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It is very easy to get information about jobs with the City of Columbus. In fact, you can be notified at home, by mail, every time the City is accepting applications from the general public for a job you would like.

It is not necessary for you to personally visit the Commission offices in order to begin your job search with the City. The key to getting started is the completion of a "Job Interest Form." On this form you may identify the names of up to ten (10) jobs for which you would like to be considered. Descriptions of City jobs can be viewed under the "Job Openings" section of our website.

Once you’ve submitted your form to our office, this information will remain active for a period of six (6) months. If during the next six (6) months the City is accepting applications for a job you listed on the form, you will receive information at your home about how and when to file an application. Job Interest Forms are available on the website, at www.csc.columbus.gov, at the Commission office located at 50 W. Gay Street, 6^th floor, or can be obtained by calling (614) 645-8369.

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All applications must be filed in person, unless you live outside of Franklin County or an adjoining county.

1. Type, print or legibly write all information on the appropriate form. No credit can be given for information that cannot be read or is incomplete.

2. Complete all sections of the application that apply to you.

3. Be sure to present the appropriate drivers license, occupational license, or certificate for any posting that requires possession of a license or certificate. In order to insure proper credit, licenses and certificates must be presented at the time of application.

4. Be sure to present an original of your transcript and/or diploma for any job posting that requires possession of a degree or specific course work.

5. Be sure to present an original of your DD214 (Member 4, or other original documentation) if you are requesting veteran’s preference. In most cases this form must be submitted by the last date of testing.

6. Be specific in describing your work history.

a. Include dates and hours worked. Only partial credit (and in some cases, zero credit) will be given if this information is missing.

b. Do not assume that the title you held is sufficient to describe the duties you performed. Provide accurate, detailed information about the duties you performed. Where details are not given, it will be assumed that your experience did not include what is required by the minimum qualifications.

c. Describe each title separately. Do not combine duties performed for more than one title held at one employer. This is usually unclear to the reader and credit may not be properly awarded. Use a separate work history block on the application form for each separate title you have held. Also make sure the dates accurately reflect the actual time period each separate title was held.

d. The amount of space provided on the application is neither the minimum nor the maximum amount desired. If you need more space, use the continuation sheets provided by Civil Service or a plain sheet of paper (type or print your name and social security number on all attachments) for those descriptions that continue beyond the work history block.

e. Make sure your statements are clear. If you describe your experience by saying "performed administrative functions," we cannot tell the nature of the work. A better description might be, "developed and coordinated policies and procedures; made arrangements and prepared materials for meetings and conferences."

f. Do not assume a resume will replace the information required for an application. All information on the application must be completed in order to determine whether you meet the necessary minimum qualifications.

7. Do not forget to sign and date your application. Each application submitted must have an original signature.

8. Do not falsify any information on your application. All information provided is subject to verification.

Obtaining a job with the City is much like obtaining a job with private companies, except the City like most government agencies relies more upon testing as a way to assess the qualifications of applicants. The most common way to be hired is to apply and then take a test. The Commission assesses the abilities of the applicants and places the names of the successful ones on a list. Any applicant whose name is not on the list cannot be hired for the job in question. However, just because someone’s name is placed on the list does not mean that person will get a job. Each list is usually divided into three bands with applicants being placed in either the 70, 80 or 90 band based upon their test performance. Placement on the list only means that the person can be considered for the job along with the other applicants in the band.

Essay or Writing Samples - Candidates respond to a question that could be about factual knowledge or a hypothetical situation. These tests are used as a method for assessing written communication skills, analytical skills, problem solving abilities, and job knowledge.

These tests usually require the candidate to perform sample work behaviors of the job that are structured and standardized. The performance test is most nearly a replication or sample from the actual work situation and the candidate will demonstrate that he or she has the ability to perform an activity at the present time. Depending on the classification, the performance exam could be a typing test, equipment operation (vehicle or other), or a physical skills test.

After all phases of the exam are completed, final scores are calculated for those candidates who participated in all phases of the examination process. Multiple-choice exam responses are read by an optical scanner. All other written exams and most performance exams are hand scored based on an established grading criteria.

