PIQ Training Guide
A Factor-by-Factor Explanation of
How to Complete a
Position Information Questionnaire (PIQ)
Questions or Concerns? Contact:
Krystal Smith
Chief Human Resources Officer
TABLE OF CONTENTS
Note to Employees
2
Job Summary
3
Duties/Responsibilities
4
Qualifications-Education
5
Qualifications-Experience
6
Complexity & Problem Solving
6
Freedom of Action
7
Scope & Effect
8
Breadth of Responsibility
8
Contacts-Internal
9
Contacts-External
10
Direct Supervision
11
Indirect Supervision
12
Physical Coordination
12
Working Conditions
13
Physical Demands
13
Disclaimer
14
Signature Page
14
Exhibit1: Determining % of Time
15
Exhibit 2: Action Verbs
16-18
2
A Note from Human Resources
Dear Employee/Supervisor:
Writing a Position Information Questionnaire (PIQ) can be a challenging yet rewarding task. Our goal with this
booklet, and the training seminar that is available to accompany it, is to provide guidance and support to
employees and supervisors in developing a PIQ.
We recognize that as a Glenville State College employee, you are proud of the work you do and the service you
provide our students. Please reflect that pride as you accurately portray your position, or as you work with the
employee you supervise to fully and accurately create his/her PIQ. Your efforts will aid us in providing better
service to you and other employees. In fact, the information you provide will assist us in many areas, some of
which are listed below.
Evaluating jobs
Pay surveys
Benefit eligibility
FLSA status
Define/revise organizational structure
Recruitment
Orienting new employees
Placement in medical monitoring
Performance management
Remember: There’s no secret or magic to the successful preparation of a PIQ—it’s information you already
have, organized by Mercer factors. We wish you the best of luck, and we encourage you to contact us with any
questions or concerns as you inform us of your position responsibilities as a Glenville State College employee.
You can do this, and we stand ready to help you!
--Krystal Smith, Office of Human Resources
3
I. JOB SUMMARY
Briefly describe the general purpose of the job in one or two sentences.
1. Why the position exists
2. How the position fits into the overall operational scheme of the institution/assigned organization.
3. Outline, not repeat, the statements written in the Duties and Responsibilities section.
4. Write only 1 or 2 sentences.
Example Job Summary Statements
Medical Transcriptionist:
o Provides a record of patient care by transcribing and interpreting physicians’ dictation into medical-legal
documents.
Campus Service Worker:
o Provides a variety of support services to maintain the interior appearance of institutional buildings and the
exterior appearance of the grounds surrounding these buildings.
4
III. DUTIES AND RESPONSIBILITIES
List and completely explain the current duties and responsibilities of the position. Indicate the average percentage of time
spent performing each separate job duty. Describe what the duties and responsibilities are and how they are performed.
Consider work performance over a 12-month period. Employees must use their own words to describe duties and
responsibilities. The copying of a generic job description or another employee’s PIQ verbatim is not acceptable and the
PIQ will be returned. The percentages must total 100%. Duties that take less than five (5) percent should be combined into
at least five (5) percent.
CURRENT duties/responsibilities required to accomplish the primary purpose of the position. THINK THE POSITION, NOT
THE INCUMBENT THAT HOLDS THE JOB CURRENTLY.
o Do not list future/anticipated duties or past duties no longer performed.
o Distribution of time spent on task in percentages, highest to lowest and is an approximation of time over the entire
year. (Exhibit 1, page 16)
o Consider all work performed over the appointment period—seasonal/cyclical.
o Do not use acronyms/abbreviations. (unless previously described)
Duty Statements: Key Elements
1. What is being done
o (action verbs) (Exhibit 2, page 17)
2. What is acted on
o (activity being completed)
3. Tools, equipment, processes or resources
% of time
Duties and Responsibilities
Example: Secretary
45%
Types letters, reports, proposals, charts, or memorandum from rough draft to final form using correct English grammar,
spelling, and punctuation by utilizing word processing software on a personal computer.
