Job%20Analysis

1
Job Analysis

• Kelly Quirin
• Penn State University
• February 19, 2001

2
Overview

• What is job analysis?
• How can you use this tool in your organization?
• Methods of job analysis
• How it works
• Real world example
• An exercise
• Summary

3
What is job analysis?

• A systematic approach to collect information
  about a job such as tasks, responsibilities and
  the skills required to perform those tasks
• An important part of Human Resources (HR) planning

4
How can it be used in your organization?

• Job analysis assists HR in determining
• Necessity of the job
• Equipment needed
• Skills required
• Supervision
• Working conditions
• Management/employee interaction

5
How can it be used in your organization?

• Recruiting
• Keyword searches on resumes that match job
  requirements
• Selection
• Appraisal
• Salaries and Incentives
• Training and Development

6
The Multifaceted Nature of the Job Analysis
Recruiting
Labor Relations
DeCenzo and Robbins, p. 145
Selection
Strategic HR Planning
Safety and Health
Job Analysis
Job Description
Employee Training
Job Specifications
Compensate
Employee Development
Career Development
Performance Appraisal
7
Nuts and bolts

• What is analyzed?
• Work activities
• Working conditions
• Supervisors
• Location
• Schedule
• Machines and equipment

8
Nuts and Bolts

• Who is involved in the job analysis?
• Management
• Supervisors
• Job analysts
• Job incumbent
• Unions
• Consultants

9
Job Analysis Information Hierarchy
Job analysis is nothing but an accurate recording
of the activities involved. For these recording
we are simply gathering information to specific
job attributes. The hierarchy of JA Info are
shown beside
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Job Analysis Information Hierarchy

• Job analysis is nothing but an accurate recording
  of the activities involved. For these recording
  we are simply gathering information to specific
  job attributes. These attributes are as follows
• Element A job element is the smallest unit into
  which work can be divided. Ex-Scanning picture
• Task A Distinct work activity carried out for a
  distinct purpose. Ex- preparing lecture, typing
  letter
• Duty Is a number of tasks. Counseling students
  is a duty for instructor
• Position Referes to one or more duties performed
  by one person in an organization. Individual
  employee can hold a position. Asstt. Prof.
  Business Administration

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Job Analysis Information Hierarchy

• Job Job is a type of position within the
  organization. Example Asstt. Professor. May be
  25 Asstt. Prof. In an organization but the job is
  one-Asstt. Prof.
• Job Family Group of two or more jobs that either
  call for similar worker characteristics or
  contain parallel work tasks. Manager, Sales and
  Manager, marketing may be a job family
• Occupation Is a group of jobs found across
  organization. Accountant, Lift man etc.
• Career Sequence of positions, jobs, or
  occupations that a person has over his or her
  working life.

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Nature of Job Analysis

• Position Description

• Qualification Standard
• Resources

BQnet http//www.apwu.org/dept/ind-rel/bqnet/bq_
alpha.cfm ONET http//www.onetonline.org/
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Nature of Job Analysis

• Position Description

• Identification
• Job title
• Reporting relationships
• Department
• Location
• Date of analysis
• General Summary
• Describes the jobs distinguishing
  responsibilities and components

• Essential Functions and Duties
• Lists major tasks, duties and responsibilities
• Others
• Signature of approvals
• Working Condition
• Hazards

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Nature of Job Analysis

• Position Description

POSTMASTEROCCUPATION CODE 2301-6106
BQnet
http//www.apwu.org/dept/ind-rel/bqnet/requirement
s.cfm?criteriaqualsOccCode23016106
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Nature of Job Analysis

• Qualification Standard

• Qualification standards for occupations in the
  Federal government.
• General Schedule positions - The Office of
  Personnel Management (OPM) Operating Manual for
  Qualification Standards
• Trades and Labor Occupations - Handbook X-118C
  Job Qualification System

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Nature of Job Analysis

• Qualification Standard

• Outline the necessary basic eligibility
  qualification requirements for a particular
  occupation or a group of occupations.
• Specifies the minimum quality level and amount of
  experience required
• Often allows education to substitute for lack of
  experience.
• Used to evaluate internal and external
  candidates' qualifications for positions.
• Used to eliminate those persons who are not
  eligible for further consideration because they
  fail to meet the "basic" requirements for the
  occupation.
• Does not, in and of itself, identify the criteria
  for determining the "best qualified" candidate.

