4 C H A P T E R

1. 4C H A P T E R JOB ANALYSIS Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

2. 4-1 Chapter 4: Job Analysis OBJECTIVES 1. What are job analysis and its products. 2. Purposes and uses for job analysis data. 3. Compare and contrast methods for collecting job analysis data. 4. Commonly used and newer methods for conducting a job analysis. 5. Job analysis information applied to job design efforts. 6. Prepare a job analysis report. Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

3. 4-2 Chapter 4: Job Analysis “hub of virtually all human resources administration and management activities necessary for the successful functioning of organizations.” • Job descriptions and specifications for: Recruitment and selection Job evaluation Wage and salary administration • Job standards for performance appraisal • Job factors to group jobs for wage and salary administration • Job duties to redesign and evaluate jobs and restructure organization Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

4. Key Topics 1. Defining job analysis 2. Purposes for job analysis 3. Methods of collecting job analysis data 4. Commonly used job analysis approaches 5. Newer methods of job analysis 6. Job analysis and job design 7. Bias in job analysis data 8. Choosing the best job analysis method for a specific purpose 4-3 Chapter 4: Job Analysis Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

5. 4-4 Figure 4.1 Job Description for a Compensation Manager Job Title: Compensation Manager DOT Code: 166.167-022 Reports to: General Summary: Responsible for the design and administration of employee compensation programs. Insures proper consideration of the relationship of salary to performance of each employee and provides consultation on salary administration to managers and supervisors. Principal Duties and Responsibilities: 1. Insures the preparation and maintenance of job descriptions for each current and projected position. 2. Insures the proper evaluation of job descriptions. 3. Insures that Company compensation rates are in accordance with the Company philosophy. 4. Insures proper consideration of the relationship of salary to the performance of each employee. 5. Develops and administers the performance appraisal program. 6. Assists in the development and oversees the administration of all bonus payments up through the Officer level. 7. Researches and provides recommendations on executive compensation issues. 8. Coordinates the development of an integrated HR information system. 9. Performs related duties as assigned or as the situation dictates. Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

6. 4-5 Figure 4.2 Job Specifications for a Compensation Manager Required Knowledges, Skills, and Abilities: 1. Knowledge of compensation and HRM practices and principles. 2. Knowledge of job analysis procedures. 3. Knowledge of survey development and interpretation practices. 4. Knowledge of current performance appraisal issues. 5. Skill in conducting job analysis interviews. 6. Skill in writing job descriptions, memorandums, letters, and proposals. 7. Skill in making group presentations. 8. Skill in performing statistical computations. 9. Ability to conduct meetings. 10. Ability to plan and prioritize work. Education and Experience Requirements: This position requires the equivalent of a college degree in personnel, human resources, industrial psychology, or a related degree, plus 3-5 years’ experience in Personnel, 2-3 of which should include compensation administration experience. An advanced degree in Industrial Psychology, Business Administration, or Personnel Management is preferred. Work Orientation Factors: This position may require up to 15% travel. Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

7. 4-6 Figure 4.3: Products of Job Analysis Information

8. 4-7 Figure 4.4 Common Job Analysis Data Collection Methods Collection Method Advantages Disadvantages Observation Deeper understanding of Unable to observe mental aspects job duties May not sample infrequent activities Performing the Job First hand experience Dangerous if hazardous jobs Useful for easily learned Illegal/unethical for licensed jobs May not sample infrequent activities Interviews Information on infrequent Dependent on interviewer’s skills activities Interviewees’ may distort Multiple sources provide information comprehensive view of job Critical Incidents Observable and measurable Average behavior not collected behavior used for Time-consuming to gather data performance appraisal Diaries Data easy to use Time-consuming; may be biased; Insights into job activities may not include all/mental activities Background Records Contextual information May not have complete information Questionnaires Less expensive; quicker; Potential problems in questions reach large sample; measurable • The McGraw-Hill Companies, Inc., 1998 Irwin/McGraw-Hill

9. 4-8 Figure 4.5 Job Analysis Approach x HR Function Matrix Human Resource Function Job Analysis Job Personnel Performance Method Redesign Selection Compensation Training Appraisal Job/Task+0+ + + Person/Worker 0 0+ + + Trait 0 + +0- ‘+’ = The approach is well-suited for meeting the information requirements of this function. ‘0'= The approach provides useful information for this function but should not be used in isolation. ‘-’= The approach largely defeats the aims of this function by providing largely useless information. • The McGraw-Hill Companies, Inc., 1998 Irwin/McGraw-Hill

