Hiring & Recruitment

Executive Order 24-04 encourages state agencies to focus on skills and abilities instead of rigid degree or experience requirements, making it easier for more people to qualify for positions. It also emphasizes training to help reduce bias in hiring and ensure that all employees have the tools they need to work with an equity-focused mindset. Key actions include streamlining recruitment through an accessible online system, removing unnecessary qualifications that may unfairly limit opportunities, ensuring pay equity, and regularly reporting progress on these efforts. Overall, the goal is to build a workforce that reflects the diversity of the community, with tangible progress shared each year to ensure the state stays on track.

Future releases will include equity competencies, pay equity plan guidance and reporting process, OLRS demographic data reporting process, and the statewide equity competency assessment.

EO 24-04 does not technically apply to higher education institutions, but we do encourage higher ed institutions to take steps to meet the intent of the EO in your organization. SHB 2216 regarding college degree requirements does apply to higher ed, so institutions of higher education will want to consult with their Assistant Attorney General for any questions regarding that legislation.

Our intention is to provide guidance and support that is helpful for agencies to implement this EO. As we release guidance and information, we want to know if it is meeting that mark, and if not, we want to hear from you what additional information and support would be helpful. Some of the future support under consideration include additional training resources, guidance to help determine whether or not qualifications such as English proficiency, driver’s licenses, lifting 50 lbs., etc. are essential to a position, support for applicants with this change, and ways agencies can share information and promising practices with one another.

Additionally, as we’ve had to adjust deadlines to ensure we deliver quality products to you, please keep us informed if you encounter any difficulties or need extra time or support while implementing this EO.

We are all working toward these goals together in an effort to increase employment opportunities throughout the enterprise, and we will all do the best we can within the resources we have. As long as we are making progress toward that goal, we are meeting the intent of the EO.

Please send all questions and feedback regarding EO 24-04 to statehr@ofm.wa.gov.

Anti-bias training and objectives

In accordance with Executive Order 24-04, Increasing Employment Opportunities in Washington State Government, the Department of Enterprise Services now offers both initial and refresher trainings on being aware of and mitigating bias when hiring for state jobs. Beginning March 1, all employees who participate in recruiting and hiring new employees must take the antibias training each year. DES offers the training courses described below. Agencies may develop their own trainings, but they must be approved by DES Equity and Employee Development.

Additional classes are posted on the DES website as they become available.

Recognizing and mitigating bias in hiring

Reducing bias and noise with a competency-based approach

Resources

Training development approval process

Interview skills for panelists

Contact DES

Communication and organization change management plan

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The goal

The goal is to provide a customizable template for state agencies. This plan is designed to support a smooth transition to new, more equitable hiring practices. The plan ensures all individuals feel informed, involved, and confident as the agency adopts skills-based hiring. The plan focuses on clear communication and creating an environment where everyone understands the changes, feels heard, and can actively engage with the new approach, while giving agencies the flexibility to tailor the plan to their specific needs.

Communication strategy

Suggested messages from leaders and HR professionals

This section provides clear, human-centered messaging that guides leaders, HR professionals, and employees through the core values and objectives of Executive Order 24-04. By focusing on equity, skills-based hiring, and transparency, it ensures that all partners understand the purpose of the changes and feel supported throughout the process. These messages foster a sense of collaboration and open communication, encouraging everyone to actively participate in the transition. Ultimately, this section helps build trust, engagement, and alignment, driving the successful implementation of more inclusive and fair hiring practices.

Promoting equity and access in hiring

Message: “Executive Order 24-04 is a major step forward in creating fairer opportunities for everyone. By removing unnecessary degree requirements, we’re giving people the chance to apply based on their real-world skills and experiences, not just their formal education. This opens doors for individuals from all backgrounds to show what they truly bring to the table.”

Objective: Highlight how this shift gives people an equal chance, especially for those whose talents have often been overlooked because they didn’t have the ‘right’ degree.

Embracing skills-based hiring

Message: “We’re focusing on what really matters: the skills and experiences candidates bring. Skills-based hiring means we can hire the best people for the job, without letting educational background get in the way. It’s all about finding the right fit, no matter where someone’s learning happened.”

Objective: Show how skills-based hiring helps us build a diverse, talented team and supports growth for everyone—whether they’re just starting or looking to advance.

Ensuring transparency and accountability

Message: “The new On-Line Recruiting System will make our hiring process more open and honest. We’ll be able to track how we’re doing with equitable hiring, which builds trust and holds us accountable for the changes we’re making.”

Objective: Emphasize how the new system will give everyone insight into our progress, ensuring that fairness isn’t just a goal, but a practice.

Providing support for implementation

Message: “To make these changes work, we’re giving our teams the tools they need: detailed guides, training on equity, and clear reporting standards. We want everyone, from HR to supervisors, to feel confident and supported as we move forward.”

Objective: Reassure leaders and teams that they’ll have the resources and knowledge to make these changes a success.

Fostering organizational engagement and participation

Message: “This isn’t something we can do alone—it’s a team effort. We need HR, recruiters, managers, and DEIB leaders all working together to make sure this transition is a success. By joining forces, we can create a hiring process that values talent, skills, and diversity in a meaningful way.”

Objective: Encourage a collaborative spirit where everyone shares responsibility, ensuring a smoother transition and stronger buy-in across the organization.

Building a future of inclusive hiring practices

Message: “These changes aren’t just about today—they’re about building a stronger, more inclusive workforce for the future. By embracing equitable hiring now, we’re setting the stage for a more diverse, skilled, and capable team in the years ahead.”

Objective: Frame this as a long-term investment in a better, more inclusive future for the workforce, inspiring everyone to embrace and drive the change.

Encouraging open dialogue and feedback

Message: “We know change can feel challenging, and we’re here to listen. We welcome your thoughts, feedback, and ideas as we move forward. Together, we can make this process better for everyone.”

Objective: Promote a culture of open communication, ensuring that people feel heard and valued throughout the transition.

Communication channels

Town halls: Virtual and in-person sessions to provide an overview of the Executive Order, address questions, and clarify changes in the hiring process.
Staff Meetings: Regular departmental updates to discuss specific changes, provide guidance on new processes, and encourage ongoing dialogue about implementation.
Coffee Chats: Informal, small group discussions with leadership to foster an open exchange of concerns, feedback, and best practices.
Intranet: A dedicated section on the agency’s intranet for updates, FAQs, training resources, and real-time progress reports on the Executive Order’s implementation.
Employee Resource Groups and Affinity Groups: Virtual and in-person sessions to provide an overview of the Executive Order and discuss concerns and feedback.
Supervisor/Manager Meetings: Regular updates to discuss specific changes to how managers recruit, evaluate, and hire candidates and compensation.

Change management actions

Phase 1: Awareness and understanding (December 2024 – February 2025)

Initial announcement – December 2024

An online news article in the medium.com from the governor and State HR director and state equity director introducing the executive order, its purpose, and its expected benefits for both employees and state agencies.
Email from State HR director to HR managers

HR meeting – January 2025

A state-wide meeting to present the rationale behind the changes, key aspects of the executive order.

Phase 2: Engagement and feedback on the EO (March 2025 – June 2025)

Interactive agency staff meetings:
- Recruiters with DEI leads could host small group meetings to discuss the impact of the new hiring practices on their departments and address specific challenges in applying skills-based hiring.
Coffee chats with leadership:
- Schedule one-on-one or small group sessions with department heads and recruiters to discuss the practical application of the changes and listen to concerns.
Online surveys/feedback:
- Conduct surveys via the intranet, focus groups, or listening sessions to collect feedback on the clarity and effectiveness of the initial rollout and to gauge readiness for further implementation.

Phase 3: Implementation and monitoring (July 2025 – October 2025)

Training and resources:

Roll out a comprehensive training program for recruiters and hiring managers on skills-based hiring, the OLRS, and creating equity-focused job descriptions.
Distribute toolkits developed by the Office of Equity and OFM State HR to assist in applying these new practices.
Agencies will receive a toolkit that includes templates for skills-based job descriptions, interview evaluation forms, and sample equity-driven interview questions.
The toolkit will also provide guidelines for reducing unconscious bias and creating inclusive interview processes.

Intranet dashboard:

Set up an intranet dashboard that tracks agency compliance with the new hiring standards, including diversity metrics and equity-related goals.

