Job Analysis

1. Job Analysis Lecture #2

2. Job Analysis • Why analyze jobs? • What is a job? • Job analysis • The end result: the job description Management 412 | Job Analysis

3. Pay Staffing Job Analysis Performance Management Planning EEO Training Why Analyze Jobs? Management 412 | Job Analysis

4. What is Job Analysis? • “The systematic process of collecting relevant, work-related information related to the nature of a specific job” • Job analysis includes information about: • Tasks • Job skills or KSAOs • Physical setting and job demands • Performance behaviors Management 412 | Job Analysis

5. Job Analysis: Purpose • Describe the job as it is • Focus on “standard” or “adequate” level of job performance • Designed to support HR functions • Level of analysis • Focus is on describing each job, one by one • Some aggregation to job families, but not necessary • Type of information gathered • Can range from very general to very specific • Normally quite specific Management 412 | Job Analysis

6. Job Analysis: Procedures • Information gathered • Job tasks • Job skills (KSAO’s) • Performance behaviors (possibly) • How gathered (by HR staff or operating managers) • Observation • Interview • Questionnaire • Other documentation (industry materials, procedure manuals, etc.) • O*Net Management 412 | Job Analysis

7. Sample Job Tasks • Provides information to patient or patient family members regarding diagnostic or care procedures or surgery. • Maintains and repairs warehouse equipment, such as forklifts and pallet jacks. • Determines caller needs and refers call to the appropriate department. • Makes work assignments to employees and follows up to ensure work is completed on a timely basis. Management 412 | Job Analysis

8. KSAOs Management 412 | Job Analysis

9. What is a Job? • Position • The collection of duties and responsibilities held by a single incumbent • Job • A group of positions with generally similar duties and responsibilities • Job families • Aggregations or groups of similar jobs or occupations Management 412 | Job Analysis

10. Job Families: Example Management 412 | Job Analysis

11. Job Analysis: End Results • Narrative job descriptions • Typically filed away and referred to only as needed • Rarely updated or revised • Statistical display (less frequently) Management 412 | Job Analysis

12. Writing Job Descriptions • Organizational information • Job summary • Job tasks • Required KSAOs or minimum qualifications Management 412 | Job Analysis

13. Identifying information useful for the organization: Position and / or job title Job family Job code, salary grade Supervisor’s title Unit, department, location Date of description, approval Other information for HR purposes: Interpersonal demands Supervision given /received Scope of responsibilities Physical demands Organizational Information Management 412 | Job Analysis

14. Job Summary • A brief statement giving the purpose of the job and its major responsibilities. It should be, at most, one to two sentences long, but should include enough information to distinguish this job from other jobs. The job summary should tell the reader the job's purpose; that is, why the job exists. The RN is responsible for providing nursing care to patients admitted to the unit, utilizing the nursing processes of assessment, planning, implementation and evaluation, in accordance with professional standards and hospital standards of patient care. Management 412 | Job Analysis

15. Job Tasks • A terse, direct style, using the present tense, should be used. • The statement should start with an action verb which describes an action required of the individual. • Task statements normally should not include multiple action verbs unless the several actions are invariably performed together. • Each item should refer to a "whole" task which "makes sense.” • Statement terminology and vocabulary should be at the level of the intended users. Management 412 | Job Analysis

16. Sorts correspondence, forms, and reports to facilitate filing them alphabetically. What is the action? What is the object? Why is it being done? How is the action done? Looking at Task Statements • To clarify and evaluate task statements you should ask: • Who is doing this action? • What is the action? • Who or what is the object of the action? • Why is it being done? • How is the action done? Management 412 | Job Analysis

17. Moving From Tasks to Job Skills • What is the difference between a good and a poor employee? • Why can some employees perform the task better than others? • Think of examples of good and poor performance; what made the difference? • What does a person need to know to perform the task? • If you were to hire an employee to perform the task, what would you look for? Management 412 | Job Analysis