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Nature of Job Analysis

• Qualification Standard

• Qualification requirements for basic eligibility
  may include, but is not limited to any or a
  combination of the following
• General and/or specialized experience
• High school education
• Vocational/technical training
• College/university education (e.g., formal
  degrees)
• Specific major fields or courses of study
• Specific registrations, licensure, or
  certifications

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Nature of Job Analysis

• Qualification Standard

• POSTMASTEROCCUPATION CODE 2301-6106
• http//www.apwu.org/dept/ind-rel/bqnet/requirement
  s.cfm?criteriaposdescOccCode23016106

BQnet
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Methods of Job Analysis

• Observation
• Interview
• Individual
• Group
• Questionnaires
• PAQ
• Diary
• Technical Conference
• Critical Incident Technique

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Methods of Job Analysis

• Observation Method
• Analyst observes incumbent
• Directly
• Videotape
• Useful when job is fairly routine
• Workers may not perform to expectations

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Methods of Job Analysis

• Interview Method
• Individual
• Several workers are interviewed individually
• The answers are consolidated into a single job
  analysis
• Group
• Employees are interviewed simultaneously
• Group conflict may cause this method to be
  ineffective

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Methods of Job Analysis

• Questionnaires
• Employees answer questions about the jobs tasks
  and responsibilities
• Each question is answered using a scale that
  rates the importance of each task

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Methods of Job Analysis

• Questionnaires (ctnd.)
• Position Analysis Questionnaire (PAQ)
• A structured, behavioral questionnaire
• 194 items in 6 categories
• Information input
• Mental processes
• Work output
• Relationships
• Job context
• Other characteristics

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Methods of Job Analysis

• Diary Method
• Employees record information into diaries of
  their daily tasks
• Record the time it takes to complete tasks
• Must be over a period of several weeks or months

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Methods of Job Analysis

• Critical Incident Technique (CIT)
• Takes past incidents of good and bad behavior
• Organizes incidents into categories that match
  the job they are related to
  
• Involves 4 steps

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Methods of Job Analysis

• CIT steps
• Brainstorm and create lists of dimensions of job
  behaviors
• List examples of effective and ineffective
  behavior for each dimension
• Form a group consensus on whether each incident
  is appropriately categorized
• Rate each incident according to its value to the
  company

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How It Works

• Conducting the job analysis
• Know the purpose
• Gather Information about jobs to be analyzed
• Books
• Charts
• Trade union literature
• Government agency literature
• Use employee input

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How It Works

• Conducting the job analysis (ctnd.)
• Choose an efficient method of collecting
  information
• Gather information from employee/supervisor about
  the job
• Draft a job description
• Obtain supervisor approval

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A Real World Example

• The Department of Labor
• Job analyst uses observation and interview
  methods to gather information about an employee
• Information organized into 3 categories
• Data
• People
• Things

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A Real World Example

• Work Functions
• Data
  People
  Things
• 0. Synthesizing 0. Mentoring 0. Setting
  up
• Coordinating 1. Negotiating 1. Precision
  work
• Analyzing 2. Instructing 2. Operating
• Compiling 3. Supervision 3. Driving
• Computing 4. Diverting 4. Manipulating
• Copying 5. Persuading 5. Tending
• Comparing 6. Speaking 6. Feeding
• 7. Serving 7. Handling
• 8. Helping

U.S. Department of Labor, Dictionary of
Occupational Titles, 4th ed. Revised (Washington,
D.C. Government Printing Office, 1991), p.xix.
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A Real World Example

• Job titles are listed in the Dictionary of
  Occupational Titles
• Each job is given a code
• Ex. A recruiter might be assigned the code 2, 6,
  7 if the job entails analyzing data (2), speaking
  to people (6), and handling different things (7)
• See previous table

32
An Exercise

• Bruce Spuhler, customer service manager at BGS
  Sports, wants to conduct a job analysis on how
  his employees interact with customers and other
  employees.
• What steps should Bruce take to implement a
  successful job analysis, and what method should
  he use to analyze his employees?