TOTAL OF ALL PERCENTAGES MUST EQUAL 100%
5
IV. QUALIFICATIONS
Education/Knowledge
1. List the level and type of minimum education required to qualify for this position, not for the incumbent.
Junior High School
High School or GED
Business, Technical, Vocational
Associate’s Level Degree
Bachelor’s Level Degree
Master’s Level Degree
Example: Secretary
High school diploma or GED required.
This level of education should provide the position incumbent with knowledge of practical application of fractions and
percentages, proper English grammar, punctuation, spelling, and sentence structure.
2. What licenses or certification(s) (e.g. electrician’s license) if any, are required for the position? Specifically state the
reason for this licensor requirement (supervisor’s preference, state or federal law, etc.).
Example: Bus Driver
Commercial Driver’s License (CDL)
3. What specific skills are required in order to carry out the duties of the position?
Define attributes needed to successfully perform responsibilities of the position.
Ensure KSA’s are realistic and relate to the job.
Do not confuse with personal specifications; that is, do not include the qualifications the employee brings to the job, but
rather what the position will need)
Example: Secretary
Demonstrated ability to type with speed & accuracy.
Demonstrated ability to operate a personal computer utilizing various word processing software packages.
Thorough knowledge of office methods, procedures, practices, and protocol.
Thorough knowledge of correct English, grammar, spelling, and punctuation.
6
Experience
1. In addition to the knowledge/education, please describe the type and least amount of prior directly related work
experience typically required, if any, for a person coming into this position. Experience listed here is considered as
concurrent, not cumulative. The minimal or least amount of experience is to ensure that we don’t set artificial
barriers to employment, as well as allowing for a broadened applicant pool.
Specified in number format.
o (months or years)
If experience is in several areas, indicate length in each designated area.
Type of Experience Needed
Amount of Experienced Needed (Months/Years)
Experience Example: Secretary
Two years
Previous, related and progressively responsible
experience of a nature to have acquired
knowledge of office skills such as typing, word
processing, office methods, practices and
protocols.
The knowledge, skills and abilities listed above are typically acquired through the levels of education and experience listed.
However, any equivalent combination* of education and/or experience which provide an applicant with the listed
knowledge, skills and abilities to perform the essential duties and responsibilities of the job is acceptable.
Note that both the Knowledge and Experience sections may be modified by HR so as to follow the Job Classification Committee’s
(JCC, formerly the JEC) established datalines. These will match the Knowledge and Experience levels for the classification
approved.
*Equivalencies should be given all due consideration whenever possible and feasible. On-the-job training or equivalent years of
directly related work experience can be as strong indicators of future performance as formal education or certification. In some,
cases, however, where a federal or State license is required as a condition of the position, no equivalencies may apply. Some
examples would include Registered Nurse or Psychologist. There may also be some job classifications which, though not required
by license, require a body of knowledge best learned through formal education combined with directly related work experience;
an example would be an Accountant.
V. COMPLEXITY AND PROBLEM SOLVING
This section measures the degree of problem solving required, the types of problems encountered, and how these problems
are solved. Consider the amount of judgment and thought required as determined by the complexity of duties. Also
consider whether guidelines, standards, and precedents are available to assist in solving problems.
Please list the common types of problems faced in this position and the course of action you take to solve these problems.
1-2 Examples of common problems faced by the position.
Course of action required to solve the problems.
Consider available guidelines, standards, and precedents.
C & P Example: Office Administrator Senior
7
Preparing office budget by reviewing past and present operations, trends and cost to project future expenditures.
Audit all travel requests to ensure compliance with WVU policy, federal and State law. Determine best approach to solve
errors and/or violations.
VI. FREEDOM OF ACTION
This section measures the degree to which the position is structured as is determined by the types of control placed on
work assignments. Controls are exercised in the way assignments are made, how instructions are given to the
employee, how work assignments are checked, and how priorities, deadlines and objectives are set. Controls are
exercised through established precedents, policies, procedures, laws and regulations which tend to limit the employee’s
freedom of action.
