position analysis questionnaire %28paq%29

7/22/2019 Position Analysis Questionnaire %28PAQ%29

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Ernest J. McCormick, Ph.D. P. R. Jeanneret, Ph.D. Robert C. Mecham, Ph.D.

IntroductionThe Position Analysis Questionnaire (PAQ®) is a structured job analysis questionnairethat can be used for analyzing jobs on the basis of 187 job elements that describe

generic human work behaviors. Statistically derived job dimension scores based on such

analyses can be used for a variety of human resources management and research

purposes.

Organization of

the Questionnaire

The questionnaire is presented in the six divisions listed below. Following each division

title is an explanation of that particular division’s objective.

Information Input

Where and how is the information gained that is needed to perform the job?

Mental Processes

What reasoning, decision-making, planning, and information-processing

activities are needed to perform the job?

Work Output

What physical activities are required to perform the job, and what tools or

devices are used?

Relationships with Other Persons

What relationships with other persons are needed to perform the job?

Job ContextIn what physical and social context is the job performed?

Other Job Characteristics

What other factors are relevant to the job?

Copyright 1969, 1989 by Purdue Research Foundation (form C, 6-89) West Lafayette, Indiana 47907. PMPQ is a registered trademark of Purdue Research

Foundation. PAQ Services, Inc., 11 Bellwether Way, Suite 107, Bellingham, WA 98225 Telephone 800.292.2198, Fax 877.395.0236

1338



Each of the six divisions is further divided into subsections composed of items relevant to a

particular facet of a job. Items are written in two parts. The first part, or item stem,

identifies what is to be rated as a part of the job; the second part provides several concrete

examples of the job element being rated. A sample item is shown below.

1. Written materials

E.g., books, reports, office notes, articles, job instructions, or signs

Keep in mind that the descriptive examples given to illustrate the stem are not all-inclusive; they represent only a few of the possible examples that could be given.

Response Scales

for the Items

A number of different response scales are used for items throughout the Questionnaire. The

response scale to be used for an item or group of items is prominently displayed next to the

item(s) or below an item with a special rating scale. An example of a response scale format

is shown below.

Extent of Use

0 Does not apply

1 Very infrequent2 Occasional

3 Moderate

4 Considerable

5 Very substantial

Although the scale anchors correspond with the whole numbers as shown above, responses between the whole numbers can be given and appear on the answer sheet as illustrated below.

When responding to items, make sure to use the appropriate rating scale, which will be

clearly indicated in the booklet.

Instructions for

Job Analysts

The person who serves as the job analyst should first familiarize him or herself with the

PAQ and the PAQ Job Analysis Manual. The job analysis with the PAQ typically is done

by interviewing the job incumbents and sometimes by observing their work performance

and talking with their supervisors.

When making the rating for an item, the job analyst should first carefully consider the

concept of the item as it applies to the job being rated, then select the response scale value

that most closely reflects the extent to which it is applicable. Remember that the exampleswhich accompany item stems are illustrative only and do not capture the complete range of

pertinent examples. When an item is clearly irrelevant to the job in question, simply use the

“Does not apply” response of zero (0).

2



3

The PAQ

Answer Sheet

The PAQ answer sheet is a two-sided computer-scorable answer sheet designed for optical

scanning. The first side is for administrative use and should be filled out by the job analyst,

simply coding in the information requested and providing in the upper left corner a brief

job description of the job being analyzed. Refer to the PAQ Job Analysis Manual for

explicit instructions on completing the information fields shown on side 1. The second side

is reserved for item responses. Use only a No.2 pencil for marking responses, filling in

response bubbles completely and erasing carefully any changed responses and/or stray

marks. Please do not fold or staple the answer sheet.

When entering responses to PAQ items, make sure to use the response scale that is clearly

indicated in the outer narrow margin. After deciding which is the most appropriate

response, darken the corresponding response bubble for the item on the answer sheet. Once

you have responded to all of the items on the PAQ, please review the answer sheet to

ensure that all information entered is complete and accurate. Refer to the PAQ Job

Analysis Manual for specific instructions regarding the completion of the Pay or Income

items found in section F10.

A. Information Input

A1. Visual Sources

of Job Information

Using the response scale at the left, rate each of the following items on the basis of the

extent to which it is used by the worker as a source of information in performing the job.

Extent of Use

0 Does not apply

1 Nominal/very infrequent

2 Occasional

3 Moderate

4 Considerable

5 Very substantial

1. Written materials

E.g., books, reports, office notes, articles, job instructions, or signs

2. Quantitative materials

Materials that deal with quantities or amounts, e.g., graphs, accounts, specifications,

or tables of numbers

3. Pictorial materials

Pictures or picture-like materials used as sources of information, e.g., drawings,

blueprints, diagrams, maps, tracings, photographic films, x-ray films, or TV pictures

4. Patterns or related devices

E.g., templates, stencils, or patterns used as sources of information when observed

during use (Do not include materials described in item 3.)

5. Visual displays

E.g., dials, gauges, signal lights, radarscopes, speedometers, or clocks

6. Measuring devicesE.g., rules, calipers, tire pressure gauges, scales, thickness gauges, pipettes, thermo-

meters, or protractors used to obtain visual information about physical measure-

ments (Do not include devices described in item 5.)

7. Mechanical devices

E.g., tools, equipment, or machinery that are sources of information when observed

during use or operation



4

A1. Visual Sources

of Job Information

(continued)

Extent of Use

0 Does not apply


2 Occasional3 Moderate

4 Considerable

5 Very substantial

8. Materials in process

E.g., parts, materials, or objects which are sources of information when being

modified, worked on, or otherwise processed, such as bread dough being mixed, a

workpiece being turned in a lathe, fabric being cut, or a shoe being resoled

9. Materials not in process

E.g., parts, materials, or objects not in the process of being changed or modified,

which are sources of information when being inspected, handled, packaged,

distributed, or selected, such as items or materials in inventory, storage, or

distribution channels, or items being inspected

10. Features of nature

E.g., landscapes, fields, geological samples, vegetation, cloud formations, and other

natural features that are observed or inspected to provide information

11. Constructed features of environment

E.g., structures, buildings, dams, highways, bridges, docks, railroads, and other

“constructed” or altered aspects of the indoor or outdoor environment which are

observed or inspected to provide job information (Do not consider equipment,

machines, etc., that individuals use in their work, as covered by item 7.)

