POSITION IDENTIFICATION
TITLE Coordinator, Project Success
CLASSIFICATION NUMBER 2484
GRADE 42
CLASSIFICATION Exempt
IMMEDIATE SUPERVISOR Director, Learning Diagnostic Clinic
MAJOR ADMINISTRATOR Department Head, Psychology
GENERAL FUNCTION
The Coordinator, Project Success at the Learning Diagnostic Clinic assists in the
development, promotion, and management of Project Success, a program assisting college
students with diagnosed learning difficulties. The Coordinator meets with students
diagnosed with learning, psychological, and/or cognitive disabilities on a weekly
basis, interacts with parents and professors, provides individual and academic advisement
and develops and implements academic strategies with these students, such as planning
and organizational strategies, time management skills, and study skill strategies.
The Coordinator, Project Success interviews, hires, and supervises tutors for the
program and promotes the Project Success program at high schools and other venues.
MINIMUM ACCEPTABLE QUALIFICATIONS
Education: A Master’s degree in psychology, counseling, social work, or other related
field is required.
Experience: Experience in mental health, career, and/or academic counseling with
individuals diagnosed with learning, cognitive and/or psychological disabilities is
required.
Skills: Effective verbal and written communication skills are required. Skill
in using Microsoft Office applications, such as Word, Excel, and Powerpoint is required.
The ability to work with others in a collegial manner is required. The ability to
develop knowledge of, respect for, and skills to engage with those of other cultures
or backgrounds is required.
ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Assists in the promotion of the program by interacting with parents and faculty
to enhance understanding of this comprehensive academic support program for students
with learning, psychological, and/or cognitive disabilities.
2. Provides academic advisement and works with students to develop study skills, time
management skills, and planning and organizational skills.
3. Recruits, selects, and supervises tutors.
4. Contributes to a work environment that encourages knowledge of, respect for, and
development of skills to engage with those of other cultures or backgrounds.
5. Remains competent and current through self-directed professional reading, developing
professional contacts with colleagues, attending professional development courses,
and attending training and/or courses as directed.
6. Contributes to the overall success of the Learning Diagnostic Clinic by performing
all other duties as required.
SUPERVISION
The Coordinator, Project Success is supervised by the Director of the Learning Diagnostic
Clinic and supervises tutors.
OFFICE OF HUMAN RESOURCES
REVISED APRIL 2019
JOB FAMILY 4
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 2.0 - 900 Points: Entry-level professional knowledge of the principles, concepts, practices, and methods of non-technical administrative and managerial functions. Knowledge permits the employee to carry out basic recurring tasks and routine portions of assignments or to carry out less demanding professional elements of assignments in areas including communications, social sciences, art and design, education, and related functions while gaining in familiarity with the University's policies and goals, business practices and/or accounting systems. This level of knowledge permits the employee to schedule and carry out the steps of a limited operation or project to complete stages of a multi-phase project. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in an unspecified field or a specific background in a non-technical area. Knowledge requirements may also include a limited amount of related work experience.
Factor 2: Supervisory Responsibility
Level 2.0 - 130 Points: Regular, but limited, supervision, training, or directing the work assignments of (a) small numbers of student, part-time or temporary workers, or (b) one or more permanent, full-time employees. The nature of supervision is largely confined to scheduling work and assigning tasks. Supervision at this level typically does not include a full range of supervisory responsibilities, and supervisory duties typically do not consume a large portion of the work day.
Factor 3: Interactions with Others
Level 4.0 - 500 Points: Interactions with others are somewhat unstructured. The purpose may be to influence or motivate others, to obtain information, or to control situations and resolve problems. Interactions may be with individuals or groups of co-workers, students, or the general public, may be moderately unstructured, and may involve persons who hold differing goals and objectives. Individuals at this level often act as a liaison between groups with a focus on solving particular unstructured problems. Interactions at this level require considerable interpersonal skill and the ability to resolve conflict.
Factor 4: Job Controls and Guidelines
Level 2.0 - 250 Points: The employee carries out a group of procedures using the general methods and desired results indicated by the supervisor. Typically, standard operating procedures, handbooks, and/or reference manuals exist for most procedures, but the employee must select from the most appropriate of several guidelines and make minor adjustments to methods. Unforeseen situations are normally referred to others for resolution. Assignments are related in function and objective, but processes, procedures, or software varies from one assignment to another. Based on the assignment, the employee uses diverse, but conventional, methods, techniques, or approaches. Employees in jobs at this level may perform work that is moderately complex, but normally performed within a fairly narrow and specific functional area.
Factor 5: Managerial Responsibility
Level 3.0 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.