1. Describe the type of guidance and review the supervisor gives the incumbent in this job and how often (i.e., daily,
weekly) the supervisor checks or inspects the work.
Describe the following:
o Type of guidance provided by supervisor
o How instructions are given
o How often the work is inspected/reviewed
o How priorities and deadlines are established
o Degree of restriction/freedom provided by policies, procedures, or formal guidelines.
Type of Guidance and Review
How Often
FA Example: Campus Service Worker
Tasks are substantially structured with the incumbent receiving specific
instructions from the supervisor regarding how tasks are to be performed
and the scheduling of work.
Daily
2. Describe the policies and procedures or formal regulations which guide the actions in this job.
Incumbent is expected to follow all university and department guidelines, as well as all federal and state safety
guidelines.
8
VII. SCOPE AND EFFECT
This section measures the position’s responsibility for accomplishing the mission of the institution and West Virginia higher
education systems. Describe the types of decisions regularly required of the position, and how the position’s work product
supports, guides or develops the goals of the work unit, department, and institution. Take into consideration the size of the area
that could be affected if the position’s duties were performed incorrectly and any long-term affects of such an error. Assume
that any error is not due to sabotage, mischief or lack of responsible attention and care for the duties of the position.
Prior to writing, consider the “Safety Net” this position has; that is, what are the consequences for any errors the
employee might make in performing his/her job duties? Could
Explain whether/how this position could impact the operations of the department, college, or institution.
Provide a monetary range that this position could gain/lose. (Hundreds, Thousands, Millions)
Provide an example.
S&E Example: Secretary
Lack of organizational skills in the main office could result in confusion, missed meetings or delays for the department
as a whole.
Most items can be corrected without significant financial/public relations loss to the department.
Uncorrectable errors or time spent correcting could cost the department hundreds/thousands of dollars.
VIII. BREADTH OF RESPONSIBILITY
For what functional area(s) does this job have formal and ongoing management accountability and responsibility? List the
specific functional areas of management responsibility and briefly indicate the level of responsibility and accountability with
respect to primary activities performed.
[Note: Not a commonly utilized factor, except at smaller institutions where one position may be assigned responsibility for more
than one distinct functional area, such as security and finance, or physical plant and procurement.]
Functional Area
Management Responsibility/Accountability
9
IX. CONTACTS
This section appraises the responsibility for working with or through other people within and outside the State College and
University System of West Virginia to get results. Consider the purpose and level of contact encountered on a regular,
recurring and essential basis during operations. Consider whether the contacts involve furnishing or obtaining information,
explaining policies or discussing controversial issues. This factor considers only those contacts outside the job’s immediate
work area.
INTRA SYSTEMS (within the West Virginia Higher Education Systems)
With whom does the position regularly communicate within West Virginia higher education systems in order to perform the
duties (e.g., faculty members outside your area, managers of other units, Vice Presidents)? What is normally discussed and
how often does it occur (e.g., daily, weekly)?
Individuals inside the WV Higher Education System.
Interaction must be on a regular, recurring, substantial and essential basis in order for the incumbent to perform the duties
of the position.
Explain the nature of the contact and how often it occurs.
Students are external, not internal!
Title
How Often
Communicate About What
IC Example: Human Resources Representative
Deans & Directors
Monthly
Basic policies/procedures interpretation,
reorganization advice
Supervisors
As Needed
Grievance issues, employment issues, etc
Faculty & Staff
Daily
Classification issues
10
EXTERNAL (outside the West Virginia Higher Education Systems)
With whom does the position regularly communicate outside the West Virginia higher education systems to perform the
duties (e.g., students, suppliers, governmental agencies, product representatives)? What is normally discussed and how
often does it occur (e.g., daily, weekly)?
List individuals outside of the WV Higher Education System
Interaction must be on a regular, recurring, substantial and essential basis in order for the incumbent to perform the duties
of the position.
Explain the nature of the contact and how often it occurs.
Students are external, not internal!