10. 4-9 Figure 4.8 A Section of the MPDQ SIGNIFICANCE 0 - Definitely not part of the position 2 - Moderate significance 1 - Minor significance 3 - Substantial significance Mean 4 - Crucial significance Rating This Position Requires You to Monitor: 2.0 1. Long-range trends in management theory and/or technique. 3.2 2. Price trends in the industry. 2.7 3. Economic trends that may affect the company's business. 1.4 4. International politics that may affect the company's business. 1.2 5. International business and economic trends. 1.5 6. Changes in political and social climate, domestic or international. 1.6 7. Current/proposed legislation or judicial trends that might affect the company. 3.5 8. Competitors' product lines, services, and technologies. 3.6 9. Market conditions affecting the customers of the company's products or services. 2.8 10. Market conditions affecting the company's ability to acquire goods and services. 3.7 11. The total net income of my operating unit. 3.7 12. The total sales volume of my operating unit. 3.4 13. The company's business strategy. Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

11. 4-10 Figure 4.8 A Section of the MPDQ (continued) SIGNIFICANCE 0 - Definitely not part of the position 2 - Moderate significance 1 - Minor significance 3 - Substantial significance Mean 4 - Crucial significance Rating This Position Requires You to Monitor: 2.8 14. The return on assets employed. 1.9 15. The five-year return on equity. 3.7 16. Net income as a percent of sales. 3.2 17. Changes in labor and EEO laws. 3.8 18. Operating income. 1.6 19. The debt-equity ratio of the company. • The McGraw-Hill Companies, Inc., 1998 Irwin/McGraw-Hill

12. 4-11 Figure 4.9 DOT Description MANAGER, PERSONNEL 166.117.018 Plans and carries out policies relating to all phases of personnel activity. Recruits, interviews, and selects employees to fill vacant positions. Plans and conducts new employee orientation to foster positive attitudes toward company goals. Keeps record of insurance coverage, pension plan, and personnel transactions, such as hires, promotions, transfers, and terminations. Investigates accidents and prepares reports for insurance carrier. Conducts wage survey within labor market to determine competitive wage rate. Prepares budget of personnel operations. Meets with shop stewards and supervisors to resolve grievances. Writes separation notices for employees separating with cause and conducts exit interviews to determine reasons behind separations. Prepares reports and recommends procedures to reduce absenteeism and turnover. Contracts with outside suppliers to provide employee services, such as canteen, transportation, or relocation service. May keep records of hired employee characteristics for governmental reporting purposes. May negotiate collective bargaining agreement. SOURCE: U.S. Department of Labor, Dictionary of occupational titles, 4th ed. (1977). Washington, DC: Government Printing Office. p. 98.

13. 4-12 Figure 4.10 FJA Worker Function Scales Data Function Scale People Function Scale Things Function Scale 4th Digit 5th Digit 6th Digit 0 Synthesizing 0 Mentoring 0 Operating/Controlling II 1 Coordinating 1 Negotiating 1 Setting Up 2 Innovating 2 Supervising 2 Precision Working 3 Analyzing 3 Instructing 3 Starting Up 4 Compiling 4 Consulting 4 Driving/Controlling 5 Computing 5 Persuading 5 Operating/Controlling 6 Copying 6 Coaching 6 Manipulating 7 Comparing 7 Exchanging Info. 7 Tending 8 Handling 8 Taking instructions/helping 8 Feeding/Offbearing SOURCE: Modified from: U.S. Department of Labor, Dictionary of occupational titles, 4th ed. (1977). Washington, DC: Government Printing Office, p. xviii.

