Developing Inclusive Service Position Descriptions

National Service Inclusion Projectnsip@umb.edu

www.serviceandinclusion.org

Lucy Bayard Chad Gobert

lucy.bayard@umb.edu chad.gobert@umb.edu

(617) 287-4355 (617) 287-7703

www.serviceandinclusion.org

Toll-free hotline: 888-491-0326 (voice/TTY)

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The session will be recorded.

Participants will develop an understanding of:• How to identify the various components of an

inclusive service description

• Strategies for writing essential and marginal functions in a service description

• How to ensure that your service descriptions are inclusive of people with disabilities

Objectives

Why is creating an inclusive service description important?

A properly prepared service description will aid you in:

• Crafting your recruitment message to target potential National Service participants who possess the skills your program needs

• Writing appropriate interview questions

• Determining whether a person is qualified to perform the essential functions of the position

Elements of an Inclusive Service Description

• Description of Organization

• Supervisor / title (amount of supervision provided)

• Service position title

• Purpose of position / summary of service position

• Qualifications for service position

Elements of an Inclusive Service Description cont’d

• Essential Functions of position

• Marginal Functions

• Working relationships

• Location of Service

Elements of an Inclusive Service Description cont’d

• Service Setting/Environment

• Physical, Emotional, or Intellectual Demands of the Position

• Equipment Used

• Full or Part-Time Position – Is there flexibility as to when the individual performs the essential functions?

Purpose of Position

What is the main purpose of the position?

AmeriCorps members implement research-based math programs for K-3 students. Members will serve full time for 10 months/1700 hours working with students in research-based math programs, book collection programs and recruiting volunteers.

• The minimal skills an individual must possess to perform the essential functions of a service position

• Qualifications may include knowledge, skills, academic experience and abilities

• Ask yourself, do the qualifications define the skills required to perform the essential functions of the position?

Determining Qualifications for a Service Position

“Qualified Individual”

An individual with a disability who, with or without reasonable accommodations, can perform the essential functions of the position.

Just like participants without disabilities, the individual must meet the qualifications the program has in place.

“Qualified”

Does the individual meet necessary prerequisites for the job, such as:

• education

• work experience

• training

• skills

• licenses

• certificates

• other job-related requirements, such as the ability to work with other people

Identifying the essential and marginal functions of a position

What’s essential?• Position exists to perform a specific function• Function must be performed by member or volunteer• Limited number of others who can do the function• Function is specialized; person selected because of expertise

Note: Essential functions can be done with or without reasonable accommodations

What’s marginal?• Are preferential or secondary to essential functions• Tasks can be traded or done by another volunteer

What is an Essential Function?

• Identify the purpose and importance of the task/function

• Consider the frequency with which the task/function is performed

• Consider the amount of time required to perform the function

• Essential functions must be completed, but they can often be completed in any variety of ways rather than in one particular manner

Questions to ask when identifying essential functions

1. What are the reasons for the position’s existence?

2. What are five or six functions or tasks that constitute the position?

3. Must these task me performed by the individual who is hired for this service position?

4. Are these tasks or functions specialized to this particular service position?

5. How much time will the individual spend performing each task?

Marginal functions describe actions that can be performed by another member or volunteer within the organization.

1. All other functions that are not essential

2. Are secondary to essential functions

3. Include tasks that can be traded or done by

another volunteer

Marginal Functions

Questions to ask when identifying Marginal functions

1. Can some function or task be distributed to others at the program or organization?

2. Are some tasks performed less frequently or not critical to the purpose of the service position?

3. How many other people could perform the task or function?

Tips for writing Essential and Marginal Functions

• Use action verbs • List functions in order of priority• Estimate the percentage of time spent on each function• Define uncommon abbreviations• Avoid statements which prescribe how a function is or

should be done

Writing Essential Functions

Percent of Time:

Duties and Tasks- Essential Functions: the tasks or duties that are fundamental and critical to the performance of this position.

Recruit business contacts that are interested in partnering with the organization

Develop and maintain a marketing plan that serves the targeted area- this marketing plan will include PowerPoint and video materials, as well as a regularly updated website

Increase organizational resources by establishing or expanding a pool of volunteers to assist with programs and services

30%

30%

25%

Writing Marginal FunctionsPercent of Time:

Duties and Tasks- Marginal Functions: those activities that are seldom or intermittently performed.

Organize and edit content of bi-weekly newsletter articles thathighlight the progress the program has made community membersand sponsors

10%

5% Prepare envelopes and mailing materials for marketing campaigns

Sample Essential/Marginal FunctionsResponsibilities:

• Read aloud to children and listen to children read aloud to you

• Work one on one with children teaching math and interactive board games

• Work in small groups teaching literacy using board games

• Inventory classroom supplies

• Work one on one and in small groups doing puzzles with children

• Supervise recess after lunchtime

• Assist students with completing their class work

• Check off students’ names for pick-up at the end of the day

Sample Essential/Marginal FunctionsResponsibilities (Marginal functions are underlined below):

• Read aloud to children and listen to children read aloud to you

• Work one on one with children teaching math and interactive board games

• Work in small groups teaching literacy using board games

• Inventory classroom supplies

• Work one on one and in small groups doing puzzles with children

• Supervise recess after lunchtime

• Assist students with completing their class work

• Check off students’ names for pick-up at the end of the day

SupervisionMake a list of who will supervise the member or volunteer and how often supervision will occur

Learn and Serve position: Math Tutor

Immediate Supervisor: Sean HathawaySupervisor’s Title: TeacherPhone: 617-352-8496E-mail: HathawayS@bps.k12.ma.usBi-monthly supervision at the service site

Service Setting / EnvironmentIdentify the environment, work station and setting conditions under which the

essential functions must be accomplished

Examples include:

• The service will be performed in a structured and fast paced classroom environment.

• The school day schedule may change unexpectedly due to assemblies, substitute teachers and unplanned activities.

• Service is to be performed in an outdoor setting and involves collecting water samples from a river three times a week for up to two hours at a time

• Service is to be performed in an office setting with frequent use of a computer at a workstation

Describe demands of the position and identify the degree and frequency of which these demands apply to the position

Physical requirements include: - may include lifting, carrying, pushing, or standing

Intellectual requirements involve:

- may include reasoning, discerning, performing calculations

Physical/Intellectual/ Emotional Demands

Examples include:

• Service activities involve working with elementary aged children in a fast-paced and occasionally loud environment on a daily basis

• Activities involving exposure to marked changes in temperature and humidity three days a week for two to four hours at a time

• Members must be able to accommodate changing service conditions at two school sites

Equipment/Tools

May include machines, tools, electronic devices, communication devices, software, and other tools typically used to accomplish the tasks of the position

AmeriCorps position: Reading Specialist•Regular usage of Internet Explorer, Word processing•Operation of Macintosh computers•Regular use of a copier and overhead projector

Ensuring your Service Description is Inclusive

• Include certain content and language which is welcoming to individuals with disabilities

• Use clear and concise language • Description is available in accessible formats

– Print format: 18-22 Verdana font (large print), use black print on white paper

– Electronic format: accessible text with headings, and ALT tag images defined for persons who use screen readers or have low-vision

Example of an Inclusive Statement

“We are an equal opportunity service organization and encourage qualified applications with and without disabilities to apply. Reasonable accommodations and alternative formats are available upon request by contacting [insert program contact’s name, phone and email]. Service is provided in accessible settings.”

Sample Service Position

Thank you!

The National Service Inclusion Projectnsip@umb.edu

www.serviceandinclusion.org

Lucy Bayard, lucy.bayard@umb.edu

Chad Gobert, chad.gobert@umb.edu