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An Exercise

• Possible Answer
• Determine the Purpose- to reinforce good behavior
  among employees and provide better customer
  service
• Gather as much information as possible about
  retail and customer service, including past
  experiences with customers

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An Exercise

• 3. Choose best method of job analysis
• -Critical Incident Technique
• -This would allow Bruce to discuss with his
  employees past incidents and whether they were
  effective or not
• -Assign values of effectiveness
• 4. Gather information from workers and other
  managers about the job

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An Exercise

• 5. Draft a behavioral job description
• 6. Identify areas that need improvement, and
  implement training programs to improve those
  areas

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Summary

• Job analysis is an effective approach to
  gathering information about jobs
• There are 6 popular techniques to conducting job
  analyses
• Job analysis is directly related to nearly every
  function of Human Resource departments in
  organizations

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References

• Cascio, Wayne F. Managing Human Resources. New
  York McGraw-Hill, Inc., 1992.
• DeCenzo, David A. and Stephen P. Robbins. Human
  Resource Management. New York John Wiley Sons,
  1999.
• Gomez-Mejia, Luis R. and David B. Balkin.
  Managing Human Resources. Upper Saddle River
  Prentice- Hall, Inc., 2001.
• U.S. Department of Labor. Dictionary of
  Occupational Titles, 4th ed. Revised (Washington,
  D.C. Government Printing Office, 1991), p. xix.

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Guidelines Oriented Job Analysis (GOJA)

• Uniform Guidelines on Employee
• Selection Procedures (1978)
• These documents are instructions to employers
  regarding the legality of practices, procedures,
  and tests used for hiring and promotion. They are
  a joint publication of
• Equal Employment Opportunity Commission (29 CFR
  1607)
• Office of Personnel Management (5 CFR 300)
• U.S. Department of Justice (28 CFR, Ch. 1, Part
  50),
• U.S. Treasury Department (31 CFR, Ch. 1, Part
  51),
• Office of Federal Contract Compliance Programs
  (41 CFR, Ch. 60, Part 68-3).
• See www.uniformguidelines.com

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Guidelines Oriented Job Analysis (GOJA)

• The GOJA Process is a comprehensive job analysis
  method that has been used by hundreds of
  employers since its original development in 1975.
  
• Based on the requirements of the Guidelines
  (1978), the Principles (2003), and the ADA
• GOJA is designed to help employers build
  customized job analysis and selection procedures
  that are fair, valid, effective, and defensible.
• Steps to the GOJA Process

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Guidelines Oriented Job Analysis (GOJA)

• Step 1 Assemble and Train the Panel
• A panel of qualified Job Experts meeting the
  following criteria
• (1) Represent the demographics of the employee
  population (with respect to
• gender, age, race, years of experience, etc.) -
  over-sampling.
• (2) Be experienced and active in the position
  they represent - include relatively inexperienced
  Job experts for newcomers perspective. With at
  least one year of active job experience.
• (3) Represent the various functional areas
  and/or shifts of the position.
• (4) Consist of between 10 20 supervisors for
  a given position.
• At least 7 10 Job Experts for providing
  judgments
• (5) Train the Panel - Overview of what will be
  required of them, the KSA rating system,
  information on how to write job duties, etc.

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Guidelines Oriented Job Analysis (GOJA)

• The table below provides some guidance regarding
  the number of Job Experts necessary to obtain
  reliable and accurate information about the job.

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Guidelines Oriented Job Analysis (GOJA)

• Step 2 Write Job Duties
• Job Experts complete the Job Analysis Booklet
  (Part 5)
• a. General information (name, demographics,
  experience, establish credibility)
• b. Job overview informal job description,
  materials used
• c. Supervisory responsibilities and independence
  of the Job Expert
• Independently write duties (typically start with
  action words. (e.g., Analyze, Coordinate,
  Evaluate, Repair, Arrange, Delegate))
• Frequency
• Importance
• of time spent
• Does performance on this duty differentiate best
  from minimal employee
• Whether removing the duty fundamentally changes
  the job
• Assignable to others without fundamentally
  changing the job

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Guidelines Oriented Job Analysis (GOJA)

• Step 3 Consolidate Duties into a Master Duty
  List
• After the Job Experts have independently recorded
  duties, a master list is developed.
• The list reflects the majority opinion of the
  group.
• Using a 70 consensus rule (e.g., 7 out of 10)

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Guidelines Oriented Job Analysis (GOJA)

• Step 4 Write KSAPCs, Physical Requirements,
  Tools Equipment, Other Requirements, and
  Standards
•  
• Job Experts repeat the process described in Step
  2, but for the KSAPCs, Physical Requirements,
  Tools Equipment, Other Requirements, and
  Standards.
• Job Experts list the knowledge, skills and
  abilities that are needed to accomplish each
  duty.