12. Behavior

Observing the actions of people or animals, e.g., in teaching, supervising, or sports

officiating, where the behavior is a source of job information

13. Events or circumstances

Events the worker observes and may participate in, such as flow of traffic, movement

of materials, or airport control tower operations

14. Art or decor

Artistic or decorative objects or arrangements used as sources of job information,

e.g., paintings, sculpture, jewelry, window displays, or interior decoration

A2. Nonvisual

Sources of Job

Information

Extent of Use

0 Does not apply


2 Occasional

3 Moderate

4 Considerable

5 Very substantial

15. Verbal sources

Verbal instructions, orders, requests, conversations, interviews, discussions, or formal

meetings (Consider only verbal communication that is relevant to job performance.)

16. Nonverbal sounds

E.g., noises, engine sounds, sonar, whistles, musical instruments, signals, or horns

17. Touch

Pressure, pain, temperature, or moisture, e.g., feeling the texture of a surface

18. Odor

Odors the worker needs to smell to perform the job (Do not include odors simply because they happen to exist in the work environment.)

19. Taste

Bitter, sour, sweet, or salty qualities which are sources of job information, e.g., wine

tasting or candy tasting



5

A3. Sensory

& Perceptual

Processes

20. Near visual acuity

Using the response scale below, rate the amount of detail the worker must see to

adequately obtain job information from objects, events, or features within arm’s

reach.

Degree of Detail

0 Does not apply

(worker is blind or works in

total darkness)

1 Very little detail(e.g., that required in moving

boxes, dumping trash, oropening desk drawers)

2 Limited detail

(e.g., that required in bagging

groceries, taking tickets, orgrinding hamburger)

3 Moderate detail

(e.g., that required inhammering nails, readingtyped letters, or reading dialsand gauges)

4 Considerable detail

(e.g., that required in reading

small legal print or settingignition points)

5 Extreme detail

(e.g., that required indiamond cutting repairingwatches, or assembling smallelectrical transistors)

Importance to This Job

0 Does not apply

1 Very minor

2 Low3 Intermediate

4 High

5 Extreme

Using the response scale at the left, respond to the items below; considering such

factors as amount of time spent and the possible influence on overall job performance if

the worker does not properly perform this activity.

21. Far visual acuity

Seeing differences in the characteristics or features of objects, events, or features

beyond arm’s reach, e.g., operating a vehicle, landscaping, or sports officiating

22. Depth perception

Judging the distance from the observer to objects or the distances between objects as

they are positioned in space, as in operating a crane, operating a dentist’s drill, or

handling and positioning objects

23. Color perception

Differentiating or identifying objects, materials, or details on the basis of color

24. Sound pattern recognitionRecognizing different patterns or sequences of sounds, e.g., a sailor listening to

Morse code, a physician listening to a heartbeat, or a mechanic listening to an

engine

25. Sound differentiation

Recognizing differences or changes in sounds in terms of loudness, pitch, and/or

tone quality, e.g., as in piano tuning or repairing sound systems

26. Body movement sensing

Sensing or recognizing changes in the direction or speed at which the body is

moving without being able to sense them by sight or hearing, e.g., as in piloting

aircraft or working in a submarine

27. Body balance

Sensing the position and balance of the body when body balance is critical to job

performance, as when walking on I beams, climbing high poles, or working on steep

roofs



6

A4. Estimation

Activities


0 Does not apply

1 Very minor

2 Low

3 Intermediate

4 High

5 Extreme

In this section are various operations involving estimation or judging activities.

Using the response scale at the left, rate the importance of each item to the job. In each

case, consider activities in which the worker may use any or all of the senses, e.g., sight,

hearing, or touch.

28. Estimating speed of moving parts

Estimating the speed of the moving parts associated with stationary objects, e.g., the

revolutions per minute of a motor or the speed at which a lathe turns

29. Estimating speed of moving objects

Estimating the speed of moving objects or materials relative to a fixed point or to

other moving objects, e.g., the speed of vehicles, the speed of materials on a conveyor

belt, or flow of liquids in transparent pipes

30. Estimating speed of processes

Estimating the speed of ongoing processes or a series of events while they are taking

place, e.g., chemical reactions, assembly operations, or timing of food preparation in

a cafeteria

31. Judging condition or quality

Estimating the condition, quality, and/or value of objects, e.g., antique dealer,appraiser, jeweler, used-car dealer, or coin dealer

32. Inspecting

Inspecting products, objects, or materials, either one’s own work or that of others, in

terms of established standards, e.g., identifying defects or classifying by grade (Do

not include activities described in item 31.)

33. Estimating quantity

Estimating the quantity of objects without direct measurement, including weight,

number, or volume, e.g., estimating the board feet of lumber in a log, the weight of a

beam, or the number of bacteria in an area by looking through a microscope

34. Estimating size

Estimating the dimensions of objects without direct measurements, including length

or thickness, e.g., estimating the height of a tree or judging sizes of boxes or furniture

in loading a truck

35. Estimating time

Estimating the time required for past or future events or work activities, e.g., judging

the amount of time to make a delivery, estimating the time required to service a worn

machine part or piece of equipment, or judging the length of time required to change

a production line procedure



7

B. Mental Processes

B1. Decision

Making,

Reasoning,& Planning/

Scheduling

36. Decision making

Using the response scale below, indicate the level of decision making typically involved

in the job, considering the number and complexity of the factors that must be taken into

account, the variety of alternatives available, the consequences and importance of the

decisions, the background experience, education, and training required, the precedents

available for guidance, and other relevant considerations.