Ongoing communication:

Regular updates through email newsletters, intranet posts, staff meetings, manager meetings, and additional town halls to share successes, challenges, and data on recruitment improvements.

Phase 4: Review and reporting (November 2025 – Ongoing)

Annual reports and dashboards:

Provide clear, accessible reports on the outcomes of the changes, focusing on how the new practices have increased workforce diversity and improved hiring fairness.
Include visual dashboards on the intranet that allow employees to track progress toward equity goals.

Continuous improvement:

Hold follow-up town halls and coffee chats to discuss lessons learned, share best practices, and make adjustments where necessary based on employee feedback and data collected.

Monitoring and evaluation

Data collection: Use the OLRS to collect data on applicants, including their demographic information and success rates through the new system. This will help identify potential barriers to equitable access.
Feedback loops: Continuously solicit feedback through surveys, focus groups, and regular communication channels to assess the effectiveness of the new hiring processes.
Success indicators:
- Increased diversity in applicants and hires.
- Reduction in hiring time and increased satisfaction from both applicants and hiring managers.
- Higher employee engagement in training and adoption of new processes.

Roles and responsibilities for this rollout

General survey

HR and hiring managers OLRS system survey

Next steps

Competency-based hiring

Achieving equity and diversity within our workforce requires a comprehensive approach to recruitment and hiring that identifies and eliminates barriers to employment and institutional discrimination.

SHB 2216 requires agencies to remove degrees as the only way to meet a required qualification (unless the degree is required by law to perform the essential functions of the job). How else can we assess candidates? Agencies must look at experience through alternate ways. Agencies must either offer at least one other alternative way to meet that qualification or list competency-based requirements.

By focusing on skills, competency-based selection can ensure that people of all ages and backgrounds receive consideration, regardless of the length of their formal experience or other factors. To achieve diversity in hiring, start by appointing diverse panels. It’s important to have people on interview panels who don’t all look and think the same.

A “competency” is simply the ability to do something successfully or efficiently. In assessing competencies in the communications area, for example, an organization might evaluate a candidate’s proficiency at “asking questions effectively, confronting conflict, telling stories, paraphrasing, and presenting ideas with clarity.”

Create a panel of top performers. Input from top performers is an effective way to define competencies. Top performers know their job inside out and excel at it. They can tell you what it takes to do a great job.
Focus hiring managers on the task. Get hiring managers to understand the critical competencies needed for the position. For example, a customer service employee may need empathy in certain situations, such as dealing with a customer needing services.
Reduce the scope to a manageable level. Narrow down the competencies to be evaluated. Less is more. Be focused. There is never a need for more than eight competencies. Keep it simple. Competencies should always be very straightforward and easily understood.
Develop competency-based interview questions. Questions should be open-ended to help identify behavioral attributes. A common way to create questions is by providing examples of how a competency might be exhibited. For example, if you are trying to determine if someone was ‘action-oriented,’ you might ask, “Tell me about a time when you had to work on a project or task that you were dreading. How did you get started?”
Conduct a competency-based interview. Competency-based questions ask candidates to navigate hypothetical scenarios and explain or demonstrate what they would do in certain circumstances. For example, ask a social worker candidate to “pose questions for a hypothetical case.” This gives the interviewer a real-life way of judging somebody’s competency to interview and gather information.

Competency-based hiring resources

Sample competency resources

These resources were created from a few of the more common job classifications used at many agencies. The competencies are unique to a position/job description (not to all jobs within that classification). They include essential job functions, the competencies needed to perform the essential job functions, and examples of how the competencies are applied in the role. Additionally, alternative ways a candidate could qualify for the job (without a degree) and sample interview questions are included.

Administrative Assistant 5

Essential Functions	Competencies Needed	How an employee would use those competencies
Prepares correspondence for supervisor; exercises signature authority on administrative matters.	Written Communication: Ability to clearly convey information in writing; attention to detail in drafting formal documents.	The Administrative Assistant drafts letters, memos, and emails, ensuring they are clear, professional, and reflect the supervisor’s intentions accurately. They may also sign documents on behalf of the supervisor, showing trust and competency in administrative matters.
Supervises administrative, investigative, or research personnel.	Leadership & Supervision: Ability to manage teams, delegate tasks, and ensure work is completed efficiently.	Supervising a team of administrative staff or researchers, the Assistant sets priorities, provides guidance, and conducts performance reviews to ensure high standards of productivity and quality.
Conducts or supervises the preparation of comprehensive studies on major projects within the agency.	Project Management & Analytical Thinking: Ability to manage and analyze data, organize resources, and oversee the execution of long-term projects.	They lead or assist in planning and executing large-scale studies, from gathering data to presenting findings, ensuring the project’s objectives align with agency goals.
Coordinates major policy matters and agency programs within the agency and with other State, Federal, or local agencies.	Collaboration & Coordination: Ability to work effectively with internal and external stakeholders, facilitating collaboration.	The Assistant ensures that projects and policies are communicated and executed consistently across departments or with external agencies, acting as a liaison to align goals.
Represents supervisor at meetings, conferences, and conventions; speaks for them on agency matters.	Public Speaking & Representation: Strong communication skills for presenting ideas and representing the agency at public events.	They confidently represent the supervisor at public events, giving presentations and answering questions about departmental policies and objectives.
Investigates operating methods and procedures employed in various agency functional areas and develops improved methods where indicated.	Process Improvement & Problem Solving: Ability to assess current procedures and identify opportunities for improvement.	The Assistant evaluates operational processes, identifies inefficiencies, and suggests improvements to optimize workflow and productivity.
Receives and confers with official visitors and the public; meets with representatives of government or private interest groups.	Customer Service & Relationship Management: Strong interpersonal skills to engage effectively with a variety of stakeholders.	Meets with public or private stakeholders to address concerns or provide information, ensuring clear and positive communication to build relationships.
Serves as liaison officer with the Governor’s Office concerning public complaints or problems; investigates complaints.	Conflict Resolution & Problem Solving: Ability to resolve conflicts and address issues diplomatically.	The Assistant listens to public complaints, investigates the issues, and coordinates solutions between the agency and the Governor’s Office.

Alternative ways to qualify for the role (without a degree)

Candidates can demonstrate their qualifications for the Administrative Assistant 5 role without a degree through various skill-building experiences. These alternative methods include:

Certifications and specialized training:

Project management certification (e.g., PMP): Demonstrates the ability to manage large projects and collaborate with stakeholders effectively.
Administrative support certifications: These certifications prove proficiency in office software, communication, and administrative tasks.
Conflict resolution or mediation training: Shows competency in handling disputes and addressing complaints, a key aspect of the role.

Relevant work experience:

Previous administrative assistant roles: Experience as an administrative assistant, executive assistant, or in similar support roles can prove familiarity with responsibilities like scheduling, correspondence, and event planning.
Project coordination or management experience in non-administrative roles: Even without an administrative title, roles where a candidate managed projects, coordinated teams, or oversaw operational improvements can demonstrate applicable competencies.
Government or nonprofit experience: Working in public service, even in entry-level or volunteer positions, can provide insights into the operations of government agencies, the public sector, and policy coordination.

Volunteer experience:

Volunteer leadership or coordination: Managing a team of volunteers or handling communication for a community organization showcases both leadership and communication skills.
Nonprofit event planning: Organizing and managing public events or conferences can demonstrate event coordination, public speaking, and stakeholder management.

Self-employment or freelance experience:

Business management or consulting: Running a small business or offering consulting services involves project management, problem-solving, and leadership—all applicable skills for the role.
Freelance writing or editing: Experience in producing written materials, managing client communications, or coordinating tasks remotely can highlight essential administrative competencies.

Military experience:

Logistics or operations coordination in the military: Military service often involves responsibilities like overseeing operations, managing teams, and interacting with different government entities—skills directly transferable to the administrative assistant role.

Interview questions to assess competencies

Tell us about a time when you led a team of financial professionals? How did you ensure that your team was productive and compliant with necessary financial regulations?
Describe a situation where you helped design, implement, or improve a financial system or process. What challenges did you face and how did you overcome them?
Provide an example of how you analyzed revenue projections or budget forecasts. What data did you analyze and how did your analysis impact the decision-making process?
Tell me about a time when you were responsible for managing cash flows or making investment decisions. What steps did you take to ensure that the organization’s funds were used efficiently?
How have you handled situations where you identified discrepancies in financial records or noticed compliance issues? Describe your process for addressing and resolving these challenges?

