Planner IV

Description of Occupational Work

This class series uses nine levels of work in the Engineering, Planning and Technical Services occupational group,

Planning occupational series and describes full performance professional planning work. Full performance professional planning encompasses analyzing past and current trends, synthesizing the results with the present regulatory,  social, economic, political, and environmental situation, conceptualizing and developing viable alternatives and recommendations, presenting the findings and recommendations to public officials and citizens, and evaluating the impact and outcomes of those recommendations.

Note: The career ladder incorporates levels I, II, Ill and IV; specifically, depending upon agency needs, positions can be classified up to the IV level (highest level in the career ladder). The Planner I level is to provide entry for hiring new employees into the class series but does not preclude hiring new employees at higher levels. To implement the career ladder, current  employees  are  assigned  to  the  level  for  which  they meet  minimum  qualifications and  promotional standards. Employees may be promoted through the career ladder in accordance with promotional standards for those levels assigned to an agency. The promotional standards, a selection document under separate cover, set forth the criteria that defines and describes the complexity of work required at the various levels. Based on the level of work described at the IV level and agency needs, there would be opportunity for only a select number of positions to be filled at this level.

The Planner V, Planning Supervisor, Principal Planner, Manager of Planning and Chief of Planning, although not part of the career ladder, provides  competitive opportunity for movement of employees; thus, there is a "dual career track" available.

Essential Functions

Essential functions are fundamental, core functions common to all positions in the class series and are not intended to be an exhaustive list of all job duties for any one position in the class. Since class specifications are descriptive and not restrictive, incumbents can complete job duties of similar kind not specifically listed here.

• Analyze and assess data, problems, and issues and their impact on programs, plans or the current environment.
• Define and evaluate alternative uses of resources, viable options/approaches and anticipated costs and benefits, consequences and outcomes using present and projected information.
• Develop recommended course of action for public and private decisions in formal plans and policies including policy statements, budget allocations, regulations and/or legislation to affect and  facilitate change and reach objectives.
• Formulate plans and policies to meet the social, economic, and physical needs of communities.
• Develop, promote and market strategies for the implementation of plans, policies and programs.
• Build consensus with community leaders, customers, advocates, and other affected parties via negotiations, mediation and facilitation.
• Involve and educate special interest groups, customers, and public officials via variety of forums, e.g., seminars, workshops, conferences, newsletters, assessments, and analytical reports.
• Coordinate planning activities and policies across state, regional, county and local levels; integrate with other entities outside the state.
• Provide technical assistance, training and education for understanding and managing change.
• Design and manage the planning process.
• Systematically evaluate the impact of plan implementation and incorporate findings with the ongoing planning process.

Levels of Work

Planner I

This class describes first level planning work encompassing the full range of planning activities as described in Essential Functions.

• Performs full range of planning activities.
• Learns agency operations.
• Receives close supervision in agency processes and procedures.
• Responsible for less complex planning projects.
• Responsible for providing assistance to higher level planning staff on more complex projects.
• Regular contacts are typically with internal agency staff and with others outside the supervisory chain, regardless of the method of communication, for the purpose of coordinating and gathering information.

Planner II

This class describes full performance planning work for projects of varying complexities including complex projects and providing assistance to higher level planning staff on the most complex projects.

• Full performance (full range of planning activities).
• Receives less supervisory direction and assistance.
• Responsible for full range of planning for projects of varying complexities including complex projects.
• Project leader on less complex projects (can include or be limited to contractual staff).
• Responsible for providing assistance to higher level planning staff on the most complex projects.
• Regular contacts are typically with internal agency staff and with others outside the supervisory chain, regardless of the method of communication, for the purpose of clarifying underlying rationale, intent, and motive by educating others on unfamiliar concepts and theories.

Planner Ill

This class describes full performance planning work for the most complex planning projects that may include work at a project lead level.

• Full performance (full range of planning activities) for the most complex planning projects.
• Work at this level may include full performance project leaders (can include or be limited to contractual staff).
• Typical elements of direct control over other positions/employees by a project leader include assigning work, monitoring progress and work flow, checking the product for timeliness, correctness and soundness, scheduling work and establishing work standards.
• Receives general supervision - supervisor does periodic review of progress.
• Regular contacts are typically with internal agency staff and with others outside the supervisory chain and agency, regardless of the method of communication, for the purpose of educating others on the benefits and intent of proper planning in order to gain support for projects and strategies.

Planner IV

This class is the expert level in a broad area of planning requiring the highest level of technical expertise. Positions at this level will report to top managemenUagency officials.

• Technical expert in broad area of planning.
• Acknowledged as expert (non managerial) planning professional position by peers and management by being delegated to function as a recognized expert in the application, use and adaptation of guidelines related to a broad area of planning; positions are recognized by management and peers as authoritative sources of expertise who possess a comprehensive knowledge in a broad area of planning and apply such knowledge to assignments; managers, peers, and users recognize and rely on position to provide guidance, direction, and instruction regarding the proper application and adaptation of standards (such as federal guides, rules and regulations), principles, concepts, techniques, systems and other guidelines related to the area of expertise.
• Formulates policies to carry out and implement activities.
• Provide expert direction to management on planning activities on a statewide basis.
• Direct and oversee all activities related to a broad area of planning.
• Directly influence management decisions and the direction of a broad area of planning.
• Formulates strategies that support objectives and activities of a broad area of planning or changes in direction and new initiatives.
• May represent Cabinet Secretary at state, county and local levels at planning meetings.
• Note: This level does not preclude positions also having responsibilities as project leaders.