Level of Decision

1 Very limited(e.g., decisions such as those inselecting parts in routineassembly, shelving items in a

warehouse, cleaning furniture,or tending automatic machines)

2 Limited

(e.g., decisions such as those inoperating a wood planer,dispatching a taxi, or

lubricating an automobile)

3 Intermediate(e.g., decisions such as thosein setting up machine tools foroperation, diagnosing

mechanical disorders ofaircraft, reporting news, orsupervising auto serviceworkers)

4 Substantial(e.g., decisions such as thosein determining productionquotas or making promoting

and hiring decisions)

5 Very substantial(e.g., decisions such as those

in approving an annualcorporate budget,

recommending major surgery,or selecting the location for anew plant)

37. Reasoning in problem solving

Using the response scale below, indicate the level of reasoning required in applying

knowledge, experience, and judgment to problems.

Level of Reasoning in Problem Solving

1 Very limited(use of common sense to carry

out simple or relatively

uninvolved instructions, e.g.,hand assembler or mixingmachine operator)

2 Limited(use of some training and/orexperience to select from a

limited number of solutions themost appropriate action or

procedure in performing the job, e.g., sales clerk, electrician

apprentice, or library assistant)

3 Intermediate(use of relevant principles to

solve practical problems and

to deal with a variety ofconcrete variables in situationswhere only limited

standardization exists, such asthat used by supervisors ortechnicians)

4 Substantial(use of logic or scientific

thinking to define problems,

collect information, establishfacts, and draw validconclusions, such as that used

by petroleum engineers, personnel directors, or chainstore managers)

5 Very substantial(use of logical or scientificthinking to solve a wide rangeof intellectual and practical

problems, such as that used byresearch chemists, nuclear

physicists, corporate presidents, or managers of alarge branch or plant)



8

38. Amount of planning/scheduling

Using the response scale below, indicate the amount of planning or scheduling the

worker is required to do that affects his or her own activities and/or the activities of

others.

Amount of Planning/Scheduling

B1. Decision

Making,

Reasoning,

& Planning/

Scheduling

(continued)0 Does not apply

(has no opportunity to plan

own activities, as activities arevirtually predetermined)

1 Very limited(has limited opportunity to

plan or schedule own

activities, e.g., punch pressoperator or inspector)

2 Limited

(some planning is required,e.g., that done by a labtechnician or TV repair

person)

3 Moderate

(a moderate amount of

planning of own or otheractivities is required, e.g., acarpenter who plans the best

way to build a structure, anelectrician, a police officer, ora dietitian)

4 Considerable(a fair amount of plan-ning/scheduling is required,

e.g., a supervisor who plansthe activities of subordinates, ateacher who prepares lecturesor lesson plans, or a material

coordi-nator who plans and

schedules the arrival and dis-tribution of materials)

5 Extensive

(substantial amount of plan-

ning/scheduling is required,e.g., a department storemanager, an executive who

plans the activities of differentwork groups, an architect, or ascientist who makes

comprehensive plans forexperiments)

B2. Information

Processing

Activities


0 Does not apply

1 Very minor

2 Low

3 Intermediate

4 High

5 Extreme

In this section are various human operations involving information or data processing.

Using the response scale at the left, rate each of the following items in terms of how

important the activity is to the completion of the job.

39. Combining information

Combining, synthesizing, or integrating information or data from two or more

sources to establish new facts, hypotheses, theories, or a more complete body ofrelated information, e.g., an economist predicting future economic conditions, a pilot

flying aircraft, or a judge trying a case

40. Analyzing information or data

Identifying underlying principles or facts by breaking down information into

component parts, e.g., interpreting financial reports or diagnosing mechanical

disorders or medical symptoms

41. Compiling

Gathering, grouping, classifying, or arranging information or data in some

meaningful order or form, e.g., preparing various reports, filing correspondence on

the basis of content, or selecting data to be gathered

42. Coding/decoding

Coding information or converting coded information back to its original form, e.g.,

reading Morse code, translating foreign languages, or using other coding systems

such as shorthand, mathematical symbols, computer languages, or drafting symbols

43. Transcribing

Copying or posting data or information for later use, e.g., copying meter readings in a

record book or entering transactions in a ledger



9

B3. Use of Learned

Information

Importance to This Job 0 Does not apply

1 Very minor

2 Low3 Intermediate

4 High

5 Extreme

44. Use of job-related knowledge

The importance to job performance of specific job-related knowledge or

information gained through education, experience, or training, as contrasted with

any related physical skills

45. Short-term memory

Learning and retaining job-related information and recalling that information after a

brief time, e.g., food server or telephone operator

46. Education

Using the response scale below, indicate the level of knowledge typically acquired

through formal education that is required to perform this job. (Do not consider

technical or vocational school training–see item 48.)

Education (acquired through formal education or equivalent)

0 Does not apply(little or no formal educationrequired)

1 Less than that required for

completion of high school

2 Completion of high school

3 Some college work

4 Completion of 4-year college program

5 Completion of advanced degree(e.g., graduate school, lawschool, or medical school)

47. Job-related experienceUsing the response scale below, indicate the amount of all previous job-related

experience in other related or lower-level jobs generally needed as background to

learn this job.

Job-related Experience

0 Does not apply(no experience required)

1 Less than 1 month

2 1 month to 12 months

3 1 year to 3 years

4 3 years to 5 years

5 Over 5 years

48. Training

Using the response scale below, indicate the training generally needed for persons

with no prior job training to learn this job; consider all types of required job-relatedtraining except for education described in item 46; include training at technical,

vocational, or business schools, apprentice-ships, on-the-job training, and

orientation training.

Training

0 Does not apply or very limited(no more than one day’straining)

1 Up through 30 days

2 Up through 6 months

3 Up through 1 year

4 Up through 3 years

5 Over 3 years

49. Using mathematics

Using the response scale below, indicate the highest level of mathematics needed to

perform the job.

Level of Mathematics

0 Does not apply

1 Simple basic(addition and subtraction of 2-

digit numbers, multiplication,and division)

2 Basic(addition and subtraction of 3

digit numbers, multiplication,and division)

3 Intermediate

(e.g., fractions, decimals,and percentages)

4 Advanced(e.g., algebra, geometry,trigonometry, and statistics)

5 Very advanced

(advanced mathematical andstatistical theory, e.g.,calculus, topology, vectoranalysis, factor analysis, or

probable theory)



10

C. Work Output

C1. Use of

Hand-held Tools

or Instruments


0 Does not apply

1 Very minor

2 Low

3 Intermediate

4 High

5 Extreme

Consider in this category devices used to move or modify workpieces, materials, products,

or objects. Do not consider measuring devices.