Commerce Specialist 3

Essential Functions	Competencies Needed	Example of how these competencies are used
Engage in deliberate program design and implementation to meet federal requirements and serve marginalized communities.	Program Design and Implementation	Design programs with a clear structure, identifying specific goals, resources, and timelines to meet the program’s objectives while considering the unique needs of marginalized communities.
Develop policies, procedures, contract templates, and information systems to meet program standards.	Policy Development and Process Management	Develop and update policies and procedures that ensure compliance and streamline the program, making the process efficient while ensuring legal standards are met.
Develop requests for proposals and draft contracts for subawards.	Contract Writing and Negotiation	Create clear and precise contract documents, ensuring all legal requirements are met, while also negotiating terms that benefit all parties.
Develop program budgets and monitor fiscal accountability.	Budget Management and Fiscal Oversight	Ensure program budgets are meticulously planned, implemented, and tracked, ensuring that all funding is used efficiently and in compliance with federal requirements.
Communicate and coordinate with various stakeholders, including federal managers, community partners, and contractors.	Stakeholder Engagement and Communication	Maintain open lines of communication with stakeholders, updating them regularly on program progress, risks, and needs. Uses strong interpersonal skills to build and maintain relationships.
Monitor compliance and ensure accuracy of data for grant programs.	Compliance Monitoring and Risk Management	Conduct thorough reviews and audits of data to ensure compliance with grant guidelines, identifying and mitigating risks before they escalate.
Provide technical assistance and training to sub-awardees and community partners.	Training and Capacity Building	Provide tailored technical assistance that helps partners improve their operations and achieve program goals. Design and deliver training sessions that strengthen the capacity of others.
Convene and support advisory subcommittees and Community Advisory Councils.	Collaboration and Facilitation	Facilitating productive meetings and discussions, ensuring that diverse perspectives are heard and integrated into program strategies.
Monitor grants to ensure goals and objectives are achieved, ensuring compliance through the grant lifecycle.	Grant Monitoring and Evaluation	Track program performance throughout the grant’s lifecycle, ensuring compliance and identifying areas for improvement to ensure program objectives are met.

Alternate ways to qualify for the role (without a degree)

Candidates can gain the competencies required for the Commerce Specialist 3 position through a combination of on-the-job experience, certifications, and specialized training, even without a formal degree.

Certifications:

Grant writing or management certifications: Certifications like Certified Grant Writer or Certified Federal Grants Manager (CFGM) demonstrate expertise in managing federal and state grants, aligning directly with the responsibilities in this role.
Project Management Certification (PMP, CAPM): Project management certifications show an ability to effectively oversee and implement complex programs and manage budgets and timelines.

Professional experience:

Community engagement or advocacy roles: Individuals who have worked in community outreach or advocacy for non-profits, local governments, or social organizations may have developed the necessary skills in stakeholder engagement, project management, and serving marginalized communities.
Federal or state grant experience: Candidates with hands-on experience administering grants, especially in public safety, community development, or health-focused programs, would have developed key skills in grant writing, contract negotiation, and compliance monitoring.
Program management or policy development: Experience managing or developing policies for community safety, violence prevention, or social services may translate well to the responsibilities of this role.

Volunteer or community leadership experience:

Leadership in nonprofits or community organizations: Volunteering in leadership roles where candidates led or coordinated initiatives, managed budgets, or advocated for community needs can demonstrate the experience necessary to manage this program.
Advisory or steering committees: Leading or participating in advisory councils related to public safety, health, or community services can provide valuable insight into how to manage stakeholders and community expectations effectively.

Self-study and self-employment:

Research and policy analysis: Individuals who have self-studied public policy, criminal justice, or social issues and applied this knowledge through independent research or consulting may demonstrate relevant knowledge and skills.
Consulting or freelancing in program development: Freelancers or consultants with a track record of creating or managing community safety or violence prevention programs can show a portfolio of relevant experience.

Interview questions to assess competencies

Program design and implementation: Tell us about a time you were involved in designing a program for a marginalized or underserved community. What steps did you take to ensure it met their needs and adhered to legal requirements?
Stakeholder engagement and communication: Describe a situation where you had to engage with multiple community stakeholders who had differing priorities. How did you ensure that their voices were heard, and how did you navigate any conflicts?
Contract writing and negotiation: Give us an example of a contract or agreement you have negotiated. What were the key terms, and how did you ensure the interests of all parties were protected while ensuring compliance?
Budget management and fiscal oversight: How have you managed a program budget in the past? Can you walk us through the process you followed to track expenditures, ensure compliance with requirements, and make adjustments as needed?
Training and capacity building: Can you describe a time when you had to deliver training or technical assistance to a group or partner organization? How did you tailor your approach to meet their needs, and what were the outcomes?

Fiscal Analyst 3

Essential Functions	Competencies Needed	How an employee would use those competencies
Lead fiscal-related professional staff involved in accounting, budgeting, auditing, or other fiscal review and analysis.	Leadership, Team Management, Accounting Expertise	A fiscal analyst leads a team in establishing controls, developing, and maintaining procedures to ensuring compliance with accounting standards, and providing guidance on complex fiscal issues.
Design, develop, install, coordinate, and maintain financial systems.	System Design, Financial Systems, Technical Problem Solving	Develops and implements new financial reporting systems or improve efficiency and accuracy in managing budgets, computerized disbursements (i.e., AFRS/TEMS), and forecasts across departments.
Analyze revenue projections, budget, or expenditure forecasts for a specified area (e.g., region, division).	Forecasting, Data Analysis, Strategic Thinking	Ensure accurate and timely disbursement of payments, ensure financial resources are allocated effectively across regions.
Function as a senior level financial specialist or investment accountant, coordinating daily cash receipts with cash disbursements.	Cash Flow Management, Investment Strategy, Accounts Payable Specialist, Analytical Thinking	Ensure good internal control policies and practices are in place. Manage daily cash flow and works with investment committees to determine optimal investment strategies for surplus funds.
Oversee electronic fund transfers and revenue consolidation.	Financial Management, Transaction Oversight, Process Optimization	Review and monitor payment processing to vendors and reimbursements. Coordinates the flow of funds across multiple agencies, ensuring timely and accurate deposits, and consolidating revenue data from different sources.
Conduct fiscal and administrative reviews of proposals, providing summaries and consulting with funding agencies.	Fiscal Analysis, Consultation, Report Writing	Reviews financial proposals and works directly with funding agencies to ensure proposals meet financial requirements and align with institutional goals.
Approve new account authorizations for institution administration.	Financial Authorization, Policy Compliance, Decision Making	Evaluates and authorizes new accounts for institutional use, ensuring that all financial activities comply with the institution’s fiscal policies.
Perform complex analysis, including the accounting of expenditures across multi-investigators and multi-sub accounts.	Budget Analysis, Multi-Account Management, Attention to Detail	Ensure that payment processing follows OFM, CAFR, GAAP, IRS, and DOC policy requirements. Analyzes complex financial data from multiple sources, ensuring all expenditures are properly accounted for across different accounts.
Monitor, review, or audit the fiscal aspects of contracts or grants to ensure compliance.	Audit, Compliance, Risk Management	Reviews contracts and grants to ensure all financial activities are compliant with regulations, identifying and addressing any discrepancies.
Train and develop fiscal-related professional staff in financial methods and procedures.	Training, Mentorship, Knowledge Transfer	Delivers training to junior fiscal staff on financial methods and accounting practices, ensuring they understand and apply institutional procedures.

Alternate ways a candidate could qualify for the role (without a degree)

Certification and training programs:

Certified Public Accountant or Certified Management Accountant: These certifications show proficiency in accounting, auditing, and financial analysis without requiring a degree.
Certified Government Financial Manager: Demonstrates expertise in government-specific fiscal policies and practices.
Certified Internal Auditor: Validates skills in auditing practices and internal financial reviews.
Financial management certifications: Programs in budgeting, financial forecasting, and general financial management, such as those offered by the Association for Financial Professionals (AFP) or American Institute of Professional Bookkeepers (AIPB).