14. 4-13 Figure 4.11 Job Characteristics Model Critical Core Job Psychological Outcomes Characteristics States Skill variety Experienced High internal meaningfulness of work motivation Task identity the work High “growth” Task significance Experienced satisfaction responsibility for Autonomy outcomes of the work High general job satisfaction Feedback from job Knowledge of the actual results of the High work work activities effectiveness Moderators: 1. Knowledge and skill 2. Growth need strength 3. “Context” satisfactions Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

15. 4-14 Figure 4.12 Sample Questions from the JDS, an Instrument Designed to Measure the Key Elements of the Job Characteristics Theory 1------------2------------3------------4------------5------------6------------7 Very little Moderately Very much 1. To what extent do managers or co-workers let you know how well you are doing on your job? 2. In general, how significant or important is your job? That is, are the results of your work likely to significantly affect the lives or well-being of other people? 3. How much autonomy is there in your job? 4. To what extent does you job involve doing a “whole” and identifiable piece of work? 5. How much variety is there in your job? That is, to what extent does the job require you to do many different things at work using a variety of your skills and talents? 6. To what extent does your job require you to work closely with other people (either clients or people in related jobs in your organization)? 7. To what extent does doing the job itself provide you with information about your work performance? That is, does the actual work itself provide clues about how well you are doing -- aside from the feedback co-workers or managers may provide? Source: J.R. Hackman and G.H. Oldham, The Job Characteristics Survey: An instrument for the diagnosis of jobs and the evaluation of job design projects. JSAS Catalogue of Selected Documents in Psychology, 4 Ms. No. 810. Components of Job Characteristics Model.

16. 4-15 Figure 4.13 Traditional Job Analysis, Emerging Business Trends, and Innovative Work Analysis Innovative Work Analysis Traditional Emerging JA Principles Business Trends Propositions Recommendations Simplified and Enlarged and Use of Work Analyze Work Activities to Identify Predetermined Cross-functional Analysis in Work Flows and Design Occup- Job Responsib- Responsibilities. Designing Broad ations Accordingly. ilities. Occupations Evaluate Task Differences and Should Enhance Interdependencies to Design Employee Flex- Meaningful Occupations. Adversarial Diffusion of the Designing Skill- Cluster Tasks in Skill Blocks for Approach to Management- based Pay System Which Employees Will Be Labor-Manage- Labor Distinction. Should Lead to Rewarded. Use Task-analytic Info ment Relations. Improved Man- to Determine the Relative Impor- angement-Labor tance of Skill Blocks. Use Info on Relations. Task-skill Linkages to Design Certification Exams. • The McGraw-Hill Companies, Inc., 1998 Irwin/McGraw-Hill

17. 4-16 Figure 4.13 Traditional Job Analysis, Emerging Business Trends, and Innovative Work Analysis (continued) Innovative Work Analysis Traditional Emerging JA Principles Business Trends Propositions Recommendations Static Job with Responsibilities Use of Future- Develop “What-if” Scenarios to Stable KASOCs. and KASOCs in Oriented Work Identify Future KASOCs. Identify Continuous Flux. Analysis Should KASOCs Demanded by Emerging Facilitate Organ- Occupations. Ask SMEs to Des- izational Readi- cribe Their Jobs in the Future. ness to Face New Compare and Contrast Present and Contingencies. Future-Orientated Work-Analytic Ratings. Scarce Compet- Global Compet- Use of WA in Form Focus Groups to Study Work- ition and Large ition, Free Trade Identifying In- analytic Info to Identify Unique Market Share. and Deregulation. imitable Compet- KASOCs. Compare Organization’s encies Should and Applicants’ KASOCs to Identify Lead to a Com- Value-Added Employees. Examine petitive Value WA Data to Identify Talent for New Advantage. Ventures. Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

18. 4-17 Figure 4.13 Traditional Job Analysis, Emerging Business Trends, and Innovative Work Analysis (continued) Innovative Work Analysis Traditional Emerging JA Principles Business Trends Propositions Recommendations Scarce Compet- Global Compet- Use of WA in Rely on Work-analytic Data to ition and Large ition, Free Trade Value Analysis Determine Time Allocated to Market Share. and Deregulation. and ABC Ac- Activities and Their Costs. Study counting Should Task-analytic Info to Ascertain Lead to a Com- Whether Employee Efforts are petitive Cost Distributed According to Importance Advantage. of Organizational Functions. Revise WA-KASOC Linkages for Needless Worker Specifications. Isolated Work Teamwork and Use of WA in Include Cooperation Scales in Task Stations and Self-Managing Identifying Tasks Inventories. Study Workflows to Minimum Em- Teams. Interdependencies Identify “State Changes” of Products ployee Feedback. and Workflows or Services and Charge Them to Improve Teamwork. Teams. Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