Manually powered

50. Precision tools or instrumentsTools or instruments powered by the user to perform accurate or precise operations,

e.g., watchmaker’s tools or surgical instruments

51. Nonprecision tools or instruments

Tools or instruments powered by the user to perform operations not requiring great

accuracy or precision, e.g., hammers, wrenches, trowels, knives, scissors, chisels, putty

knives, strainers, or hand grease guns

52. Long-handled tools

E.g., hoes, rakes, shovels, picks, axes, brooms, or mops

53. Handling devices or tools

E.g., tongs, ladles, dippers, or forceps used for moving or handling objects andmaterials (Do not include protective gear such as asbestos gloves.)

Powered (i.e., manually controlled or directed devices using an energy source such as

electricity, compressed air, fuel, or hydraulic fluid in which the component part accomp-

lishing the modification is hand-held)

54. Precision tools or instruments

Hand-held powered tools or instruments used to perform operations requiring great

accuracy or precision, such as small dentist drills or laboratory equipment used for

accurate or fine work

55. Nonprecision tools or instruments

Hand-held, energy-powered tools or instruments used to perform operations notrequireing great accuracy or precision, e.g., power saws, large sanders, clippers, hedge

trimmers, spray guns or nozzles, or welding equipment

C2. Use of

Other Hand-held

Devices


0 Does not apply

1 Very minor

2 Low

3 Intermediate

4 High

5 Extreme

56. Drawing and related devices

Instruments or devices used in lettering, sketching, illustrating, or drafting, e.g., draw-

ing instruments, artist’s brushes, or drafting equipment

57. Applicators

E.g., brushes, rags, or paint rollers which are hand-held and used in applying solutions

or materials

58. Measuring devicesE.g., rules, measuring tapes, micrometers, calipers, protractors, squares, thickness

gauges, levels, volume measuring devices, tire gauges

59. Technical and related devices

E.g., cameras, stopwatches, or hand-held calculators

60. Miscellaneous hand-held devices

Hand-held devices not described by other items, e.g., pens, pencils, hand-held signal-

ing devices, or batons



11

C3. Use of

Stationary

Devices

61. Machines/equipment

Using the response scale below, rate how important it is to the job that the worker

operate, control, adjust, or monitor machines or equipment used to process, calculate,

fabricate, or modify parts, objects, or materials. (Use this category in addition to

indicating the controls used in the subsection that follows, items 62–69.)


0 Does not apply

1 Very minor

2 Low

3 Intermediate

4 High

5 Extreme

C4. Use of

Control Devices

on Equipment


0

Does not apply1 Very minor

2 Low

3 Intermediate

4 High

5 Extreme

62. Activation controls

Hand- or foot-operated devices used to start, stop, or otherwise activate energy-using

systems or mechanisms, e.g., light switches, electric motor switches, or ignition

switches

63. Fixed setting controls

Hand- or foot-operated devices with distinct positions or definite settings, e.g., TV

selector switches or gearshifts

64. Variable setting controlsHand- or foot-operated devices that can be set at the beginning of operation, or infreq-

uently, at any position along a scale, e.g., TV volume control, room thermostat, or

rheostat

65. Keyboard devices

E.g., word processors, adding machines, calculators, computer keyboards and termi-

nals, typewriters, or pianos

Frequent-adjustment controls (controls used in making frequent adjustments of mechan-

isms operated as required by the job)

66. Hand-operated controls

Controls operated by hand or arm for making frequent but not continuous adjustments,e.g., hand controls on a crane, bulldozer, or helm of a ship

67. Foot-operated controls

Controls operated by foot or leg for making frequent but not continuous adjustments,

e.g., automobile brakes

Continuous controls (controls used continuously in operation or use with any mechanisms

operated as required by the job)

68. Hand-operated controls

Controls operated by hand and used continuously for adjusting to changing or possibly

changing situations, e.g., use of a steering wheel or controls on a “tracking” device

69. Foot-operated controls

Controls operated by foot and used continuously for adjusting to changing or possibly

changing situations, e.g., an accelerator



12

C5. Transportation

& Mobile

Equipment


0 Does not apply

1 Very minor

2 Low

3 Intermediate

4 High

5 Extreme

70. User-powered vehicles

E.g., bicycles, rowboats, or canoes

71. Powered highway or rail vehicles

Vehicles intended primarily for highway or railroad transportation, e.g.,

automobiles, trucks, buses, or trains

72. Powered mobile equipment

Movable vehicles not primarily intended for highway use, e.g., warehouse trucks,forklifts, self-propelled lawn mowers, road graders, tractors, or combines

73. Powered water vehicles

E.g., ships, submarines, or motorboats

74. Air or space vehicles

E.g., planes, helicopters, balloons, gliders, or spaceships

75. User-moved mobile equipment

E.g., hand-pushed lawn mowers with or without powered blades, hand trucks,

wheelbarrows, or floor polishers and buffers

76. Operating equipmentE.g., cranes, hoists, or elevators

77. Remote-controlled equipment

E.g., conveyor systems

C6. Manual

Activities


0 Does not apply

1 Very minor2 Low

3 Intermediate

4 High

5 Extreme

This section describes manual activities in which tools may or may not be used.

78. Setting up/adjusting

Adjusting, calibrating, aligning, and/or setting up machines or equipment, e.g.,

setting up a lathe or drill press, adjusting an engine carburetor, or adjusting,

calibrating, and aligning electric circuitry

79. Manually modifying

Using hands directly to form or modify materials or products, e.g., kneading

dough, folding letters, or massaging

80. Material controlling

Manually controlling or guiding materials being processed, e.g., in operating

sewing machines or jigsaws

81. Assembling/disassembling

Either manually or with hand tools putting parts together to form more complete

items, or taking apart or disassembling items into their parts

82. Arranging/positioningManually placing objects, materials, persons, or animals in a specific position, e.g.,

arranging library books, window displays, stocking shelves, or positioning patients

for medical and dental procedures (Do not include here arranging/ positioning

which is a part of the operations listed in items 78–81.)