Relevant experience:

Accounting or audit roles: Extensive experience in accounting, auditing, or financial analysis can be directly transferable, particularly if it involves reviewing grants, contracts, or financial compliance in large organizations.
Governmental or non-profit sector roles: Experience managing or auditing government funds, grants, or contracts can be relevant, especially in roles where the individual worked with fiscal regulations and compliance.
Small business ownership or self-employment: Candidates who have managed their own finances or provided accounting services for businesses could have the necessary practical experience for budgeting, forecasting, and financial analysis.
Military finance roles: Military personnel with experience in managing budgets, auditing expenditures, or coordinating funds for various units could have the relevant fiscal expertise.
Volunteer or community accounting roles: Experience in managing finances for non-profits or community organizations can also provide transferable skills, especially in managing grants, fundraising efforts, or financial reporting.

On-the-job training or apprenticeships:

Financial assistant or junior accountant roles: Starting in lower-level accounting positions and progressing to more senior financial roles over time could demonstrate a candidate’s readiness for a position as a Fiscal Analyst.
On-the-job learning in government finance or grant management: Experience in roles that involve working with grants or managing budgets within organizations that require strict compliance with financial regulations (e.g., government agencies or universities).

Interview questions to assess competencies

Leadership and team management: Can you tell us about a time when you led a team of financial professionals? How did you ensure that your team was productive and compliant with necessary financial regulations?
Financial systems knowledge: Describe a situation in which you helped design, implement, or improve a financial system or process. What challenges did you face, and how did you overcome them?
Data analysis and budgeting: Can you provide an example of how you analyzed revenue projections or budget forecasts? What data did you analyze, and how did your analysis impact the decision-making process?
Cash flow and investment strategy: Tell me about a time when you were responsible for managing cash flows or making investment decisions. What steps did you take to ensure that the organization’s funds were used efficiently?
Compliance and risk management: How have you handled situations where you identified discrepancies in financial records or noticed compliance issues? Can you describe your process for addressing and resolving these challenges?

Human Resource Consultant 4 - Lead Recruiter

Essential Functions	Competencies Needed	How an employee would use those competencies
Partner with hiring managers to develop recruitment strategies, job announcements, and screening criteria.	Strategic Thinking	Analyze both immediate and long-term needs, ensuring the recruitment strategies align with the agency’s mission and future goals.
Post open positions, conduct outreach, and screen applications.	Communication Skills	Use clear, engaging language in job announcements and communicate effectively with diverse stakeholders, including candidates and hiring managers.
Provide consultation on recruitment processes, including interview question development and panel creation.	Consultation and Advisory	Offer practical, actionable advice to hiring managers based on extensive knowledge of recruitment best practices and legal compliance.
DEI – Integration in Recruitment	Data-driven Decision Making	Interpret DEI data, integrate it into recruitment practices, and make evidence-based decisions to improve recruitment outcomes.
DEI – Ensure recruitment practices are legally defensible and comply with laws and policies.	Legal and Regulatory Knowledge	Ensure every step of the recruitment process adheres to relevant laws (WAC, CBA, etc.), preventing legal issues and ensuring fairness.
Develop and provide reports on recruitment activities and metrics.	Analytical Thinking	Use data to analyze trends, recommend improvements, and implement changes to optimize recruitment performance.
Offer recommendations based on data and best practices.	Problem Solving and Continuous Improvement	Continuously seeks ways to improve recruitment processes based on data analysis and feedback.
Ensure recruitment policies comply with laws, regulations, and best practices.	Process Management and Compliance	Develop streamlined recruitment procedures while ensuring compliance with laws and organizational policies.
Lead updates to recruitment policies, identify process improvements, and manage records retention.	Leadership and Change Management	Leads change by driving updates to policies and processes, gaining buy-in from stakeholders and maintaining smooth transitions.

Alternate ways to qualify for the role (without a degree)

Candidates can gain the competencies required for the Human Resource Consultant 4 Recruiter Lead position through a combination of on-the-job experience, certifications, and specialized training, even without a formal degree.

Certifications:

Human resources certifications (e.g., SHRM-CP, PHR): Demonstrates a clear understanding of human resources practices, compliance, and full-cycle recruitment processes.
DEI certifications: Certification programs focused on DEI could replace formal education and indicate experience in fostering inclusive workplaces.

Professional experience:

Full-cycle recruitment experience in other fields: Candidates with recruitment experience in other industries (e.g., tech, manufacturing, non-profit) can demonstrate their ability to handle end-to-end recruitment tasks. Skills like candidate sourcing, interview design, and market outreach can be transferred from any field.
Volunteer experience: Leading recruitment efforts for a non-profit or community organization may provide practical experience in strategic outreach, candidate screening, and interviewing.
Military experience: Veterans with HR experience or roles that involved recruitment, team building, or resource management could bring transferable skills, especially if they led hiring initiatives or talent management projects.

Self-study and self-employment:

Freelance recruiting: Candidates running their own recruiting consultancy or handling recruitment for small businesses can demonstrate expertise in all facets of recruitment without a formal degree.
Online learning platforms: Completing HR courses or other relevant programs on platforms like Coursera, LinkedIn Learning, or Udemy could demonstrate continuous learning and a focus on recruitment strategies and DEI practices.

Industry-specific experience:

Previous work in government or public sector: Experience in public administration, local government roles, or any positions requiring compliance with federal and state laws (WAC, CBA) can help candidates demonstrate understanding of public-sector hiring practices and legal compliance.

Interview questions to assess competencies

Strategic Thinking: Can you describe a time when you had to design a recruitment strategy for a difficult-to-fill position? What steps did you take, and how did you ensure the strategy aligned with the organization’s goals?
Communication Skills: How do you tailor your communication to different stakeholders during the recruitment process, such as hiring managers, applicants, and external partners? Can you give an example?
Consultation and advisory: Describe a situation where you had to advise a hiring manager on a complex recruitment issue. How did you approach it, and what was the outcome?
Cultural competence and inclusion: Can you provide an example of how you’ve successfully incorporated diversity and inclusion into a recruitment process? What impact did it have on the outcome?
Data-driven decision making: Tell me about a time when you used recruitment data to identify a problem or an opportunity for improvement. How did you act on that information, and what was the result?

Human Resource Consultant 3 - Recruiter

Essential Functions	Competencies Needed	Example of how these competences are used
Administer the recruitment and selection program for agency divisions.	Program Management	Effectively manage multiple recruitment projects simultaneously, ensuring that each program’s specific needs are met on time.
Design and post job announcements and develop recruitment strategies.	Strategic Thinking and Planning	Proactively develops strategies for filling hard-to-fill positions by considering market trends, the organization’s needs, and available talent pools.
Create supplemental questions to evaluate qualified applicants.	Consultative and Advisory Skills	Collaborates with hiring managers, offering guidance on interview structures, question development, and creating objective assessment criteria for candidates.
Recommend ways to improve the recruitment and selection process.	Process Improvement and Innovation	Identify inefficiencies in the hiring process and suggest tools, such as updated software or new sourcing methods, to improve speed, fairness, and candidate experience.
Ensure recruitment complies with executive orders, state law, and applicable collective bargaining agreements.	Legal and regulatory knowledge	A high performer is well-versed in employment laws and Collective Bargaining Agreements and ensures every recruitment action is legally compliant.
Advertise positions on social media platforms and job boards like LinkedIn and Careers.wa.gov.	Digital Literacy and Outreach	Actively engage with various online platforms and social media to attract diverse candidates, adapting their messaging to each platform’s audience.
Keep recruitment tracker up to date and generate reports.	Attention to Detail and Reporting	Ensure that all recruitment data is accurately tracked, and they generate timely, insightful reports that help identify trends and inform future decisions.
Respond to applicant inquiries and provide guidance.	Customer Service and Communication	Ensures that applicants receive timely and helpful information, improving their experience and maintaining a positive relationship with the organization.
Provide technical assistance with an applicant tracking system such as NeoGov.	Technical Proficiency	Proficient in using NEOGOV or similar system. Provide clear and helpful guidance to users, solving any issues promptly.

Alternate ways to qualify for the role (without a degree)

Candidates can gain the competencies required for the Human Resource Consultant 3 Recruiter position through a combination of on-the-job experience, certifications, and specialized training, even without a formal degree.

Certifications:

SHRM-CP/PHR: These certifications demonstrate a deep understanding of human resources practices and can replace a formal degree in HR or a related field.
NEOGOV or other recruitment platform certifications: Candidates with hands-on experience using NEOGOV or similar systems can demonstrate proficiency in recruitment software without requiring a degree.
DEI certification: Many candidates may complete a DEI certification to show their commitment to inclusive recruitment practices, especially given the emphasis on recruitment that addresses diversity.