19. 4-18 Figure 4.13 Traditional Job Analysis, Emerging Business Trends, and Innovative Work Analysis (continued) Innovative Work Analysis Traditional Emerging JA Principles Business Trends Propositions Recommendations Individualistic Selection for Per- Use of WA in Study Work-analytic Info to Identify Approach to son-Team Strat- Uncovering Key Work Relations, Consequent Employee egy Fit. Strategic KASOCs Strategic KASOCs. Selection. Should Facilitate Inclusion in HR. Hierarchical Multiple Con- Use of WA in Study Task and Workflow Analysis Approach to stituents Involved Identifying Task to Determine the Scope of Perfor- Employee in Employee Interdependencies mance that Different Constituents Evaluation. Evaluation. Should Facilitate Will Evaluate. Involve Knowledge- the design of 360 able Internal and External Customer Degree Appraisals. to Identify and Generate Behaviors That are Critical for Their Satisfaction. • The McGraw-Hill Companies, Inc., 1998 Irwin/McGraw-Hill

20. 4-19 Figure 4.14 Work Process Mapping Inputs Process Outputs Purpose I. Determine purpose Job II. Define customers and descriptions Agents requirements III. Identify agents, sources, Performance Sources methods, and resources standards IV. Develop job analysis Methods protocol Appraisal V. Collect job information format Resources VI. Compile data VII. Analyze and interpret data VIII. Compose report • The McGraw-Hill Companies, Inc., 1998 Irwin/McGraw-Hill

21. 4-20 Figure 4.15 Primary Process for Job Analysis at Newco Toy Manufacturing Determine purpose of analysis Define customers and requirements Identify agents, sources, methods, and resources for analysis Develop job analysis protocol Collect job information Compile job analysis data Compose Analyze & interpret results report Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

22. PAQ Categories Information input Mental processes Work output Relationships with other persons Job context Other job characteristics 4-21 Chapter 4: Job Analysis Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

23. • Job analysis • KASOCs • Job descriptions • Job specifications • PAQ • MPDQ • Functional Job Analysis (FJA) • Critical Incident Technique (CIT) • Job characteristics model • Job diagnostic survey (JDS) • Court case: Griggs v. Duke Power Company • Court case: Albemarle Paper Co. v. Moody • Law: Americans with Disabilities Act 4-22 Chapter 4 - Important Terms • The McGraw-Hill Companies, Inc., 1998 Irwin/McGraw-Hill

24. 4-23 Chapter 4: Job Analysis Approaches Commonly Used Methods • PAQ • Management Position Description Questionnaire (MPDQ) • Functional Job Analysis (FJA) • Critical Incident Technique (CIT) Newer Methods of Job Analysis • Job Compatibility Questionnaire (JCQ) • The McGraw-Hill Companies, Inc., 1998 Irwin/McGraw-Hill

25. 4-24 Commonly Used Job Analysis Approaches PAQ. Standardized questionnaire which assesses activities using 187 items in six categories. Items on the PAQ are rated using several different scales including importance, amount of time required, extent of use, possibility of occurrence, applicability, and difficulty. Management Position Description Questionnaire (MPDQ). Standardized instrument designed specifically for use in analyzing managerial jobs. The 274 item questionnaire contains 15 sections. In most sections, respondents are asked to indicate how significant each item is to the position. Functional Job Analysis (FJA). Worker-oriented job analytic approach which attempts to describe the whole person on the job. This includes the functional, specific content, and adaptive skills needed by an individual to perform a job satisfactorily. Critical Incident Technique (CIT). Qualitative approach for obtaining specific, behaviorally focused descriptions of work or other activities. Originally developed as a training needs assessment and performance appraisal tool. In this regard, individuals recalled and reported specific behavioral examples of incidents that reflected exceptionally good or exceptionally poor performance. Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

26. 4-25 Newer Methods of Job Analysis Job Compatibility Questionnaire (JCQ). Designed as a job analysis method to be used primarily in the development of personnel selection instruments. Method is also useful as a diagnostic tool to determine particular HRM intervention strategies in addition to personnel selection. Unlike other job analysis methods, the JCQ gathers information on all aspects of a job which are hypothesized to be related to employee performance, absences, turnover, and job satisfaction. • The McGraw-Hill Companies, Inc., 1998 Irwin/McGraw-Hill

27. 4-26 Exercise 4.1 Writing a Position Description Learning Objectives 1. Job descriptions. 2. Prepare a PD report. 3. Understand the purposes of PD. Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

