exposure to students' psychological distress, potentially leading to secondary trauma. Training is crucial, covering recognition, reporting, and addressing issues related to students' safety. Peer support and supervision sessions, self-care and wellness programs, such as stress management workshops and access to mental health resources, are essential for counselors' well-being. Lastly, for work-life balance, there is a need for clear boundaries between work and personal life. The job needs flexible schedules, remote work options, and supportive policies. Comparison with O*NET Data There was an effort to evaluate the information obtained from the interviews with the one available on O*NET. While not surprising, it improved insights into the range of options and challenges expected in a typical job analysis. The occupation's general description aligned with the findings when doing the interview. O*NET provides a broad framework, highlighting the
11 core responsibilities and competencies, and it was easy to follow the description and then adjust the criteria to find the specific job (O*NET, 2023). This helpful reference pointer was only effective when looking at the broad profession. There were intricate details found in the job analysis when conducting the interview and forming the appraisal design that was missing from the online tool. Therefore, it is crucial to take job descriptions at face value and include organizational perspectives, career growth paths available to and pursued by individual workers, and the overall nontangible aspects of the job. These additional factors or elements only come about through interviews or similar data collection mechanisms and are not featured on the database or similar resources. Programs like the AngelTree initiative that make the job unique in this context became relevant when considering the specific job, but they did not feature on O*NET. Surprises and Insights One aspect that surprised me was the extent of community involvement and the depth of collaboration required with students and the community. The job could be more straightforward about delivering a service based on the assigned criteria, but it involves making up new job descriptions while delivering other service expectations. For instance, in guidance and counseling, the professional must also manage the project for the counseled groups while using it as part of an evaluation metric for their supervisor. This was a two-sided appraisal where the person evaluated for the job also actively defined the evaluation elements. It was surprising that the professional extends their work beyond the school since it involves the lives of clients and the client organization across socio-cultural dynamics big enough not to fit in a specific geographic practice setting. The partnerships with external organizations for programs, such as the AngelTree initiative, highlighted how these counselors extend their support beyond the
12 school walls to create a more comprehensive safety net for students. The emphasis on cultural competence and the non-judgmental attitude was also striking.
13 References Dessler, G. (2020). Fundamentals of human resource management. Pearson. Heneman, H. G., Judge, T. A., & Kammeyer-Mueller, J. D. (2019). Staffing organizations. McGraw-Hill. O*NET. (2023). License: School Counselor. O*NET Online. https://www.onetonline.org/link/licenseinfo?id=33-EDU04 Prien, E. P., Goodstein, L. D., Goodstein, J., Gamble, L. G. (2009). A practical guide to job analysis. Wiley.