Planner V

This class is the expert level in a broad area of planning requiring the highest level of technical expertise at the state, regional and national level. Positions at this level will report to top managemenUagency officials.

• Performs essential functions of the IV level.
• Acknowledged as expert (non managerial) planning professional at the state, regional and national level.
• Appointed by Cabinet Secretary to represent the Department at the national and regional level on boards and professional association committees to develop policy and professional standards.
• On a regular and continuing basis, represents Cabinet Secretary at state, regional and national levels at planning meetings and conferences.

Knowledge, Skills and Abilities 

The intent of the listed knowledge, skills and abilities is to give a general indication of the core requirements for all positions in the class series; therefore, the KSAs listed are not exhaustive or necessarily inclusive of the requirements of every position in the class.

• Knowledge of the principles and practices of the planning profession.
• Knowledge of the areas of concentration, e.g., environmental, social, land use, health, emergency management, transportation, etc., as it applies to planning functions.
• Knowledge of historical and contemporary issues in the planning profession.
• Knowledge of the intergovernmental and inter-departmental planning activities.
• Knowledge of the principles and practices of project leadership and project management.
• Knowledge of the applicable laws, rules and regulations.
• Knowledge of public policy formulation and evaluation.
• Knowledge of state and federal funding sources and budgetary cycles, procedures.
• Skill in formulating problems and designing and conducting research.
•  Skill in applying analytical methods including computer and statistical methods to planning problems.
• Skill in designing mechanisms for collecting and evaluating information such as surveys.
• Skill in building interpersonal relationships in order to work effectively with peers, customers, the public and state and federal officials.
• Skill in organizing and facilitating focus groups, meetings, symposium and other public forums.

Ability to develop comprehensive plans and visualize their efforts.

• Ability to see issues in a global perspective and understand the relationship with other initiatives within and outside the agency.
• Ability to integrate various disciplines into the planning process.
• Ability to analyze and examine issues and options.
•  Ability to mediate and facilitate group discussions.
• Ability to synthesize, interpret and simplify complex issues.
• Ability to be resourceful, use  initiative and sound judgment  in defining and preparing significant substantive elements of planning activities in the public interest.
• Ability to develop recommended courses of action and express ideas clearly, concisely, and effectively, both orally and in writing.

In addition to the above Knowledge, Skills and Abilities,the Planner V requires:

• Skill in developing national standards for the planning profession.
• Skill in public policy formulation and evaluation at the state, national and regional levels.

Job Requirements

Planner I

Applicants must have education, training and/or experience demonstrating competence in each of the following areas:

1. Knowledge of the theories, concepts, principles, practices and procedures of planning.
2. Knowledge of the principles and practices of problem formulation, research design, implementation and analysis.
3. Knowledge of analytical and evaluative modes.

Planner II

Applicants must have education, training and/or experience demonstrating competence in each of the following areas:

1. At least one year experience as a planner OR at least one year experience in a planning function.
2. Experience  in  designing,  collecting  data, analyzing  and presenting  results  of  a  complex  planning  project (complexity is to be determined based on variables such as discipline, population, fiscal impact, geographic area, social impact, planning horizon, public involvement, research and analysis, and the nature of the project team).
3. Experience as a project manager on a less complex project (complexity is to be determined based on variables such as discipline, population, fiscal impact, geographic area, social impact, planning horizon, public involvement, research and analysis, and the nature of the project team).

Planner Ill

Applicants must have education, training and/or experience demonstrating competence in each of the following areas:

1. At least two years experience as a planner OR at least two years experience in a planning function.
2. Experience in designing, collecting data, analyzing and presenting results of a most complex planning project (complexity is to be determined based on variables such as discipline, population, fiscal impact, geographic area, social impact, planning horizon, public involvement, research and analysis, and the nature of the project team).
3. Experience as a project manager/leader on a complex project (complexity is to be determined based on variables such as discipline, population, fiscal impact, geographic area, social impact, planning horizon, public involvement, research and analysis, and the nature of the project team).

Planner IV

Applicants must have education, training and/or experience demonstrating competence in each of the following areas:

1. At least three years experience as a planner OR at least three years experience in a planning function.
2. Experience in having responsibility for a most complex planning project (complexity is to be determined based on variables such as discipline, population, fiscal impact, geographic area, social impact, planning horizon, public involvement,·research and analysis, and the nature of the project team).
3. Experience in serving as a subject matter expert in the field listed in the selective.

Planner V

Applicants must have education, training and/or experience demonstrating competence in each of the following areas:

1. Experience in having responsibility for a most complex planning project including designing and conducting research, applying analytical methods including computer and statistical methods, and designing mechanisms for collecting and evaluating information (complexity is to be determined based on variables such as discipline, population, fiscal impact, geographic area, social impact, planning horizon, public involvement, research and analysis, and the nature of the project team).
2. Experience in serving as a subject matter expert in the field listed in the selective.