18. Writing Job Skill Statements • Avoid simply restating the task statement • Each statement must describe a separate skill • When describing the degree of possession needed, be specific • Avoid trait references • Skills must be measurable • Balance specificity and generality • Avoid trivial skills • Include the source of the skill when possible Management 412 | Job Analysis

19. Job Skills vs. Minimum Qualifications • Job skills • All KSAOs needed to perform job • Some knowledge or skill may be acquired after incumbent begins job • Minimum qualifications (MQs) • Only those KSAOs necessary to begin the job • Typically part of selection specifications Management 412 | Job Analysis

20. Competency Modeling • What is “competency modeling”? • Why does it matter? • Competency modeling vs. traditional job analysis • Examples Management 412 | Job Analysis

21. Competency Modeling • Development of sets or groups of competencies • Applied to all HRM activities • In order to increase organizational effectiveness Management 412 | Job Analysis

22. Roots and Origins • Traditional job analysis • Viewed by most as an unwanted stepchild • Typically “owned” by HR • Necessary for HR activities, but no linkage to overall organizational effectiveness • Competency modeling • Idea of “core competencies” • More pressure on organizations to develop HR tools to increase effectiveness • Linkage between people and performance Management 412 | Job Analysis

23. Competency Models: Purpose • Collect information on knowledge, skills, and personal characteristics associated with high levels of performance • Use information to support management of people (not just traditional HR functions) Management 412 | Job Analysis

24. Defining Competencies • “A knowledge, skill, ability, or characteristic associated with high performance on a job” (Mirabile, 1997) • “A cluster of related knowledge, attitudes and skills that affect a major part of one’s job” (Parry, 1998) • “A description of measurable work habits and personal skills used to achieve a work objective” (Green, 1999) • “Measurable, occupationally relevant, and behaviorally based characteristics or capabilities of people” (Schippmann, 1999) Management 412 | Job Analysis

25. Behaviors: 3M Example Competency: Global Perspective. • Respects, values, and leverages other customs, cultures and values. Uses a global management team to better understand and grow the total business; bale to leverage the benefits from working in multicultural environments. • Optimizes and integrates resources on a global basis, including manufacturing, research, and business across countries, and functions to increase 3M’s growth and profitability. • Satisfies global customers and markets from anywhere in the world. • Actively stays current on world economies, trade issues, international market trends and opportunities. Management 412 | Job Analysis

26. Competency Models: General Approach • Research based • Based on what is actually done now • Closest to traditional job analysis • Strategy based • Where are we going and how do we get there? • Linked to business strategy • Values based • Based on intangibles • Danger of falling into vague traits and styles Management 412 | Job Analysis

27. Competency Models: Procedures • Often begin with a pre-packaged or off-the-shelf package • In some cases, it stops there…… • Better to begin with existing knowledge, then involve broad range of organization members in tailoring to the organization Management 412 | Job Analysis

28. Competency Models: End Results • Types of competencies • “Can-do” (time management) • “Will-do” (learning to say “No”) • Information for: • Selection • Employee development (individual and bench-strength) • Performance management Management 412 | Job Analysis

29. Good Competency Models…. • Are used • Rooted in company mission and values (but are still measurable) • Linked to core competencies • Use language and terms understood throughout the organization • Generalizable across occupational groups, yet specific enough to satisfy legal requirements Management 412 | Job Analysis

30. Examples Management 412 | Job Analysis

31. Work Activities Work Context Organizational Vision Strategic Business Initiatives Competitive Strategy (Core Competencies) Linkage to Organization Strategy and Core Competencies Competencies (Required) Source: Schippmann, 1999 Management 412 | Job Analysis

32. The Future…. • Metacompetencies (Briscoe & Hall, 1999) • The competencies that allow a person to learn and acquire more competencies • “Adaptability,“ or the ability to learn and change • “Self-Awareness”, or willingness to internalize and use learning • Increased methodological rigor and detail • For example, competencies by business unit • Expert systems • Nowhere…. Management 412 | Job Analysis