Professional Experience:

Experience as a full-cycle recruiter in other industries: Candidates with recruitment experience in different fields (e.g., tech, retail, healthcare) may have gained skills in sourcing, screening, and candidate engagement that apply directly to the role. These experiences can demonstrate transferable skills for designing recruitment strategies, posting positions, and conducting interviews.
Experience with collective bargaining agreements: Experience working in roles that require compliance with CBAs, such as in unionized environments, could be especially relevant to understanding labor laws and regulations.
Military or government experience: Candidates with a background in the military or public sector may have developed key HR and recruitment competencies, particularly in compliance with government regulations and laws.

Volunteer Experience:

Volunteer recruitment: Recruiting volunteers for non-profits, community organizations, or event coordination can provide hands-on experience in posting jobs, evaluating applicants, and managing the recruitment lifecycle.
Advising or leading a recruitment initiative for a community organization: Taking a leadership role in developing or advising recruitment strategies for community programs or volunteer organizations can provide equivalent experience in developing and executing recruitment strategies.

Self-Study and Self-Employment:

Freelance HR or recruiting consulting: Freelance recruiters may gain broad experience working with multiple clients on recruitment strategies, full-cycle recruitment, and interview coaching. This practical experience can be just as valuable as a degree.
HR and recruitment-focused courses from platforms like LinkedIn Learning or Coursera: Candidates who have invested in online learning to gain specific skills in recruiting, including interview techniques and candidate screening, can demonstrate self-driven learning.

Interview questions to assess competencies

Program management: Tell us about a time when you had to manage a complex recruitment program. How did you prioritize tasks, and what steps did you take to ensure a smooth process?
Strategic thinking and planning: Describe a recruitment challenge you faced. How did you develop and implement a strategy to address it, and what was the result?
Consultative and advisory skills: Can you give an example of a time when you provided advice to a hiring manager that led to an improvement in the recruitment process? What was your approach, and how was the situation resolved?
Legal and regulatory knowledge: Recruiting involves ensuring compliance with laws and regulations. Can you describe an instance when you had to make sure your recruitment process complied with legal requirements? How did you ensure everything was in line?
Digital literacy and outreach: How do you approach sourcing candidates through digital platforms? Can you share a specific example where your outreach on platforms like LinkedIn or Careers.wa.gov led to successful hires?

Management Analyst 5

Essential Functions	Competencies Needed	Example of how these competencies are used
Legislative and intergovernmental affairs	Legislative Coordination and Analysis	Ability to analyze proposed bills, understand their impact, and coordinate responses across divisions. For example, successfully tracking a new bill, analyzing its implications, and developing a detailed response strategy with cross-functional teams.
Coordinate with the agency legislative and budget team	Collaboration and Team Coordination	Engaging with multiple departments to ensure legislative proposals align with budget constraints and policy priorities. A strong candidate will ensure smooth communication between teams to meet legislative deadlines.
Ensure new bills are reviewed, analyzed, and staff responds.	Critical Thinking and Problem Solving	Uses critical thinking to identify potential legislative issues before they arise and create proactive solutions. For example, recognizing a bill’s potential impact on a division’s project and recommending adjustments ahead of time.
Draft, review, and approve bill analyses and policy documents.	Clear Communication and public relations	Develop effective communication strategies that reach both internal and external audiences. For instance, creating a clear, persuasive communication plan for a new division initiative that resonates with legislators and the public.
Draft, edit, and approve communications materials	Attention to Detail and Editing	Provide clear, concise written materials free of errors, ensuring accuracy for internal newsletters, media releases, and external reports.
Oversee web page and social media content creation.	Digital Literacy and Social Media Management	Manage digital platforms and content creation, such as coordinating a social media campaign to raise awareness of division services or updates.
Research, program development, and division reporting.	Research and Data Analysis	Demonstrated experience conducting in-depth research, analyzing data trends, and presenting findings. An example is reviewing legislative trends and preparing data-driven recommendations for policy changes.
Manage special projects and deadlines.	Project Management and Time Management	Lead cross-functional teams on special projects, ensuring that timelines and milestones are met, such as managing a legislative proposal through to completion and reporting back on progress.
Maintain division performance systems and metrics	Strategic Planning and Evaluation	Candidates with this competence will develop and refine methods for tracking division performance, ensuring that reporting aligns with strategic goals, like evaluating the effectiveness of new funding programs.

Alternate ways to qualify for the role (without a degree)

Candidates can gain the competencies required for the Management Analyst 5 position through a combination of on-the-job experience, certifications, and specialized training, even without a formal degree.

Experience in legislative coordination or policy advocacy: Candidates may have gained relevant experience working in government relations, legislative affairs, or public policy roles through internships, volunteer work, or within advocacy groups, which would provide skills in bill analysis, writing legislative reports, and coordinating with diverse stakeholders.
Project management in nonprofit or business settings: Candidates who have led initiatives or teams in the nonprofit or private sectors (such as through project management or team leadership roles) may have gained strong skills in coordinating tasks, meeting deadlines, and producing reports that would translate to managing division communications, legislative affairs, or research projects.
Experience in communication and media relations: Those who have worked in roles such as public relations, media outreach, or corporate communications (e.g., running a communications department in a small business, working as a communications consultant, or managing social media for an organization) can leverage these skills to meet the communications needs outlined in the job description.
Research and data analysis from alternative fields: Candidates with experience in research from roles such as market analysis, social science research, or program evaluation, even in non-government sectors, can demonstrate their analytical ability, which directly translates to policy analysis and legislative review.
Military experience: Military personnel who have experience managing projects, coordinating logistics, working with cross-functional teams, and writing reports would possess skills that align with many of the tasks in this role, such as project management, strategic planning, and communication.
Self-study and certifications: Candidates who have pursued relevant certifications (e.g., project management certification, policy analysis, public administration courses) or self-study (e.g., reading policy papers, researching legislative processes) can demonstrate relevant skills.
Small business or self-employment: Entrepreneurs who have started or managed small businesses can demonstrate strategic planning, communications, and operational experience that would be valuable in legislative coordination and communications management.

Interview questions to assess competencies

Legislative coordination and analysis: Can you tell me about a time when you had to analyze a complex piece of legislation or policy and provide recommendations? How did you approach it, and what was the outcome?
Collaboration and team coordination: How have you managed working with multiple departments or stakeholders to ensure a project was completed successfully? Can you provide an example of how you coordinated efforts between different teams?
Written communication and technical writing: Could you walk us through a time when you had to write a policy brief or similar technical document? How did you ensure your writing was clear and accessible to your audience?
Project management and time management: Describe a situation where you had to manage multiple projects or deadlines simultaneously. How did you prioritize tasks and keep the projects on track?
Digital literacy and social media management: Tell me about your experience managing digital content or social media campaigns. How did you measure their effectiveness, and what changes did you make based on feedback or results?

Procurement and Supply Specialist 2

Use these competencies to screen applicants for the procurement and supply control specialist 2 position.