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Guidelines Oriented Job Analysis (GOJA)

• Step 6 Provide Ratings (Including KSAPC to Duty
  Linkage Ratings) for Duties, KSAPCs, and Physical
  Requirements
• The Job Experts and supervisors provide ratings
  on the final list of duties and KSAPCs.
• All Job Experts who participated in the rating
  process
• a. KSAPCs
• Link to duties
• Frequency
• Importance
• Minimum versus helpful qualification
• Does performance on this duty differentiate best
  from minimal employee
• Level needed for success
• Level needed upon entry

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Guidelines Oriented Job Analysis (GOJA)

• Step 6 Provide Ratings (Including KSAPC to Duty
  Linkage Ratings) for Duties, KSAPCs, and Physical
  Requirements
• The Job Experts and supervisors provide ratings
  on the final list of duties and KSAPCs.
• All Job Experts who participated in the rating
  process
• Physical requirements
• Link to duties
• Frequency
• Importance
• Minimum versus helpful qualification
• Does performance on this duty differentiate best
  from minimal employee
• Level needed upon entry
• c. Tools and equipment

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Guidelines Oriented Job Analysis (GOJA)

• Step 6 Provide Ratings (Including KSAPC to Duty
  Linkage Ratings) for Duties, KSAPCs, and Physical
  Requirements
• The Job Experts and supervisors provide ratings
  on the final list of duties and KSAPCs.
• Evaluating inter-rater reliability and
  eliminating outliers
• Wrg-max 1- (Observed variance/maximum possible
  variance)
• Alpha if rater deleted
• Review for accuracy and completeness
• Compute average rating for each duty and KSAPC
• Level of criticality (Importance) ratings are
  required by section 14C(2) of the Uniform
  Guidelines on Employee Selection Procedures.

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Guidelines Oriented Job Analysis (GOJA)

• Optional Step (for positions held by large
  numbers of employees) Distribute Job Analysis
  Survey to Additional Job Experts for Ratings
• US Postal Service Example - Job Analysis Survey
  (JAS)

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Guidelines Oriented Job Analysis (GOJA)

• Step 7 Have Two Supervisors Review the Completed
  Job Analysis and Assign Supervisor Ratings
• Convene two supervisors for the Supervisor Only
  job analysis ratings
• Can have served as Job Experts in the first six
  steps of the process, or be new to the GOJA
  Process
• For duty ratings, they assign Percentage of
  Time, Best Worker, Fundamental, and Assignable.
• For KSAPCs and Physical Requirements, they
  assign Minimum v. Helpful Qualification, Best
  Worker, Level Needed for Success (knowledges
  only), and Level Needed Upon Entry.
• Supervisors meet, confer, and agree upon the
  final supervisor ratings for the job duties,
  KSAPCs, and
• Physical Requirements.
• If consensus cannot be reached with two
  supervisors for any specific ratings, an
  additional supervisor should be recruited to
  provide tie-breaker ratings for the areas of
  disagreement.

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Guidelines Oriented Job Analysis (GOJA)

• Step 8 Prepare Final Job Analysis Document,
  Including Descriptive Statistics for Ratings
• Descriptive statistics (e.g., means and standard
  deviations) for each rated item.
• The final data (e.g., duties, KSAPCs, etc.) is
  entered directly into the GOJA manual, along with
  the means and standard deviations

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Guide for Writing Functional Competencies

• Section 1 Overview of Competencies 
• What are Competencies?
• General Definition of a Competency
• A competency is a characteristic of an employee
  that
• 1. contributes to successful job performance
• 2. the achievement of organizational results.
• These include measurable or assessable knowledge,
  skills, and abilities plus other characteristics
  such as values, motivation, initiative, and
  self-control that distinguish superior performers
  from average performers
• (Shippmann et.al. 2000 Spencer, McClelland,
  Spencer 1994)

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Guide for Writing Functional Competencies

• Section 1 Overview of Competencies 
• What are the Types of Competencies?
• A. Organizational Competency An organizational
  competency is an aspect of the business believed
  to have the greatest strategic value.
•  
• An organizational competency is measured at the
  level of the organization rather than at the
  level of the individual
• Organizational Competency Examples
• Organization Competency
• Wal-mart Value pricing
• Nordstrom Customer service
• McDonalds Quick service
• Toyota Reliability

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Guide for Writing Functional Competencies