Title
How Often
Communicate About What
EC Example: Student Recruiter
Prospective & current students
Daily
WVU application procedures, admission
requirements, and extracurricular activities
Parents/alumni.
Daily
WVU application procedures, academic interest,
campus safety
11
X. DIRECT SUPERVISION EXERCISED
This section looks at the type of supervision this position has over other employees. Consider the degree of direct
supervision exercised over others in terms of the level of subordinate jobs in the organization and the nature of work
performed. Only the formal assignment of such responsibility should be considered; informal work relationships should not
be considered. Supervision of student workers may be taken into account if they are essential to the daily operation of the
unit. Do not include temporary or contract employees. The Human Resources Office will verify the types of employees
supervised.
Formal responsibility for overseeing the work of others.
o If there is lead responsibility, list the positions led.
o List headcount and FTE’s.
o Do not include temporary or contract employees.
o Student workers count only if they are ESSENTIAL to the operation of the unit.
1. Are you responsible for assigning tasks and monitoring the work of others (lead)?
Yes: No:
Title
Headcount
Total FTE (to be verified by HR Office)
2. Are you responsible for hiring, firing, performance appraisals, etc. for others?
Yes: No:
Title
Headcount
Total FTE (to be verified by HR Office)
3. Does this position supervise students who are essential to the daily operations of the Unit?
Yes: No:
If yes, please indicate the total number of FTE students supervised and briefly describe the function of the students.
Function
Headcount
Total FTE (to be verified by HR Office)
12
XI. INDIRECT SUPERVISION EXERCISED (Supervision over other or first-line supervisors)
This section considers the position’s responsibility for the indirect supervision of subordinates. Indirect supervision is
defined as supervising a supervisor: those “indirectly” supervised are the employees of the person supervised. Informal
work relationships are not considered. Indicate the number of indirect employees under this position’s line of authority.
The number of subordinates should be reported in full-time equivalency (FTE) and not head count.
1. List the official title(s) of the employee(s) this position indirectly supervises.
Supervision of first-line supervisors and their direct reports.
o Formal authority over lead/non-supervisory employees.
o Direct supervision of first-line supervisors.
o Direct supervision of manager-level employees.
o List headcount and FTE’s. (Do not include temporary, contract employees)
Title
Headcount
Total FTE (to be verified by HR Office)
ORGANIZATIONAL REPORTING RELATIONSHIPS
Provide an Organization Flow Chart for the entire department using OrgPlus software which is available in
Microsoft Word.
PIQ shall NOT be reviewed until departmental organization chart is received!
XII. PHYSICAL COORDINATION
This section looks at the motor skills involved in performing this job. Consider the following issues: complexity of body
movements; speed/timing of movements; precision of movements; and need for close visual attention.
Please give an example of the physical coordination required to perform this job, such as the amount of accuracy required
to use a hand or power tool or operate a specific instrument or type of equipment.
Explain the type of fine motor skills that would be required for the position.
Provide examples of the amount of coordination required to operate, and the types of tools or equipment used, by the
incumbent.
13
XIII. WORKING CONDITIONS
This section considers the quality of working conditions as measured by lighting adequacy, temperature extremes and
variations, noise pollution, exposure to fumes, chemicals, radiation, contagious diseases, heights and/or other related
hazardous conditions.
Check all items that describe the conditions or environment, in which the position works and provide an example:
Frequency (FQ):
Mark each of the conditions appropriately. Do not leave any of them blank.
Provide a brief explanation/example for any areas marked A, M or S.
A
=
All of the time
(90% or more per year)
M
=
Most of the time
(50% or more per year)
S
=
Some of the time
(Less than 50% per year)
R
=
Rarely
(Less than 10% per year)
N
=
Never
Condition
Frequency
Example
Normal office environment
Use of computer
Inadequate ventilation
Extremes in temperature
Outside weather conditions
Wetness/humidity
Dust/fumes/odor (from normal daily conditions)
Heights (over 10 feet)
Moving parts (tools and machinery)
Vibrations
Electrical current
Excessive noise
Respirables ( asbestos, silica, coal, e.g.)