Topic	Competency	Criteria to screen applicants by competency
Procurement management	Knowledge of procurement processes	Experience creating purchase orders, vendor management, and addressing discrepancies in procurement documents. Experience handling end-to-end procurement cycles.
Procurement management	Ability to manage procrement systems	Experience with data entry, tracking, and reporting using procurement systems.
Procurement management	Skill in training staff	Experience training staff on procurement processes or relevant software.
Inventory and warehouse management	Understanding of inventory control and auditing	Experience with inventory tracking systems, auditing processes, and managing stock levels. Evidence of handling discrepancies or optimizing inventory control.
Inventory and warehouse management	Experience managing warehouse operations	Experience managing day-to-day warehouse activities, including stock management, storage, and material transfers.
Inventory and warehouse management	Ability to perform audits and cycle counts	Experience conducting audits and cycle counts for inventory, ensuring data integrity and identifying discrepancies.
Inventory and warehouse management	Managing materials for shipping, receiving, and disposal	Experience managing logistics for shipping, receiving, and the disposal of obsolete materials.
Inventory and warehouse management	Knowledge of asset management	Experience with asset tagging, tracking, and creating processes for managing assets.
Accounting and financial management	Invoice processing and purchase card transactions	Experience processing invoices, managing purchase card transactions, and voucher creation. Knowledge of financial processes, accounting controls, and procurement policies.
Accounting and financial management	Managing fund transfers and journal vouchers	Experience managing journal vouchers and fund transfers. Strong understanding of cost tracking and reconciliation.
Accounting and financial management	Attention to detail in compliance	Ensure compliance with accounting and procurement guidelines. Maintain accuracy and attention to detail in financial documentation.
Accounting and financial management	Generating reports for management	Ability to generate financial and procurement reports. Using reports for decision-making, auditing, or cost management.
Customer service and communication	Effective communication skills	Effectively communicating with partners, vendors, or suppliers. Experience resolving issues via email, phone, or in person.
Customer service and communication	Serving as a primary point of contact	Experience serving as the primary contact for procurement-related inquiries.
Customer service and communication	Customer service in a fast-paced environment	Providing customer service in high-volume, fast-paced settings.
Organizational and analytical skills	Managing multiple tasks and deadlines	Managing multiple tasks and deadlines with quality and accuracy. Strong organizational skills and use of tools to prioritize tasks.
Organizational and analytical skills	Analytical skills for optimizing inventory management	Analyzing data to identify trends and make recommendations. Evaluating procurement needs and optimizing stock management.
Organizational and analytical skills	Tracking procurement performance and implementing solutions	Experience tracking procurement performance, identifing discrepancies, and implementing corrective actions or improvements.
Health, safety, and environmental awareness	Knowledge of safety standards	Familiarity with warehouse and office health and safety regulations. Adhering to safety protocols in previous roles.
Technology proficiency	Familiarity with basic warehouse equipment	Experience operating warehouse equipment (e.g., forklifts, pallet jacks, label makers).

Sample interview questions:

Describe your experience with the full procurement cycle, from creating purchase orders to managing vendor communications. How do you handle discrepancies in shipping or ordering?
Tell me about a time when you had to manage procurement data using a specialized software system. How did you ensure accuracy and timely updates for purchases and vendor relationships?
Give an example of a time when you trained staff on procurement policies or software systems. What was your approach to ensure they understood the material and could apply it effectively?
Share an example of how you have incorporated diversity, equity, and inclusion principles in sourcing and supplier management? What impact did it have on the procurement process?
How do you ensure proper tracking and control of inventory, especially for stockpiles and consumables? Can you walk me through a time when you identified and resolved an inventory discrepancy?
Tell me about your experience managing warehouse operations. How do you ensure that stock levels are accurate, materials are transferred properly, and items are stored and labeled correctly?
Describe a time when you performed routine audits or cycle counts on inventory. How did you ensure the accuracy of the counts, and what steps did you take to resolve any issues?
Give an example of how you’ve managed the logistics of shipping, receiving, and the disposal of obsolete inventory or materials. How did you ensure efficiency and compliance with policies?
What process do you follow for asset management? Could you share a specific example where you applied asset tags and ensured proper tracking and reporting?
Describe your experience with processing invoices and managing purchase card transactions. How do you ensure that all financial transactions are accurate and properly documented?
Tell me about a time when you managed fund transfers or journal vouchers for cost tracking. How did you ensure that all funds were allocated correctly according to procurement and inventory activities?
Describe a situation where you had to ensure compliance with accounting and procurement guidelines. How did you ensure accuracy, and what steps did you take to prevent errors?
How have you used software systems to generate financial or procurement reports? Can you provide an example where you used these reports to make data-driven decisions or support an audit?
Describe a challenging situation where you had to communicate with both internal partners and external vendors or shippers. How did you ensure that all parties were satisfied and that issues were resolved promptly?
Give an example of a time when you served as the primary point of contact for procurement inquiries. How did you manage competing demands while maintaining clear and timely communication?
Tell me about a time when you provided excellent customer service in a fast-paced or high-pressure environment. How did you manage competing priorities while maintaining a positive relationship with stakeholders?
Provide an example of a time when you successfully trained staff on procurement processes or inventory management systems. How did you ensure that they retained the information and applied it correctly?
Describe how you developed and delivered training on procurement or accounting procedures. What steps did you take to ensure that the training was effective and well received by staff?
Tell me about a time when you had to manage multiple procurement or inventory-related tasks at once. How did you prioritize and ensure that all tasks were completed on time?
Share an example of when you used your analytical skills to assess inventory levels or procurement needs. How did your analysis lead to improvements in inventory management or cost-saving measures?
Describe a time when you identified discrepancies in procurement performance. What steps did you take to track and resolve the issue, and how did it improve the overall process?
What experience do you have ensuring safety standards are met in warehouse or office environments? Can you provide an example of a situation where you had to enforce safety protocols?
Describe a time when you had to adhere to health and safety protocols while handling materials or operating warehouse equipment. How did you ensure compliance with safety standards?
Tell me about your experience using specialized procurement software or inventory tracking systems. How do you ensure that data is entered accurately and maintained efficiently?
Provide an example of when you used basic warehouse equipment such as forklifts or pallet jacks. How do you ensure safety and efficiency when operating this equipment?

Program Specialist 3

This template includes competency category descriptions and proficiency level descriptions. It was created to support hiring managers and recruitment partners in evaluating job-based competencies for use in the development of competency-based hiring plans, including job announcements and applicant skill assessment tools. This information should not be considered as exclusive or exhaustive. It may be modified to meet agency and program specific needs.

Competency categories

Competency categories are a combination of skills, knowledge, behaviors and attributes that enable an incumbent to successfully perform the essential functions and typical work of their assigned role. The list provided is a selection of common competencies necessary to perform much of the work throughout the state. The competency category descriptions are purposely generic to assist in assessment of transferable skills and development of career ladders.

Competency category	Description
Administrative support	Skill in providing office support functions such as reception, scheduling, correspondence, data entry, file and records management, mail handling, purchasing, inventory, basic accounting, use of office equipment and job-related software programs.
Attention to detail	Skill in ensuring accuracy of completed work and compliance with related standards, policies, regulations and laws.
Budgeting and financial oversight	Skill in developing budgets and oversite of expenses to meet program objectives in compliance with state and federal law, including development and implementation of related policies and procedures.
Change management	Skill in application of change management practices, including defining organizational change(s), identifying key partners and change agents, development and implementation of needs assessments, action plans and communication plans.
Communication	Skill in communicating information clearly is based on audience needs, including written and oral communications, formal and informal presentations, use of adaptive technology, and knowledge of accessibility standards.
Confidentiality and integrity	Skill in assessing the need for confidentiality and discerning what information should be shared in accordance with applicable policies, laws and regulations.
Critical thinking	Skill in analyzing information, identifying issues, deriving possible scenarios, determining options and selecting appropriate solutions.
Ethical conduct	Skill in self-accountability and self-awareness, with a focus on honesty and integrity, and recognition of implications and impact of actions.
Interpersonal relationships	Skill in creating and maintaining effective relationships that contribute to collaboration and positive outcomes.
Investigations	Skill in gathering, analyzing, and interpreting information to understand and solve complex legal and risk management issues. Requires a systematic approach to identifying facts, evaluating evidence, and forming conclusions.
Key partnership planning	Skill in creating and managing collaborative relationships with internal and external partners who are interested in or may be affected by program policy and strategic objectives. Engages with partners to achieve program objectives and successful outcomes.
Leadership	Skill in guiding and inspiring others, Shares program mission, vision, and organizational goals to enable teams and individuals to see how their roles intersect with and support successful outcomes.
Legal knowledge	Skill in understanding legal principles, theories, and procedures, including the ability to interpret and apply laws, regulations, and precedents.
Performance monitoring	Skill in developing performance measures, assessing performance gaps, and applying corrective measures to achieve stated outcomes.
Program administration	Skill in completion, oversite and delegation of program functions to achieve delegated program objectives.
Program development	Skill in defining program objectives, resource planning, developing and implementing organizational structure, policies and procedures to meet stated outcomes.
Project coordination	Skill in developing and coordinating project components to ensure alignment with the program objectives and timely completion of the project, includes managing vendor contracts, oversite of project deliverables, and addressing impacts to project timeline.
Records management	Skill in applying records retention schedule definitions to ensure accurate management of program records.
Regulatory enforcement	Skill in analysis of regulatory requirements and entity practices to assess compliance, identify enforcement issues, and develop solutions.
Regulatory knowledge	Understanding and familiarity with program policy, state and federal laws, including industry regulations and compliance requirements.
Resilience and adaptability	Skill in self-awareness, regulating emotions, changing course and staying focused in the face of difficult challenges or big change.
Resource allocation	Skill in allocation of resources to obtain program objectives in consideration of resource availability and conflicting demands.
Risk management	Skill in identifying, assessing, and mitigating risks in alignment with industry best practice, applicable policies, regulations, state and federal law.
Strategic planning	Skill in defining short-term (less than 1 year), medium (1-3 years) and long-term (beyond 3 years) program goals and objectives aligned with organizational strategy.
Technical skills	Skill in use of relevant technology and work methods.