28. 4-27 Exercise 4.1 Writing a Position Description Procedure Part A: Individual Assignment: • Read Exhibit 4.1.1 • Complete FORM 4.1.1- The PD Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

29. 4-28 Exercise 4.1 Writing a Position Description Part B: Peer Review • Bring completed FORM 4.1 to class • Review partner's PD -- What is involved in job? -- Task statements clearly written? -- Are purposes of Figure 4.3 served? -- Clear up confusion regarding job duties, requirements, and job specifications. -- Make needed changes on FORM 4.1. -- Focus on job specifications, particularly those which may serve to disqualify people based on characteristics such as race, sex, age or disability. -- Review tasks on which the incumbent spends considerable time may be unnecessary in terms of the needs of the internal and external customers. -- Make PD as good as it can be -- Examiner signs FORM 4.1.1 Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

30. 4-29 Exercise 4.1 Writing a Position Description Part C: Assessment Complete Assessment Questions for Exercise Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

31. 4-30 Exercise 4.1 Assessment Questions 1. Could you use this job analysis to determine essential functions on the job? How could this be done? Essential job functions From position information. Majority of time has been allocated Identified as the most important service or product KASOCs describe. • The McGraw-Hill Companies, Inc., 1998 Irwin/McGraw-Hill

32. 4-31 Exercise 4.1 Assessment Questions 2. When preparing the job description, why is it important to list the critical customers for the products or services and the major tasks and duties of the job? Are there tasks which could be excluded with little or no effect on critical customers? • Puts job in proper perspective • Linkage to customer requirements • Should task be performed at all? • Clear understanding by job incumbent • "Essential functions" and the ADA Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

33. 4-32 Exercise 4.1 Assessment Questions 3. How often should a position description form be updated? Explain your response. • At least once a year • Extent of job changes • Prior to compensation study • Prior to recruitment to fill position • Coordinated with method and basis of performance appraisal • The McGraw-Hill Companies, Inc., 1998 Irwin/McGraw-Hill

34. 4-33 Exercise 4.1 Assessment Questions 4. Explain how your job description could be used to evaluate your performance or to develop methods for hiring people for the position. Do you think having a highly detailed job description is actually counter-productive for this job? Explain your answer. • Task-based rating scale • Job redesign • Job related employment interviews • Job related paper and pencil tests • "Not my job syndrome" • Critical tasks should be identified • Consideration for need to coordinate with other jobs • The McGraw-Hill Companies, Inc., 1998 Irwin/McGraw-Hill

35. 4-34 Exercise 4.2Use of the Critical Incident Technique To Analyze the Job of University Professor Learning Objectives 1. Difference between a good and a bad critical incident; 2. Revise critical incidents or purposes of appraisal development. 3. Procedures in developing work functions Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

36. 4-35 Exercise 4.2Use of the Critical Incident Technique To Analyze the Job of University Professor Procedure Part A: Individual Analysis (prior to class) Step 1: • Review criteria for useful critical incidents. • Make four copies of Form 4.2.1 • Write five critical incidents (one per form) • Two examples of effective and ineffective performance • Answer the assessment questions Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

37. 4-36 Exercise 4.2Use of the Critical Incident Technique To Analyze the Job of University Professor Part B: Group Analysis and Discussion Step 1: • Working in pairs, read and evaluate partner's incidents • Re-write those which fail to meet the criteria • Use same format • The McGraw-Hill Companies, Inc., 1998 Irwin/McGraw-Hill

38. 4-37 Exercise 4.2Use of the Critical Incident Technique To Analyze the Job of University Professor Part B: Group Analysis and Discussion Step 2: • "Content analysis of incidents by group" • Sort incidents into functions • Try to identify new and different functions. • Record functions on Form 4.2.1 in the space entitled "possible function label." • Write function titles on the blackboard and indicate number of critical incidents for each function. • The McGraw-Hill Companies, Inc., 1998 Irwin/McGraw-Hill

39. 4-38 Exercise 4.2Use of the Critical Incident Technique To Analyze the Job of University Professor Part B: Group Analysis and Discussion Step 3: • Determine overlap of the functions developed by each group through class discussion. • Class determines 7 to 15 functions • Merge/rewrite function titles to accommodate all perspectives • Write short definitions of each function Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