83. Feeding/off-bearing

Manually inserting, throwing, dumping, or placing materials into or removing

from machines or processing equipment (Do not include operations in which the

worker manually guides or controls the materials or parts during processing, as in

item 80.)



13


0 Does not apply

1 Very minor

2 Low

3 Intermediate

4 High

5 Extreme

84. Physical handling

Physically handling objects, materials, animals, or persons, manually or with nominal

use of aiding devices, e.g., certain warehousing activities, loading/unloading conve-

yor belts or trucks, packaging, or farming activities; typically there is little require-

ment for carefully positioning or arranging objects

C7. Full BodyActivities

85. Highly skilled body coordinationActivities involving extensive and often highly learned coordination activities of the

whole body, e.g., athletics or dancing

86. Balancing

Maintaining equilibrium to prevent falling when standing, walking, running, or

crouching on narrow, slippery, steeply inclined, or erratically moving surfaces, e.g.,

walking on a narrow elevated beam or working on a steep roof

C8. Level of

Physical Exertion

87. Level of physical exertion

Using the response scale below, indicate the general level of body activity, consider-

ing the frequency and effort required to perform job tasks involving pushing, pulling,carrying, or lifting during an average work day.

Level of Physical Exertion

1 Very light

(occasional walking or standingor occasionally moving lightobjects or materials, such as thatdone by a secretary, drafter,watchmaker, or telephone

operator)

2 Light(frequently walking or standing

or frequently exerting forceequivalent to lifting up toapproximately 10 pounds or oc-casionally 20 pounds, such asthat done by a sales clerk or

bank teller)

3 Moderate

(frequently exerting forcesequivalent to lifting up toapproximately 25 pounds oroccasionally 50 pounds, suchas that done by an auto

mechanic, vending machineservice technician, orgroundskeeper)

4 Heavy

(frequently exerting forcesequivalent to lifting up toapproximately 50 pounds oroccasionally 100 pounds,such as that done by a general

laborer, millwright, or bull-dozer operator)

5 Very heavy

(frequently exerting forcesequivalent to lifting over 50

pounds or occasionally 100 pounds, such as that done bya hod carrier or quarry miner)

C9. Body Positions

& Postures

Amount of Time

0 Does not apply(or is very incidental)

1 Under 1/10 of the time

2 1/10 to 1/3 of the time


4 Over 2/3 of the time

5 Almost continually

Using the response scale at the left, indicate the approximate proportion of working time

the worker is engaged in the activities named in items 88–92.

88. Sitting

89. Standing

90. Walking or running

91. Climbing

92. Kneeling/stooping

Kneeling, stooping, crawling, crouching, and so on



14

C10. Manipulation

& Coordination

Activities


0 Does not apply

1

Very minor2 Low

3 Intermediate

4 High

5 Extreme

Using the response scale at the left, rate the following items in terms of how important the

activity is to completion of the job.

93. Finger manipulation

Making careful finger movements such as those involved in fine assembly, use of

precision tools, watch repair, use of writing and drawing instruments, or china

painting

94. Hand-arm manipulation The manual control or manipulation of objects through hand or arm movements,

which may or may not require continuous visual control, e.g., repairing automobiles

or packaging products

95. Hand-arm steadiness

Maintaining a uniform, controlled hand-arm posture or movement, e.g., using a weld-

ing torch or performing surgery

96. Eye-hand/foot coordination

The coordination of hand and/or foot movements where the movement must be coor-

dinated with what is seen, e.g., driving a vehicle or operating a sewing machine

97. Limb movement without visual controlMovement of body limbs from one position to another without the use of vision, e.g.,

reaching for controls without looking, playing a musical instrument, or touch typing

98. Hand-ear coordination Coordination of hand movements with sounds or voice instructions, e.g., tuning radio

receivers, tuning musical instruments by ear, piloting aircraft by control tower instru-

ctions, or taking shorthand

D. Relationships with Other Persons

D1. Oral

Communication


0 Does not apply

1 Very minor

2 Low

3 Intermediate

4 High

5 Extreme

This section deals with different aspects of interaction between people involved in various

kinds of work.

Using the response scale at the left, rate the following items in terms of how important the

activity is to the completion of the job.

99. Advising

Counseling or guiding individuals with regard to problems to be resolved on legal,

financial, scientific, technical, clinical, spiritual, or other professional principles

100. NegotiatingDealing with others to reach an agreement or solution, e.g., labor bargaining or diplo-

matic relations

101. Persuading

Influencing others toward some action or point of view, e.g., selling or political camp-

aigning

102. Instructing

Teaching knowledge or skills, either informally or formally, e.g., a public school

teacher or a machinist teaching an apprentice



15

D1. Oral

Communication

(continued)


0 Does not apply

1 Very minor

2 Low3 Intermediate

4 High

5 Extreme

103. Interviewing

Conducting interviews directed toward a specific objective, e.g., interviewing job

applicants or census taking

104. Routine information exchange

Giving and/or receiving routine job-related information, e.g., ticket agent, taxicab

dispatcher, or receptionist

105. Nonroutine information exchange

Giving and/or receiving nonroutine or unusual job-related information, e.g., professional committee meetings or discussion of new product design

106. Public speaking

Making speeches or formal presentations before relatively large audiences, e.g.,

political addresses radio/TV broadcasting, or giving sermons

D2. Written or Print

Communication

107. Writing/composing

E.g., writing or dictating letters or reports, writing ad copy, or writing newspaper

articles

D3. Other

Communications

108. Signaling

Communicating by signaling, e.g., by hand signals, semaphore, whistles, horns,

bells, or lights

109. Code communications

E.g., telegraph or cryptography

D4. Miscellaneous

Interpersonal

Relationships

110. Entertaining

Performing to amuse or entertain others, e.g., on stage, TV, or in nightclubs

111. Serving/cateringAttending to the needs of others, e.g., waiting on tables, hairdressing, or attending

hospital patients

D5. Amount of

Job-required

Personal Contact

112. Job-required personal contact

Using the response scale below, indicate the extent of job-required contact with

others, individually or in groups, e.g., contact with customers, patients, students,

the public, supervisors, supervisees, colleagues, applicants, or official visitors;

consider only personal contact that is explicitly part of the job.