1. Each candidate receives a raw score for each test component. For example: If a 100-question test is given and a candidate answers 78 of the 100 questions correctly, then that candidate's raw score is 78.

2. Multiple-choice items are analyzed (item analysis) to determine their appropriateness and accuracy based on candidate responses.

3. Problem items (e.g., incorrectly keyed) may be deleted from the exam after careful review of the item analysis.

4. Each raw score is transformed to a standard score by a process known as z scoring.

5. Each standard score is weighted (e.g. multiple choice 50%, performance 50%), and then the weighted components are combined for a total weighted composite score.

6. The passpoint is set and pass/fail scores are determined.

7. Passing scores receive preference points (e.g., veterans, seniority).

Score banding or grade banding is a method of grouping scores within a band. It can apply to all exams except Police and Fire promotional exams. Currently, the most commonly used method of banding is the 10-point fixed band method.

For example: scores greater than or equal to 70 and less than 80 would be placed in a band together = 70 BAND

10–Point Band Breakdown:

A score of 90 or greater = 90 band

A score of 80 through 89 = 80 band

A score of 70 through 79 = 70 band

1. Open Examinations:

After the completion of each open competitive examination two types of lists may be prepared:

a) Preferred eligible list - includes the names of all provisional employees currently in the tested class who received a final passing grade and who satisfactorily completed the probationary period as of the date the list is established.

b) Open eligible list - includes the names of all other applicants who received a final passing grade.

The names of eligibles on the preferred or open eligible list will be arranged in the order of the final banding or ranking based on test grades earned. The preferred eligible list is used before the open eligible list.

2. Promotional Examinations:

On promotional exams (not on open competitive exams), seniority points are added to the passing scores. In the nonuniformed classifications, candidates may earn up to ten seniority points for continuous service which accrued as of the last date of the test filing period in the eligible class or classes identified on the job announcement. Seniority points are computed as follows:

If you have taken any part of a competitive examination or noncompetitive qualifying examination for any classification, you cannot take the same exam again for twelve months after the date of your test results letter unless:

1. A new test is being administered the next time.

2. You are a current City employee. A current City employee can retake the exam in six months.

3. You failed a typing or data entry performance test for the classification.

If a vacancy becomes available and your name is listed in the highest group of scores being considered, you will receive a notice from the Civil Service Commission office. Since other candidates may be notified as well, you may want to send a cover letter and resume to the hiring agency that is listed on the notice to help them to know more about your experience, education and/or training.

Your score for this type of test is determined only by the information you provide on the T&E evaluation form. The information you provide will be used to evaluate you for the job for which you have applied. You are not able to add or change any information once the evaluation form has been submitted to the Civil Service Commission Office. The following tips may help you get proper credit for your experience.

1. Type or print all information neatly. You will not receive credit for information that cannot be read. Be as clear, concise and legible as possible.

2. Provide all relevant periods of employment, including self-employment, part-time employment, military service and unpaid or volunteer service.

3. Be sure to provide complete and accurate employer information (job title, work dates, hours worked, phone number, etc.), even if the employer has gone out of business or is deceased. If any of this information is missing, you may not receive full credit.

4. For any experience claimed in which an employer has closed (gone out of business) attach a pay stub, W-2, or any other verifiable information of this employment in order to receive credit.

5. It is up to you to tell us about the related experience you have. If you have important experience and abilities and do not put them on the T&E evaluation form, you will not be given credit for them.

6. If asked, describe the specific duties and responsibilities that demonstrate your abilities in the categories identified in the T&E evaluation form. If you have experience in a specified T&E category in more than one job held, identify each job title and explain the applicable duties and responsibilities.

7. Your experience may not be evaluated properly if you use words and phrases known only to your work specialty or location. Such special language includes abbreviations, initials or military jargon.

8. Some T&E's may be judged on the level of your experience and/or responsibility. Therefore, describe your experience, knowledge and/or abilities in terms of the level of responsibility, complexity or importance of accomplishments, and number of people you supervised.