40. 4-39 Exercise 4.2Use of the Critical Incident Technique To Analyze the Job of University Professor Part B: Group Analysis and Discussion Step 4 • Form new groups • Provide each group with critical incident forms • Link each incident to one of the class functions identified at Step 3. • Reach group consensus on functions • Wrote function title on each form in the section entitled "Final Function Label." • Review responses to assessment questions 2 and 4 • The McGraw-Hill Companies, Inc., 1998 Irwin/McGraw-Hill

41. 4-40 Table 4.2.1 Criteria for Useful Critical Incidents • Incident must be specific in nature. • Focus on observable behaviors that have been exhibited on the job. • Describe the context in which the behavior was exhibited. • Indicate the outcomes or consequences of the behavior. • The McGraw-Hill Companies, Inc., 1998 Irwin/McGraw-Hill

42. 4-41 Table 4.2.3 Examples of Critical Incidents The professor: • showed lack of preparation; for example, class lectures not pertinent to assignment required. Students were not able to achieve end result effectively. • stressed practiced procedures and techniques used in the business world and provided the students with examples in order to teach these techniques. This allowed students to see how practical applications would work in business. • relied on intimidation to control the class. By lashing out at the students, the instructor created an environment not conducive to free exchange of ideas and to learning. • provided variety of essay topics for students to select from. Variety produced interesting class discussions and provided an ideal setting for learning. • The McGraw-Hill Companies, Inc., 1998 Irwin/McGraw-Hill

43. 4-42 Table 4.2.2 Examples of Functions Representing Critical Incidents* Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

44. 4-43 Exercise 4.2 Assessment Questions 1. How could the CIT be used to prepare professors for teaching in the classroom? • Training manual • Perspective on student perceptions of effective behaviors • Professors could also generate incidents • CIT used to derive training material for numerous occupations Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

45. 4-44 Exercise 4.2 Assessment Questions 2. The book describes the critical incident method as one of the best for developing performance appraisal systems. How do you propose to use the incidents and job functions to develop an actual performance appraisal system? • Exercise 4.2 follows procedure used in development of BARS • Figure 9.6 in text (p. 248) is an example • Could be used for: Behavioral Observation Scales (BOS) and Behavioral Discrimination Scales (BDS) Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

46. 4-45 Exercise 4.2 Assessment Questions 3. Why are results or outcomes requested with CIT? What could be done with this data? • Designed to focus on customer requirements through exhibited outcomes • Can be related to goals of unit or individual • Requirement to describe context provides a systems perspective • Focus on outcomes leads to more effective performance appraisal systems. Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

47. 4-46 Table 4.3.1 Answers to Form 4.3.1 1. What method(s) of analysis do you recommend in order to evaluate the job specifications for the store manager job? Investigate relationship between manager performance and the job specifications. • Are managers with MBAs better performers? • Are managers hired with three years previous experience more effective than managers hired with no experience? • No, since managers with MBAs and three years previous experience are not correlated with performance. Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

48. 4-47 Table 4.3.1 Answers to Form 4.3.1 2. What hypotheses or proposals do you have so far regarding CompTech’s situation? What do you regard as the critical SWOTs based on the data you have? Exhibit 4.3.1 Indicates a problem in hiring store managers • 12 Openings for Associate Managers and losing many associate managers • Possible adverse impact against women and minorities in promotions from associate to store manager. Critical Weakness and Threat difficulty in expanding given shortage of managers Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

49. 4-48 Table 4.3.1 Answers to Form 4.3.1 3. Use this space to write specific requests for additional information you need before you can take a definitive position. In the form of “if-then” propositions, take positions based on the possible answers you might receive. • Manager performance and credential data needed • No correlation between a specification and performance, Then should be given to drop the specification(s). • Gender and ethnic classification relative to the job specifications Women, Hispanics and African-Americans all were less likely to possess either the MBA or the three years previous experience. Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998

50. 4-49 Table 4.3.1 Answers to Form 4.3.1 4. If CompTech decides to drop the MBA requirement, what possible effects could such a change in policy have on other human resource activities? What possible advantages do you see by keeping the MBA? • Turnover rate of associate managers is likely to go down • Costs of recruiting are also likely to go down • Promote greater diversity at higher managerial levels. • Advantages MBAs are more prepared to handle more difficult store situations and for promotion to district manager. Irwin/McGraw-Hill • The McGraw-Hill Companies, Inc., 1998