Proficiency Levels

The proficiency levels below describe the level of skill needed to successfully perform a skill-based competency. They can be used in two ways, to describe the skill-level needed by a position incumbent to successfully perform an assigned task and to describe the minimum skill-level needed by a job applicant for entry into a position. Proficiency grows with experience and training.

Proficiency level	Description (technical know-how, scope of work, level of supervision, problem-solving)
Emerging	New area of learning, developing baseline understanding. Work is in one specialty area. Supervisor or lead provides daily oversight of work activities; advice and assistance is readily available to assist in completing assignments or tasks. Uses established guidelines and brings new issues to higher-level staff for direction or resolution.
Developing	Baseline understanding of area of responsibility, developing depth of knowledge and practical application. Work is primarily in one specialty area. devise and assistance is available as needed. Review of work may be frequent but not usually detailed, emphasis is on quality of completed assignments. Uses established guidelines and brings recommendations to higher-level staff for direction or resolution.
Proficient	Fully competent working knowledge of principles, concepts and methodology for all assignments. Work assignments require knowledge of all or most program components. Receives broad instruction, advice is available upon request. Review of work usually emphasizes accomplishment of unit goals and performance measures. Derives methods and processes to analyze and evaluate problems using established solutions and best practice models and strategies.
Strong	Advanced knowledge of principles, concepts and practices. Work involves integration of all program components and awareness of impact of decisions on business processes, organizational strategy, internal/external stakeholders, and partner organizations. Advice and assistance is limited to the accomplishment of broad objectives and policies. Completed work is reviewed for adherence to program goals, objectives, budgetary limitations, and compliance with employer policies, laws and regulations. Ability to work independently on all levels of assignment and provide guidance to lower-level staff on complex issues. Devises methods, processes, guidance, policies. Serves as subject matter expert for program.

Skills-based interview questions

Resources

Competency-based hiring (presentation)

Competency-based hiring (slideshow)

Training in skills-based hiring

Skills-based talent strategy

Skills Engine

Gender Decoder

O*Net OnLine

There have been several questions about how EO 24-04 will impact our current classification structure. The short answer is it will take time to determine this. In our initial look at the enterprise-wide class specifications, we only found a few classification specifications where a college degree was a requirement and these were addressed. A college degree was most often found in the desired qualifications, and there is no decision at this time regarding removing the desired qualifications section. However, we will be taking a closer look at the class specifications to ensure alignment with EO 24-04 and this will take some time. We were planning to have a thorough review of the class structure this year, but that project has been put on hold due to budget constraints. We can confirm, however, that using years of experience to qualify candidates for progressive class series is acceptable per the executive order as there is an established standard for it by OFM State HR.

Eliminate degree requirements as the only way to qualify for jobs

SHB 2216 requires agencies to remove degrees as the only way to meet a required qualification (unless the degree is required by law to perform the essential functions of the job).

Revisiting qualification standards is not about lowering the bar; it’s about making sure the bar accurately measures what’s needed for the job. It values what someone can do over the degrees or credentials they hold. By matching job needs with real-word skills and experiences, we can reduce unintentional biases against certain groups.

Focusing on skills provides a more inclusive way to assess potential. This approach can help even the playing field, especially in higher-paying roles where higher education is often mandatory. A combination of skills, knowledge, and experience might be suitable equivalencies to a specific degree and help lessens the gap between groups who haven’t traditionally had the same access to education. Agencies must look at job requirements differently. We have provided some examples below.

Examples of job requirements for job postings

Example 1

Example 2

Example 3

Example 4

Equity competency guidelines

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Through Executive Order 24-04, Washington State government adopted a competency-based recruitment and hiring system for executive and small cabinet agencies who report to the governor. We are committed to two things: (1) creating a recruitment and hiring process that allows people to more fairly compete for jobs and, (2) achieving excellent customer service by improving Washington state employees’ ability to serve all people who need services. We are currently in the process of implementing this executive order.

Thus far, agencies have been directed to remove college degrees as the only way to meet a required qualification (unless the degree is required by law) and implement competency-based qualifications that focus on the knowledge, skills, and abilities necessary to do the essential work of a position.

Why equity competencies?

Agency requirements

Required equity competencies

Competency #1: The ability to take action to learn and grow.

Competency #2: The ability to take action to meet the needs of others.

Recruitment and hiring

Ensuring every state employee is hired with the ability to serve the people and communities of our state equitably requires that agencies embed these required equity competencies throughout their recruitment and hiring documents and processes to effectively assess a candidate’s mindset toward equity.

The following are sample equity competency questions for the cover letter, application, interview, and reference processes. Agencies may choose to use and/or adapt these questions to fit the processes unique to their agency or to a specific position. They may also use their own questions and are encouraged to partner with their agency’s equity leader when doing so.

Agencies are responsible for understanding and assessing the risk associated with their recruitment and hiring practices.

Note: With ChatGPT and other AI technology, it’s necessary to ensure that candidates respond with their own answers rather than using a technologically generated response. You may want to add the following language to your questions: “In your own words (not AI generated), [insert question].”

Cover letter prompts

Competency 1: The ability to take action to learn and grow.

What is your understanding of equity work. How has your understanding developed and what actions have you taken based on that knowledge?
- Shows candidate’s ability and interest in learning new concepts; demonstrates ability to be part of the solution. Also informs what they know about equity and how they might approach their work.
Tell us about a time you received new information or feedback that challenged your assumptions. How did you respond, and what specific changes did you make to improve collaboration or outcomes with colleagues or communities from different backgrounds?
- Seeks to understand and evaluate if candidate is open to feedback and makes actionable changes based on new information. Establishes candidate’s willingness to adjust their own understanding based on someone else’s culture, resulting in a more welcoming workspace.
How have you sought opportunities to develop your understanding of equity? Describe how your improved understanding has impacted the way you engage with others.
- Seeks to understand and assess initiative, proactive/continuous growth, and application of learned knowledge/skills/abilities based on new information.

Competency 2: The ability to take action to meet the needs of others.

Describe a situation where you took specific action to make a process, service, or opportunity easier to navigate or more accessible for customers or other employees. What was the impact?
- Indicates ability to identify issue/problem/barrier, describe concreate actions, and show measurable or visible impact to others, demonstrating intentionality.
Share an example of how you have helped others solve problems or remove barriers to improve access to tools, services, or supports.
- Seeks to understand their ability to recognize barriers and advocate for change through effective communication strategies and decisive action.
In this role, how would you meet the needs of different customers and improve access to services, to serve everyone in Washington?
- Shows intentionality, ability to specifically identify barriers to services, emphasizes providing service to all, makes it clear that equity is a deliberate goal not accidental side effect; also demonstrates empathy and a commitment to adjusting when needed or getting creative to meet a need. For example, if someone doesn’t qualify for a specific program, providing a resource to another program.

Job posting supplemental questions

Competency 1: The ability to take action to learn and grow.

In your own words (150 words or less, not AI generated), pick a topic related to equity that you have learned about and provide examples of how this understanding has influenced your actions. (Examples include: housing, agriculture, farming, internet, economy, environment, healthcare, racism, homophobia, ableism, immigration, religion, disability, accessibility)
- Seeks to learn whether candidate understands systemic and historic barriers, oppression, and racism and how they would use their knowledge to eliminate barriers to access.
When was the last time you intentionally learned about someone else’s culture or lived experience that differs from your own? What did you learn from the experience? Share in your own words (150 words or less, not AI generated).
- Demonstrates whether candidate is open to learning about others and will take the initiative to do so; seeks to understand that cultures vary and is willing to learn from others. Demonstrates initiative and action. Provides concrete examples of how candidate actively pursues new knowledge and skills.
What was the last new skill you learned or area of knowledge you developed? What difference did it make? Share in your own words (150 words or less, not AI generated).
- Seeks to understand and evaluate if candidate develops new knowledge, skills, and abilities. Demonstrates how continuous learning aligns with the specific requirements and opportunities of the targeted position.