9. If credit is being given for course work, be sure to provide complete information on any relevant course work you may have completed (course title, dates of course, where held, course credit).

10. Some T&E’s are in multiple-choice format. Make sure you select the response that best describes your experience and/or education.

11. Sign and date your T&E evaluation form.

Oral examinations are designed to evaluate to what degree you exhibit the knowledge, skills, abilities and personal characteristics necessary for performance on the job. Oral exams are usually conducted by a board (or panel) of subject matter experts.

1. Board Preparation

a) Board members are trained on the rating process,

b) Board members are instructed to ask the same questions to all applicants and to take notes,

c) Board members rate candidates only on the designated factors,

d) Board members do not have access to your application, resume, etc.

2. During the exam

a) Candidates will be introduced to the board members,

b) Candidates may be required to orally present information as a part of a written scenario, role-play, and/or respond to a prepared set of questions,

c) Candidates may be given an opportunity to summarize or make additional comments if time permits.

3. After the exam

a) Board members will independently rate your performance against specific standards,

b) Board members will rate you on one or more dimensions such as

• oral communication
• interpersonal relations
• information analysis
• problem solving

c) The analyst will total and average the ratings of the board members

4. How you can prepare

The Answer Sheet

Each question on a multiple-choice test may contain up to five alternative answers (A, B, C, D or E). You are to pick the best or most accurate answer for each question and mark your answers on the separate answer sheet that you are given during the examination. The answer sheet will be scored by computer so it is important that you follow marking instructions carefully.

When you use the answer sheet during the examination, follow these instructions:

1. Make good dark marks that completely fill in the rectangle.

2. Completely erase any changed answers.

3. Make one, and only one, mark for each question.

4. Use only the No. 2 pencil that you will be given during the examination. Do not use other pencils or pens.

5. Follow the test monitor's instructions carefully for marking your social security number on the answer sheet.

6. Although you are usually permitted to mark in the test booklet, your score will be based only on the answers recorded on the answer sheet.

To help you do better on the examination, here is a list of test taking strategies you should remember.

1. Get enough sleep the night before. This will help you maintain your concentration for the duration of the test. Wear comfortable clothes. The test facility may be hot or cold. You cannot change the room, but you can put on a sweater.

2. Read all directions carefully.

3. Keep track of how much time you have to complete the examination.

4. Do not be afraid to go with the first answer that comes to your mind. Often, first instincts are correct.

5. If you find a question difficult or confusing, skip over it and come back to it after you have finished the test. Do not spend too much time on any one item. If you skip a question be sure to make a corresponding "skip" on your answer sheet.

6. Try to think of the answer to the question before looking at the alternatives. If you do not know the answer, try to eliminate those choices that are clearly wrong. This makes the chance of picking the correct answer easier. After eliminating the obviously wrong answers, pick the best alternative from those that are left.

7. Be careful not to be misled by alternatives that are only partially true. Always select the best answer.

8. For most exams, there is no penalty for guessing, so even if you must guess, try to eliminate alternatives that are clearly not the best answer and answer every question.

9. If you have time, go back and look at every question and answer. Make any changes that are necessary.

Item analysis is one technique that can help you perform better on a multiple-choice test. Item analysis helps to reduce mistakes and simplify difficult questions.

1. Read each question carefully. Try to answer the question before you look at the alternatives.

2. Identify clue words that harden or soften a sentence. Words such as all, never, none, and every, harden a statement by indicating that there are no exceptions. As a rule, alternatives with these words are less likely to be correct. Words such as sometimes, may, generally and possibly soften a statement. As a rule, alternatives with these words are more likely to be correct.

3. When reading test questions, do not be afraid to mark in the test booklet if this is permitted in the instructions. You must mark your answer on the answer sheet to get credit for the response, but you will not be penalized for putting marks in the test booklet. Mark the test questions in a way that helps you to remember important words or phases. Here are some suggestions.

a. Use slash marks (/) to break up sentences into smaller segments. This will make you attentive to each piece of information.

b. Circle key words that tell what the sentence is all about. This will help you get a "handle" on the sentence and will make it easier if you have to hunt for an answer later.

c. Underline words that harden or soften the meaning.