Extent of Required Personal Contact

1 Very infrequent(almost no contact with others)

2 Infrequent(limited contact)

3 Sometimes(moderate contact)

4 Frequent(considerable contact)

5 Very frequent(almost continual contact)



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D6. Types of

Job-required

Personal Contact


0 Does not apply

1 Very minor

2 Low

3 Intermediate

4 High

5 Extreme

This section lists types of individuals with whom the worker must have personal contact

in order to perform the job.

Using the response scale at the left, indicate the importance of contact with each of the

types of individuals listed below. Consider personal contact with personnel both inside

and outside the organization.

113. Executives/officials

E.g., corporation vice presidents, government administrators, or plant superint-endents

114. Middle management/staff personnel

115. Supervisors

E.g., personnel who have immediate responsibility for a work group, e.g., first-level

supervisors or some office managers

116. Professional personnel

E.g., doctors, lawyers, scientists, engineers, professors, teachers, or consultants

117. Semiprofessional personnel

E.g., technicians, drafters, designers, photographers, surveyors, and others engagedin activities requiring fairly extensive education or practical experience but which

typically involve a more restricted area of operation than that of professional

personnel

118. Clerical personnel

E.g., office workers, word processors, clerks, bookkeepers, receptionists, or

secretaries

119. Manual and service workers

Skilled, semiskilled, or unskilled workers or those in agricultural, fishing, forestry,

or service

120. Sales personnel

121. Buyers

I.e., purchasing agents, not public customers

122. Public customers

E.g., customers in stores or restaurants

123. The public

E.g., the public as contacted by park attendants or police officers (Do not include

customers or persons in other categories.)

124. Students/trainees/etc.

125. Clients/patients/counselees

126. Special interest groups

E.g., stockholders, lobbyists, fraternal organizations, property owners, government

and regulatory inspectors and officials, or charities

127. Other individuals

Include other types of persons not described by items 113–126 (e.g., applicants,

retirees, or former employees)



17

D7. Supervision

& Direction Given

128. Supervision of nonsupervisory personnel

Using the response scale below, indicate the number of persons directly supervised

who are involved with the production of goods and services and do not supervise

others, e.g., first-line supervisors, managers and section heads, service managers in

garages, master butchers in meat departments of grocery stores, head pharma-cists,

or laboratory technicians who supervise assistants.

Number of Nonsupervisory Personnel Supervised

0 Does not apply

1 1 or 2 workers

2 3 to 5 workers

3 6 to 8 workers

4 9 to 12 workers

5 13 or more workers

129. Direction of supervisory personnel

Using the response scale below, indicate the number of supervisory perso-nnel–

those who have responsibility for the supervision or direction of others–who report

directly to the person holding this position; this item applies to many middle and

upper managers who delegate supervisory authority to others.

Number of Supervisory Personnel Directed

0 Does not apply

1 1 or 2 supervisory personnel

2 3 to 5 supervisory personnel



5 13 or more supervisory personnel

130. Total number of personnel for whom responsible

Using the response scale below, indicate the total number of personnel for whom

the person holding this job is either directly or indirectly respon-sible, e.g., the

president of a corporation would be responsible for all corporation employees, the

branch manager would be responsible for personnel in the branch, or an office

manager for personnel supervised.

Total Number of Personnel for Whom Responsible

0 Does not apply

1 10 or fewer workers

2 11 to 50 workers

3 51 to 250 workers

4 251 to 750 workers

5 751 or more workers

D8. Coordination

& Organizational

Activities


0 Does not apply

1 Very minor

2 Low

3 Intermediate

4 High

5 Extreme

Using the response scale at the left, rate the importance of each activity to the job. The

items include activities of a coordinating, staff , or supervisory nature.

131. Supervises nonemployees

E.g., students, patients, or campers

132. Coordinates activities

Coordinates, monitors, or organizes activities of others to achieve certain

objectives, but without line management authority, e.g., social director or

committee chairperson

133. Staff functions

Advises, consults, or assists line management personnel, e.g., legal adviser or

administrative assistant



18

D9. Supervision

& Direction

Received

134. Supervision received

Using the response scale below, indicate the level of supervision the worker

typically receives.

Level of Supervision Received

1 Immediate supervision(receives close supervision

relating to specific work

activities, assign-ments, andmethods; usually receivesfrequent surveillance)

2 General supervision (receivesgeneral supervision relating towork activities; performs routineassignments alone following

standard practice)

3 General direction(receives only general

guidance relating to job

activities and objectives, andhas broad latitude in deter-mining methods and

scheduling to meet objectives,e.g., first-line supervisors,lower-management, or staff

personnel)

4 Nominal direction(receives only nominal

direction or guidance, as in the

case of a manager of an organ-ization or of a major subdiv-ision, and is subject only to

broad policy guidelines, e.g., aresearch scientist who is givenfree rein or a plant superin-tendent)

5 No supervision(functions independently, e.g.,owner-managers of stores,independent physicians, or

consultants)

E. Job Context

Amount of Time







This section lists various working conditions.

Using the response scale at the left, rate the average amount of time the worker is exposed

to each condition during a typical work period.

E1. Outside

Physical Working

Conditions

135. Out-of-door environment

Subject to changing weather conditions

E2. Indoor

Physical Working

Conditions

Indoor temperatures (Consider only those conditions associated with the job regardless of

indoor temperature conditions that are a function of the weather.)