Animals
Radiation
Chemicals
Toxic conditions/fumes
Contagious diseases
Body fluids
Other (please list):
XIV. PHYSICAL DEMANDS
This section measures the physical demands of the job as measured by the exertion placed on the skeletal, muscular and
cardiovascular systems of the incumbent. Consider both how much and how often it occurs.
Describe any physical effort in the job, such as standing, lifting, carrying, bending, walking, crawling, climbing, etc., and list
how often (daily, weekly, etc.) it happens.
Describe the physical effort required for the position and how often it occurs. This section describes requirements for gross
motor skills. Provide example(s) of items that the employee is responsible for lifting/moving as well as the weight of those
items.
Physical Effort
How Often
PD Example: Campus Service Worker
Work requires moderate physical effort involving long periods of
standing and walking and lifting of items weighing up to
approximately 50 pounds.
Daily
14
XV. DISCLAIMER
This description does not state or imply that the duties listed are the only duties to be performed by the position incumbent.
Justification for information provided in the PIQ may be requested. Employees are required to follow job-related instructions
and perform other job-related activities assigned by their supervisor.
All requirements are subject to possible modification in order to provide a reasonable accommodation to individuals with
disabilities. Some requirements may exclude individuals who pose a direct threat or significant risk to the health and safety
of themselves, students, other employees, or the general public.
The disclaimer section allows supervisors to adjust job responsibilities based upon the operational need of the unit.
All Duties and Responsibilities are subject to possible modification in order to provide reasonable accommodations to
individuals with disabilities.
XVI. EMPLOYEE GENERAL COMMENTS
You may add other information which would be important in understanding your job and which has not been covered in
other sections of this form.
__________________________________ ___________________________
Employee’s Signature Date
The employee’s signature indicates that s/he understands that these are the duties assigned to and expected of the position.
XVII. SUPERVISOR COMMENT SECTION
This portion of the questionnaire is to be completed by the employee’s immediate supervisor. As a supervisor, it is
important that you review this questionnaire for accuracy and completeness and note any comments you may have next
to the employee’s responses and please initial. The space provided is for general remarks you may have. Remember, this
questionnaire is intended solely for the purpose of accurately describing the position and not the person or her/his
performance.
__________________________________ _____________________________
Immediate Supervisor’s Signature Date
The supervisor’s signature indicates that these are the duties that must operationally be performed.
XIII. MANAGEMENT COMMENT SECTION
This portion of the questionnaire is reserved for comments by the second-level supervisor and other management staff
members, where applicable, who indirectly supervise this position through other supervisors. As the next level of
management over this position, it is important that you review this questionnaire and note any comments you may have
next to the employee’s responses and please initial. The space provided below is for any general remarks you may have.
Remember, this questionnaire is intended solely for data purposes of accurately describing the position and not the
person or her/his performance.