Each one of us has weak areas in our test taking behavior. There are several possible reasons for choosing an incorrect response. Once you've identified those potential problems, they can be avoided. The following are six possible reasons for incorrectly answering a question along with possible methods of avoiding those errors.

1. Marking the wrong space on the answer sheet - the solution to this problem is to frequently check the number of the question you are marking on the answer sheet against the number of the question you are answering in order to be sure they match. Additionally, check each answer choice on the answer sheet to ensure you are marking the letter of the answer you have chosen. As an additional check, after you complete the exam, go back over every question and make sure the answers match. Since there are a limited number of questions on the exam, careless errors such as these are costly.

2. Misreading a question or answer by overlooking a key word or phrase - the solution to this problem is underlining. Underlining makes those key words and phrases stand out when choosing an answer. Once you have underlined the key words and phrases, check the details of the possible answers with the details you underlined, one by one. If every detail doesn't match, consider that answer suspect and try another. Always keep in mind you are looking for the best possible answer.

3. Not knowing the meaning of one or more key terms - to solve this problem, reread the sentence to determine its meaning without worrying about the meaning of that particular word. Try to understand the general message of the sentence or paragraph. The meaning of the unfamiliar word should become clearer once you understand the general context within which it has been placed.

4. Not understanding a question because it is complicated or too difficult - to solve this type of problem, skip the question until the end of the test. When you return to the question, use slash marks to break up the material into small segments. Concentrate on one segment at a time to determine what is important. Read the possible answers before reading the question. This tells you what to concentrate on while reading the question. Also, focus on the topic sentences that are usually the first and last sentences of a question. Read for the general meaning and do not get bogged down by individual words or phrases you do not understand.

5. Missing a question because you are unaccustomed to comparing combinations of information - this is a problem of rearranging information in the correct way so that it makes sense. Underline critical pieces of information and then compare the information with the possible answers point by point. Also, concentrate on eliminating the wrong answers first.

6. Selecting an answer that "looked good" - there are a number of factors that can cause you to fall for incorrect answers that look good.

a) An incorrect answer may contain an exact phrase from the question.

Listed below are some specific strategies for avoiding the tendency to fall for incorrect answers that look good.

Writing samples and work samples are typically designed to assess your ability to analyze, interpret, and/or extract certain information and respond in a given format (e.g., memo, letter, form, or other). Examples include situational exercises, form completion, task completion (e.g., preparing a budget), or planning and organizing exercises. For a writing or work sample test, you may be rated on the following dimensions.

1. Completeness/Accuracy - graders will look at how much relevant information from the scenario is in your response and how much of the information is correct.

2. Spelling/Word Choice - graders will review your response to make sure words are spelled and used correctly.

3. Organization - graders will determine how well you have organized the information in your response.

1. Read all instructions carefully before beginning

2. Organize your thoughts on a separate sheet of paper before putting them in the exam answer booklet.

3. Print your response legibly. You will not receive credit for any information the graders are unable to read.

4. Be sure your response is complete, well organized, and that it addresses the pertinent issues of the scenario.

5. If a dictionary is allowed for the exam you are taking, use it to double-check your spelling and word usage.

1. Practice on or use similar equipment if possible. Call the Civil Service Commission Office to find out what type or brand of testing equipment is being used.

2. Wear comfortable clothing and clothing appropriate to the type of test being given (e.g., do not wear dress clothing to a tractor mower test).

3. Do not be overly anxious to get started. Listen to and follow the instructions you are given at the exam. It is important that you understand the examination process completely before beginning in order to assure yourself the opportunity to perform your best and to avoid possible injury in potentially hazardous testing situations.

1. Make the material more interesting or meaningful. One way to do that is to apply it to yourself by relating it to your own personal experiences. For example, when studying a manual or reference materials for a test, try to relate the concepts to something you have done or something you have seen someone else do.