Competency 2: The ability to take action to meet the needs of others.

Describe a time you learned of the needs of a colleague or customer and took initiative to address them. What was the situation, what did you do, and what was the result? Share in your own words (150 words or less, not AI generated).
- Indicates candidate’s ability to listen to and understand the needs of others and effectively respond to the unique needs of the people they work with and serve. Highlights ability to engage with and communicate with others and work collaboratively to implement change. Demonstrates taking the initiative to help. Explains the actions and highlights a successful result and positive impact.
Describe a situation where you had to adapt your usual way of doing things to better serve someone or a group of people with a background different than your own. What did you change, what was the outcome? Share in your own words (150 words or less, not AI generated).
- Demonstrates flexibility and adaptability to meet unique needs and focus on customer service and outcomes.
What problems, issues, or barriers have you encountered when helping people access government or other services and what actions have you taken to overcome them? Share in your own words (150 words or less, not AI generated).
- Seeks to understand candidate’s resilience when approaching barriers and ability to utilize problem solving and critical thinking.

Interview questions

Competency 1: The ability to take action to learn and grow.

What do you do when what you believe or know is challenged by someone else’s perspective? Share an example of how you responded and what the outcome was.
- Demonstrates flexibility and adaptability. Leans into tough situations and conversations and pursues mutual understanding.
In the last year, explain what steps you took to learn about another culture or another person’s lived experience different from your own. What did you learn and what did you do with what you’ve learned?
- Demonstrates openness and willingness to learn about others and implement their knowledge in their work to make practices and processes fairer.
What are some ways that you share your learning to contribute to the growth of others and create space for them to learn and grow with you?
- Seeks to understand and assess how candidate may coach/mentor/care for others, participate on a team, and how they lead. Contributes to the growth of others and shares knowledge.
[Leadership] Give an example of a time when you used your influence or position to create opportunities for others.
- Demonstrates ability to lift others through transformational leadership, intentional mentorship, provides guidance and time to others to build their skills, recognizes power dynamics and makes effort to level hierarchies

Competency 2: The ability to take action to meet the needs of others.

Describe a time when you helped or supported someone whose lived experience was substantially different from yours. What did you do? What did you learn?
- Seeks to understand and evaluate if candidate welcomes/values different identities, increases access, opportunities, and positive outcomes, and helps support people and communities from all backgrounds.
Describe a time when you were unable to meet a customer’s need. Describe the situation, what you learned, and any actions you took.
- Seeks to understand commitment to excellent service for all in Washington and demonstrates initiative, problem solving skills, and ability to advocate for change to make our systems fairer.
Give some examples of how you have challenged your own assumptions or biases in service to others.
- Illustrates candidate’s ability to understand bias concepts, demonstrating clear examples of when they took action to change their way of thinking to benefit others.
[LEADERSHIP] Describe how you gather input and respond to feedback before implementing a new policy or practice. How do you incorporate the feedback? How do you share what you did with that feedback? What was the result?
- Demonstrates need for community feedback and making space for team to process change. Seeks to understand awareness that assumptions can cause harm. Demonstrates transparency about how feedback is implemented.

Reference questions

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On-line recruiting system consistency guidelines

Achieving equity and diversity within state agencies requires a comprehensive approach to recruitment and hiring that identifies and eliminates barriers to employment and institutional discrimination. We understand that processes create burdens for some in our community and limit access for others.

The Online Recruiting System was implemented across state agencies in 2010 to streamline the recruitment process. However, we’ve noticed that the OLRS is being used inconsistently, resulting in unreliable data. Good data will help us understand where people from historically marginalized communities may be experiencing barriers and exclusion in our recruitment process.

Appropriate assessment, categorization, and movement of individuals through the OLRS steps is crucial. This includes compliance with certification and referral of qualified candidates in accordance with the Washington Administrative Code and collective bargaining contracts. Consistent and reliable data will help identify areas for improvement and remove barriers to state government employment, ultimately improving workforce planning strategies. Including

Reliable data for strategic workforce planning and recruitment initiatives.
Enterprise-wide recruitment processes that are efficient, effective, and accountable.

The Six Required Steps

There are six required steps within the OLRS. The steps are defined and outlined below. They are purposely vague; we do not want to tell agencies how to manage their recruitment process. Once an individual applies, their application should be moved through the steps in accordance with definitions, laws, and policies. Recruiters can add extra steps but at a minimum must use these six steps.

It is important to move individuals through the system in real time. As we prepare for the implementation of Workday, it is imperative that hires within the OLRS be recorded timely to ensure the transfer of individuals to the onboarding process within Workday. Please also note that actions taken to move individuals are time stamped in the OLRS. This is a key component in a legally defensible hire.

Each of the steps below includes a definition, a reference to the Washington Administration Code, the OLRS reference, and the data points of interest that will answer the question: Where are diverse individuals falling out of the recruitment process?

Step 1: Applied

Step 2: Eligible List

Step 3: Referred

Step 4: Interviewed

Step 5: Offered

Step 6: Hired

Best practices

OLRS standardization checklist

Conclusion

By following these guidelines and ensuring individuals are moved through each step of the recruitment process, recruiters will provide consistent and reliable data. This data is crucial for identifying areas for improvement, removing barriers to employment, and improving workforce planning strategies across state agencies

Resources

DES Online Recruiting System training

OLRS Standard Steps - Lunch & Learn video

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Pay equity lens guidance

Purpose:

To move towards equal pay for equal work “pay equity” regardless of gender, race, ability, religion, educational attainment, etc. as identified in Executive Order 24-04, Increasing Employment Opportunities in Washington State Government.

Intent:

This guidance is intended to assist agency leaders and HR professionals in determining the appropriate salary to offer/hire job candidates and ensure pay equity across their teams. It can also be used when assessing pay equity across the organization including pay for similar positions in different business units. This guidance should be used in conjunction with the organization’s approved salary determination or administration policies.

Similar positions are those in the same or a different job classification that have different primary/essential functions but a similar scope, area of responsibility, scope and impact. The level of supervision and lead/supervisory responsibility assigned are also similar. In addition, working conditions, such as the physical surroundings, hazards encountered, and the time of day when the work is performed should be considered. HR professionals are responsible for analyzing and comparing position descriptions to evaluate these factors.

Criteria:

In determining the initial base salary within the assigned salary range or band of the position, leaders along with HR, should consider all combinations of experience and higher education relevant to the position, including lived, volunteer (paid or unpaid) or professional, that demonstrate the knowledge, skills, and abilities (competency) necessary to perform the work. This includes:

Totality of experience; evaluating both quantity (how much for how long) and quality (depth, complexity, etc.).
Value of higher education (degrees, certifications, etc.); evaluating the requirement (by law or job classification) and relevance.
Level of competency/expertise they will bring; prioritizing experience and higher education directly related to the primary/essential functions.

Leaders and HR professionals should also consider:

Current labor market.
Internal Alignment: comparing against the salary of existing employees in the same or similar positions   to prevent inequities or salary compression/inversion issues.
Budget Constraints: ensuring salary decisions align with the agency’s budget constraints but avoid disproportionately underpaying based on external pressures.

Note: As a result of the Equal Pay & Opportunities Act, at no time should you inquire about the candidates current or past salary.

Other recommendations:

Ensure accurate position descriptions; update as needed to reflect the role, responsibilities and requirements of each position
Conduct ongoing training; ensure leaders and HR professionals receive training that informs equitable salary setting practices
Define discretion and document decisions; reduce risk with clear, transparent, and consistent decision making and
Establish objective criteria for negotiating salaries; create guidelines to ensure consistency and avoid pay disparities
While EO 24-04 does not apply to institutions of higher education and related boards, they should reference RCW 41.06.133(1) (j) which requires salary ranges at institutions of higher education and related boards to be competitive for positions of a similar nature in the state or the locality in which an institution of higher education or related board is located. Such adoption and revision is subject to approval in accordance with RCW 43.88.

Equal Pay and Opportunities Act

RCW 41.06.133(1)(j)

RCW 43.88