______________________________
Second Level Supervisor’s Signature Date
15
EXHIBIT 1: DETERMINING PERCENTAGE (%) OF TIME
% OF TIME
HOURS PER WEEK
HOURS PER YEAR
5%
1.88
97.5
10%
3.75
195.00
15%
5.63
292.00
20%
7.50 (1 DAY)
390.00
25%
9.38
487.50
30%
11.25
585.00
35%
13.13
682.00
40%
15.00 (2 DAYS)
780.00
45%
16.88
877.50
50%
18.75
975.00
55%
20.63
1072.00
60%
22.50 (3 DAYS)
1170.00
65%
24.38
1267.50
70%
26.25
1365.00
75%
28.13
1462.50
80%
30.00 (4 DAYS)
1560.00
85%
31.88
1657.50
90%
33.75
1755.00
95%
35.63
1852.50
100%
37.50 (5 DAYS)
1950.00
16
EXHIBIT 2: SAMPLE ACTION VERBS
Accomplish
To execute fully; to attain
Account
To give a report on; to furnish a justifying analysis or explanation
Accumulate
To collect; to gather
Achieve
To bring to a successful conclusion
Acquire
To come into possession of
Act
To perform a specified function
Adapt
To suit or fit by modification
Adhere
To give support or maintain loyalty; to be consistent; to hold fast or stick to bind oneself to observance
Adjust
To bring to a more satisfactory state; to bring the parts of something to a true or more effective
position
Administer
To manage or direct the execution of affairs
Adopt
To take up and practice as one’s own
Advance
To bring or move forward; to accelerate the growth or progress of; to raise to a higher rank-promote;
to bring forward for notice, consideration, or acceptance; to make progress, to raise in rate
Advise
To recommend a course of action; to offer an informed opinion based on specialized knowledge
Affirm
To assert positively; to confirm
Amend
To change or modify for the better
Analyze
To separate into elements and critically examine
Answer
To speak or write in reply
Apply
To put to use for a purpose; to employ diligently or with close attention
Appraise
To give an expert judgment of worth or merit
Approve
To accept as satisfactory; to exercise final authority with regard to commitment of resources
Arrange
To prepare for an event; to put in proper order
Collaborate
To work jointly with; to cooperate with others
Collect
To gather
Command
To direct authoritatively; to order or request to be given; to give orders; to dominate from an elevated
position
Communicate
To impart a verbal or written message; to transmit information
Compare
To examine for the purpose of discovering resemblances or differences
Compile
To put together information; to collect from other documents
Complete
To finish; to fully carry out
Comply
To act in accordance with rules, requests
Compose
To make by putting parts together; to create; to write (an original letter, report, instructions, etc.)
Comprehend
To grasp the meaning of mentally
Compute
To determine or calculate mathematically
Concentrate
To bring or direct toward a common center or objective; to gather, collect
Condense
To make more compact
Conduct
To carry on; to direct the execution of
Confirm
To give approval to; to assure the validity of
Consolidate
To bring together
Construct
To make or form by combining parts; to draw with suitable instruments and under specified conditions
Consult
To seek advice of others; to give professional advice or services
Contact
To communicate with
Contribute
To supply or give something; to submit for publication
Coordinate
To regulate, adjust, or combine the actions of others to attain harmony
Copy
To duplicate an original
Correct
To make or set right; to alter or adjust to conform to a standard
Correspond
To communicate with
Emphasize
To stress
Employ
To make use of; to use or engage in the services of; to provide with a job that pays wages or a salary
Enforce
To execute vigorously; to exercise executive or police power. Refers to laws and statutes
Ensure
To make sure, certain, or safe; to guarantee
Establish
To bring into existence
Estimate
To forecast future requirements
Evaluate
To determine or fix the value of
17
Examine
To inspect closely
Exchange
To give or take one thing in return for another
Execute
To put into effect; to carry out
Exercise
To exert influence; to train by drills and maneuvers; to use repeatedly in order to strengthen and
develop
Expect
To look forward; to consider probable or certain
Expedite
To accelerate the process or progress of
Express
To represent in words; to make known one’s feelings or opinions
Extract
To draw forth; to withdraw; to separate; to determine by calculation
Facilitate
To make easier
Figure
To compute
File
To arrange in a methodical manner; to rub smooth or cut away with a tool
Finalize
To put in finished form
Follow Up
To pursue closely in order to check progress
Judge
To form an authoritative opinion; to determine and pronounce after inquiry and deliberation
Justify
To prove or show to be right or reasonable; also, to align words such that both left- and right-handed
margins are in line (typing term)
Lead
To guide or direct the actions of others by assigning tasks, training, and checking work
Lend
To give for temporary use on condition that the same or its equivalent be returned
Locate