136. High temperatureConditions where the worker may experience severe discomfort or heat stress, such

as in boiler rooms, and typically occurring in a dry atmosphere of about 90° F

(30° C), or in a humid atmosphere of about 80°–85° F

137. Low temperature

Conditions where the worker is exposed to low temperatures that are uncomfortable,

even though appropriate clothing may be worn, such as in refrigerated rooms



19

E2. Indoor

Physical Working

Conditions

(continued)

Amount of Time







138. Air contamination

Irritating and undesirable air contamination or pollution, e.g., dust, fumes, smoke, or

toxic conditions

139. Vibration

Vibration of the body or limbs, e.g., driving a tractor or truck or operating an air

hammer

140. Improper illuminationE.g., inadequate lighting or excessive glare

141. Dirty environment

Conditions where workers and/or their clothing easily become dirty or greasy, e.g., asin garages, foundries, coal mines, highway construction, or furnace cleaning

142. Awkward or confining work space

Conditions that are cramped or uncomfortable

143. Noise intensity

Using the response scale below, indicate the typical noise level to which the worker is

exposed.

Noise Intensity

1 Very quiet(e.g., intensive care ward,

greenhouse, or photo lab)

2 Quiet

(e.g., private offices or libraries)

3 Moderate(e.g., a business office

where office machines areused, light automobiletraffic, or departmentstores)

4 Loud(e.g., many factories,

heavy traffic, machineshops, or carpenter shops)

5 Very loud(e.g., proximity to jet

engines, large earth-moving equipment, orriveting)

E3. Physical

Hazards

Possibility of Occurrence

0 Almost no possibility

1 Very limited

2 Limited

3 Moderate

4 Fairly high

5 High

The four items below describe accidents or illnesses that may result from exposure to

hazards. Using the response scale at the left, rate the possibility of occurrence that istypical with the job. Consider the employees’ safety and accident record and/or the

possibility of accidents due to such factors as traveling at high speeds, being in high places,

working with machinery, sharp tools, or hot or cold materials, or being exposed to falling

objects, dangerous chemicals, explosives, toxic fumes, or radiation.

144. First-aid cases

Minor injuries or illnesses typically resulting in a day or less of “lost” time and are

usually remedied with first-aid procedures

145. Temporary disability

Temporary injuries or illnesses that prevent the worker from performing the job from

one full day up to extended periods but do not result in permanent disability or

impairment

146. Permanent partial impairment

Injuries or illnesses resulting in the amputation or permanent loss of use of any body

member or part, or permanent impairment of certain body functions

147. Permanent total disability/death

Injuries or illnesses that totally disable the worker and permanently prevent further

gainful employment, e.g., loss of life, sight, limbs, or hands, or radiation sickness



20

E4. Personal &

Social Aspects


0 Does not apply

1 Very minor

2 Low

3 Intermediate

4 High

5 Extreme

This section includes various personal and social aspects of jobs. Using the response scale

at the left, indicate the importance of these aspects as part of the job.

148. Civic obligations

The worker is expected to assume certain civic obligations or responsibilities

149. Frustrating situations

Job situations in which attempts to deal with problems or to achieve job objectives

are obstructed or hindered, contributing to job frustration

150. Strained personal contactsDealing with individuals or groups in unpleasant or strained situations, e.g., as in

police work, certain types of negotiations, work with certain mental patients, or

collecting past due bills

151. Personal sacrifice

Willingness to make personal sacrifices while serving others or the objectives of an

organization, e.g., as in law enforcement, the ministry, or social work (Do not

consider physical hazards.)

152. Interpersonal conflict situations

Job situations involving inevitable differences in objectives, opinions, or viewpoints

between the worker and others and that may cause conflict, as with persons involved

in labor negotiations or supervisors who must enforce an unpopular policy153. Non-job-required social contact

Using the response scale below, indicate the extent of opportunity for engaging in

informal, non-job-required conversation and social interaction with others while on

the job, e.g., as with hair stylists, taxi drivers, receptionists, craftsworkers, and

apprentices

Opportunity for Non-job-required Social Contact

1 Very infrequent

2 Infrequent

3 Some

4 Frequent

5 Very frequent

F. Other Job Characteristics

F1. Apparel

Worn

Applicability

0 Does not apply

1 Does apply

Using the response scale at the left, indicate the type of clothing typically worn as part ofthe job. More than one item may be applicable.

154. Business suit or dress

E.g., ties and jackets or street dress as is customary in offices or stores

155. Special uniform

E.g., as worn by a nurse, police officer, or bus driver

156. Work clothing

Blue-collar apparel worn in factories or construction work

157. Protective clothing or gearClothing or equipment worn frequently as a regular part of the job to protect the

worker, e.g., safety helmets, goggles, noise suppressors, safety shoes, insulated

gloves or clothing, or protective masks

158. Informal attire

E.g., sportswear

159. Apparel style optional



21

F2. Licensing

Applicability

160. Licensing/certification required

E.g., an attorney or certified public school teacher

0 Does not apply

1 Does apply

F3. Yearly

Continuity

of Work

Applicability 0 Does not apply

1 Does apply

Using the response scale at the left, respond to the next three groups of items. Indicate a

response to each item in the group. Mark “1” for one item in each group. Mark “0” for all

other items.

161. Regular work

162. Irregular work

Dependent on weather, season, or production changes

F4. Regularity of

Work Hours

163. Regular hours

164. Variable work shift

165. Irregular hours

F5. Day-Night

Schedule

166. Typical day hours

167. Typical night hours

168. Typical day and night hours

Workers have variable day and night schedule depending on work shifts, job

demands, schedules, or other factors, such as those of some police officers, sometruck drivers, or some steelworkers

F6. Job Demands


0 Does not apply

1 Very minor

2 Low

3 Intermediate

4 High

5 Extreme

This section lists various demands made upon workers, usually requiring that they adapt

to them in order to perform satisfactorily.

Using the response scale at the left, rate the following items in terms of how important

they are on the job.