2. Eliminate distractions from your environment. These distractions compete for your attention, interfere with your concentration, and "turn off" your memory of the material. It is difficult for people to pay attention to several things at the same time. Instead, they usually switch back and forth, paying attention first to one thing and then another. Unfortunately, any material that did not receive attention will not be remembered. This means that listening to the radio while you are studying, or studying in a noisy area will leave gaps in your memory of the material you are trying to learn.

3. Eliminate internal distractions. Avoid trying to learn or memorize material when you are tired or hungry. Fatigue reduces the amount of material that you can remember. Both fatigue and hunger make concentration difficult. One way to avoid internal distractions is to schedule study times and to set realistic goals.

1. Page-at-a-Time Method

This method involves stopping at the bottom of each page and summarizing the content in a few sentences. Ask yourself, "What did the author say on this page?" The page-at-a-time method makes you concentrate by forcing your mind to focus on the material while it is still fresh.

2. Organizational Pattern Method

This method involves determining how the author is presenting the material. Once you have identified an author's organizational pattern, you are able to better organize both your note taking and your thinking. There are several types of organizational patterns:

a) Process Pattern - In this pattern, steps are presented in sequence. An office procedure, for example, would be described step by step.

b) Increasing Importance Pattern - This pattern presents information from the least important to most important.

c) Decreasing Important Pattern - Using this pattern, the author organizes information from most important to least important.

d) Cause and Effect Pattern - With this pattern, when you identify a cause or a problem, you are prompted to look for the effect or the solution.

e) Compare or Contrast Pattern - This pattern involves presenting similarities or differences among theories, ideas, procedures, etc.

3. Paragraph Method

This method involves stopping at the end of each paragraph and summarizing it into one sentence. Simply ask yourself, "What was this paragraph meant to convey?" This helps to ensure that you understand what you are reading. It will also be helpful to identify the types of sentences and paragraphs you are reading. This approach allows you to identify where the important information is in the material.

a) Identify types of sentences by function

• Topic sentences are controlling ideas
• Supporting sentences explain and prove the main idea
• Concluding sentences sum up the discussion

b) Identify types of paragraphs

• Introductory paragraphs give the main idea
• Expository paragraphs present new information
• Transitional paragraphs tie information together
• Summarizing paragraphs restate main ideas and draw conclusions

4. S Q 3 R

The symbols SQ3R stand for SURVEY, QUESTION, READ, RECITE, and REVIEW. These five elements make up a set of study habits that almost always guarantee success.

a) SURVEY - To survey is to find the limits or borders of an area. Surveying the material to be studied is the first step in the SQ3R method. This step allows you to distinguish between important information and trivial detail.

The most obvious way to survey a body of information is to scan it from start to finish. By skimming over the pages, you will get an idea of what is to come and how long it will take to cover the material. This will help you to break the assignment down into reasonable time blocks. In most textbooks, this type of survey is made much easier through chapter summaries. Chapter summaries can give a quick overview of the important parts or pieces of the chapter. If you look at the chapter itself, you will see that it is usually broken down into smaller parts or pieces through the use of headings. Bold headings introduce big or important elements; smaller headings introduce sub areas of these important elements. These headings can provide an important road map through the chapter.

b) QUESTION - Most people need a reason to do things. The same is true for studying or reading a textbook. Try to formulate questions about the text you are about to read. Finding the answers to these questions will give the material that you are reading more meaning.

There are several ways to develop these questions. One way, is to begin with the list of headings from the chapter outline. Write a question for each major and minor heading.

c) READ - For most people, reading means the same thing as studying. Reading is important, but it will be done more effectively when the survey and question steps have been completed.

Material should be read in small "chunks" that you identified in the survey stage. One section might be all of the material under a major heading. If several pages are included under a major heading, divide it up into smaller sections separated by minor headings. Try to determine how many sections will be read in a given study session. Once you are able to answer the questions you developed in the previous step, you can move on to the next section.

Be sure you understand the material in the section you are reading before you move on to the next section. A good time to take breaks is between these sections, not in the middle of them.

It is important that you understand th