To find, determine, or specify by means of searching, examining, or experimenting. (To seek and find)
Look up
To search for and find
Maintain
To continue; carry on; or keep in an existing state
Make
To cause to happen to; to cause to exist, occur, or appear; to create; to bring into being by forming,
shaping, or altering material
Manage
To handle, control; to alter by manipulation; to succeed in accomplishing
Map
To make a survey of for the purpose of representing; to plan in detail
Market
To expose for sale; to sell
Measure
To determine length, width, or quantity of
Mediate
To interpose with parties to reconcile them; to reconcile differences
Merge
To combine items from two or more similarly ordered sets into one set that is arranged in the same
order
Model
To teach by personal example; to instruct by demonstration
Modify
To make less extreme; to limit or restrict the meaning of; to make minor changes in
Monitor
To watch, observe; to check for a specific purpose
Motivate
To arouse or stimulate to action
Negotiate
To confer with others with a view to reaching agreement
Neutralize
To destroy the effectiveness of; to nullify
Note
To observe; to recognize
Notify
To make known
Observe
To see, notice, or watch something or someone
Obtain
To acquire or gain possession of
Propose
To form or declare a plan or intention
Provide
To supply what is needed
Purchase
To buy or procure by committing organizational funds
Qualify
To moderate; to alter the strength or flavor of; to limit or modify the meaning of
Quantify
To make explicit the logical amount of; to determine or express the amount of
Question
To interrogate; to doubt; to dispute; to inquire
Rate
To assess the value of; to appraise, to arrange in sequence of rank
Read
To interpret; to scan; to study the movements of; to understand the meaning of; to utter aloud the
printed written words of
Reason
To use the faculty of reason; think; to reason (the power of comprehending, inferring or thinking,
especially in orderly rational ways)
Recommend
To advise or counsel a course of action; to offer or suggest for adoption
Reconcile
to adjust; to restore to harmony; to offer or suggest for adoption
Record
To register; to set down in writing
Recruit
To seek out others to become new members or personnel
Reduce
To narrow down; to diminish in size or amount; to abridge; to lower in grade or rank
18
Refer
To send or direct for aid, treatment, information, or decision; to direct attention; to make reference to
Refine
To improve or perfect; to free from impurities
Register
To enter in a record
Regulate
To govern or direct according to rule; to bring under the control of law; to fix or adjust the time,
amount, degree of
Reinforce
To strengthen with additional forces or additions
Reject
To refuse to have, use, or take for some purpose; to refuse to hear, receive, or admit
Relate
To show or establish logical or casual connection between; to have
meaningful social relationships
Release
To set free as in releasing information; to permit the publication or dissemination of
Rely
To depend on
Remit
To send money in payment of; to submit or refer for consideration, judgment, decision, or action
Render
To furnish an opinion; to answer
Represent
To act in the place of or for
Standardize
To bring into conformity to something established by authority, custom, or general consent as a model
or criterion
Stimulate
To excite to activity; to urge
Strengthen
To make stronger
Strive
To endeavor; to devote serious effort or energy
Study
To contemplate; to carefully examine or investigate; to deliberate
Submit
To present data for the discretion or judgment of others
Summarize
To restate material (facts, figures, etc) briefly
Supervise
To direct, inspect, guide, and evaluate the work of immediate subordinates with responsibility for
meeting certain standards of performance
Supplement
To add to
Supply
To furnish something that is needed; to provide; to equip
Support
To promote the interests or cause of; to argue or vote for; to pay the costs of; to hold up or serve as a
foundation for
Survey
To examine as to condition, situation, or value
Systematize
To arrange methodically
Tabulate
To put in table form; to set up in columns, rows
Tend
To act as an attendant
Tender
To present for acceptance
Terminate
To bring to an end; to conclude
Test
To put to proof; to examine, observe, or evaluate critically
Total
To add up; to compute
Trace
To locate something by searching or researching evidence
Train
To teach, demonstrate, or guide others in order to bring up to a predetermined standard
Transact
To carry on business; to negotiate
Transcribe
To transfer data from one form of record to another or form one method of preparation to another,
without changing the nature of data
Transmit
To transfer or send from one person or place to another; to send out a signal either by radio waves or
over a wire
Transpose
To change the usual order of
Source:
Cindy Curry
Assistant Vice President for Human Resources
and Campus/Community Relations/Fairmont State University