169. Specified work pace

E.g., as on a continuous assembly line

170. Repetitive activities

Performance of the same physical or mental activities repeatedly, without inter-

ruption, for periods of time

171. Cycled work activities

Performance of a sequence or schedule of work activities that typically occurs on a

weekly, daily, or hourly basis and that allows workers some freedom of action as

long as they meet a schedule, as that of a mail carrier or security guard



22

F6. Job Demands

(continued)


0 Does not apply

1 Very minor

2 Low

3 Intermediate

4 High

5 Extreme

172. Following set procedures

Need to follow specific procedures or routines to obtain satisfactory outcomes, e.g.,

using checklists to inspect equipment or vehicles, following procedures for

changing a tire, or performing specified laboratory tests

173. Time pressure

E.g., rush hours in a restaurant, urgent time deadlines, or rush jobs

174. PrecisionA need to be precise and accurate in manual activities

175. Attention to detail

A need to be thorough and attentive to various details of one’s work, being sure thatnothing is left undone.

176. Recognition

A need to identify, recognize, or perceive certain objects, events, processes, or

behavior, or aspects, features, or properties thereof; this item is primarily con-

cerned with recognition of that which is sensed (e.g., identifying the cause of

malfunctions from a picture on a TV tube, from engine noise, or “reading” Braille

print by touch)

177. Vigilance: Infrequent events

A need to continually search for infrequently occurring but relevant events in the

job situation, e.g., a forest worker watching for forest fires or a worker observing an

instrument panel to identify infrequent change from “normal”

178. Vigilance: Continually changing events

A need to be continually aware of variations in a continually or frequently changing

situation, e.g., driving in traffic, controlling aircraft traffic, or conti-nually watching

frequently changing dials and gauges

179. Working under distractions

E.g., telephone calls, interruptions, or disturbances from others

180. Updating job knowledge

A need to keep job knowledge current and being informed of new job-related

developments

181. Special talent

A need for some particularly unusual or creative talent, particularly as appli-cable to

fine art, entertainment and performance, and athletics; would also apply in

exceptional instances to other areas requiring unique mental and physiccal activities

and communications

182. Travel

Using the response scale below, indicate the proportion of time the worker isrequired to travel, usually overnight and away from his or her residence.

Amount of Time

0 Does not apply

(or is incidental)








23

F7. Responsibility This section includes types of responsibility that may be associated with the decisions and

actions of the worker. Indicate the degree of each type of responsibility involved in the job.

183. Responsibility for the safety of others

Using the response scale below, indicate the degree to which the work requires

diligence and effort to prevent injury to others.

Degree of Responsibility for the Safety of Others

0 Does not apply

1 Very limited(has minimum responsibility forothers’ safety, e.g., those whouse small hand tools or

nonhazardous machines)

2 Limited(must exercise reasonable careto avoid injuring others, e.g.,operating lathes, punch presses,and other industrial machines)

3 Intermediate(must exercise considerablecare to avoid injuring others,e.g., operating overhead crane

or driving a bus)

4 Substantial(must exercise substantial careto prevent serious injury toothers, e.g., handling danger-ous chemicals or using explos-

ives)

5 Very substantial(safety of others dependsalmost entirely on worker’s

action, e.g., piloting an aircraftor performing major surgery)

184. Responsibility for material assets

Using the response scale below, indicate the degree to which the worker is directly

responsible for waste, damage, defects, or other loss of value to material assets (e.g., parts, equipment, cash, or livestock) caused by inadequate job performance.

Degree of Responsibility for Material Assets

1 Very limited

2 Limited

3 Intermediate

4 Substantial

5 Very substantial

185. General responsibilityUsing the response scale below, indicate the general responsibility associated withthe job, including the possible effects of the person’s work activities on theorganization, on other people, and on the work output.

Degree of General Responsibility

1 Very limited

2 Limited

3 Intermediate

4 Substantial

5 Very substantial

F8. Job Structure 186. Job structure

Using the response scale below, indicate the amount of structure in the job, or the

degree to which job activities are predetermined for the worker by the nature of the

work, the procedures, or other characteristics.

Amount of Job Structure

1 Very high structure

(virtually no deviation from a predetermined job routine, as inroutine assembly work)

2 Considerable structure (onlymoderate deviation from a

predetermined work routine, asin work of stock handlers ormachine operators)

3 Intermediate structure

(considerable variation in workroutine, but usually withinreasonable bounds, as in work

of first-level supervisors)4 Limited structure

(need for substantial judgmentin adapting standard practicesand innovation in problem

solving, as in work of archit-ects or industrial engineers)

5 Very low structure

(involves a variety of problemsthat must be dealt with, thesolutions of which allow for

unlimited resourcefulness andinitiative, as in work ofresearch chemists, corporate

vice presidents, or college professors)



F9. Criticality of

Position

187. Criticality of positionUsing the response scale below, indicate the degree to which the performance of job activities is critical to organizational operations, assets, and reputation or to the public or other people; when rating, consider the possible detrimental effect of in-adequate job performance, the duration of such consequences, their seriousness, andthe extent to which they have restricted or widespread effects.

Degree of Criticality of Position

1 Very low

2 Low

3 Moderate

4 High

5 Very high

F10. Pay or Income

Applicability 0 Does not apply

1 Does apply

Items 188–194 are used to describe the typical method of payment or income and

the amount received.

Method of receiving pay or income Use the response scale at the left to indicate the

applicability of each method of receiving pay for the job being rated.

Amount of pay/income (optional) For each method of receiving pay or income that app-

lies, write in the approximate dollar amount on the answer sheet. In each case, this need

be reported for one time period only. If this information is reported, it will be used for

research purposes only and will be held in strictest confidence.

188. Salary

A. Weekly salary

B. Salary every 2 weeks

C. Monthly salary

D. Yearly salary

189. Hourly wage

A. Wage per hour

190. Incentive pay

(individual or group)

A. Weekly average

B. Monthly average

191. Commission

A. Weekly average

B. Monthly average

C. Yearly average

192. Tips

A. Weekly average

B. Monthly average

C. Yearly average

193. Supplementary compensation

E.g., for stocks, profit sharing,

dividends, bonuses, donations, or gifts

A. Yearly average

194. Self-employed

A. Yearly average

F11. Exempt Status

Exempt Status

0 Unknown1 Nonexempt

2 Exempt

195. Exempt status

Using the response scale at the left, indicate the status of the position as classified

under the U.S. Fair Labor Standards Act (FLSA).

position analysis questionnaire %28paq%29

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