• Section 1 Overview of Competencies 
• What are the Types of Competencies?
• B. Foundational Competency (Rear Wheel
  Competencies) A foundational competency
  represents a set of skills, knowledge, and
  attitudes/attributes necessary for broad job
  functions. These are supporting level
  competencies linked to successful performance,
  and are desirable regardless of an individuals
  area of expertise or role.
• Foundational Competency Examples
• Teamwork
• Oral Communication
• Customer Focus
• Adaptability
• Initiative
• Professionalism

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Guide for Writing Functional Competencies

• Section 1 Overview of Competencies 
• What are the Types of Competencies?
• C. Functional Competency (Front Wheal
  Competencies) A functional competency is a
  specific knowledge or skill area that relates to
  successful performance in the job.
• Functional Competency Examples
• Financial Specialists need the functional
  competencies of financial analysis and setting up
  accounting systems.
•  
• Information System Analysts need the functional
  competencies of programming and systems analysis.
• Contract specialists need the functional
  competencies of acquisition planning, contract
  formation, and contract administration.

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Guide for Writing Functional Competencies

• Section 1 Overview of Competencies 
• How May Competencies be Used?
• Recruit - position vacancy announcements
•  
• Select - possession of a set of competencies may
  be a determining factor in who is selected for a
  position.
• Train Develop Individual Development Plans
  (IDPs
• Appraise
• Draft Position Descriptions (PDs)
•  
• Assess - Assessment tools may be
  competency-based.

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Guide for Writing Functional Competencies

• Section 1 Overview of Competencies 
• Who Should Write Competencies?
• Subject Matter Experts (SMEs) should write the
  functional competencies.

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Guide for Writing Functional Competencies

• Section 1 Overview of Competencies 
• What is the Process for Writing Competencies?
• Subject Matter Experts (SMEs) should write the
  functional competencies.

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Guide for Writing Functional Competencies

• Section 3 Writing Task Statements KSAPs 
• What is a task?
• Task A task is a unit of work or set of
  activities needed to produce some result.
• A task is described by a statement consisting of
  an action verb (what the worker does), the object
  of the verb (to whom or what it is done), and a
  phrase explaining why and how the work is done.

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Guide for Writing Functional Competencies

• Section 3 Writing Task Statements KSAPs 
• What is a task?
• Action Verb (What the worker does)
• Example Sort
• Object of the verb (To whom or what it is done)
• Example correspondence and reports
• Why the work is done (Expected Output)
• Example to facilitate filing them
• How the work is done (Procedures, tools,
  equipment, work aids)
• Example alphabetically.

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Guide for Writing Functional Competencies

• Section 3 Writing Task Statements KSAPs 
• What are KSAPs?
• Knowledge an organized body of information that
  a person mentally possesses as a result of formal
  education, training, or personal experience.
• Example Knowledge of transportation regulations,
  methods, and practices
• Skill proficient manual, verbal, or mental
  manipulation of data or things
• Examples Skill in typing at the rate of 40 words
  per minute with less than 3 errors per 100 words
  typed.
• Ability is the natural aptitude or acquired
  proficiency to perform an observable activity
  e.g., ability to write reports, ability to
  analyze numerical data, ability to plan and
  organize work.
• Example Ability to speak before groups

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Guide for Writing Functional Competencies

• Section 3 Writing Task Statements KSAPs 
• What are KSAPs?
• Personal Characteristic/Attributes
• A predisposition on the part of an individual to
  behave in a certain way.
• Personal characteristics represent what an
  individual wants to or will do, as opposed to
  what the individual can do or has the capacity to
  do.
• Examples Patience, Tact, Willingness to travel

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Guide for Writing Functional Competencies

• Section 4 Step-by-Step Guide for Writing
  Competencies
• Review job and organization related information
• Strategic vision, mission statement, and
  organizational goals
• Position descriptions, job announcements, sources
  of job analysis, work flow charts, etc.
• Organization charts
• Governing rules, regulations, policies,
  professional standards, laws, training manuals
  pertaining to the job
• Typical problems, turn-around time,
  internal/external customer complaints related to
  the job
• Work equipment/tools technology/computers,
  software necessary for the job
• 2. Write major job tasks.

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Guide for Writing Functional Competencies

• Section 4 Step-by-Step Guide for Writing
  Competencies
• 3. Write Knowledge, Skill, Ability, and Personal
  Characteristics/Attributes (KSAPs).
• 4. Group related KSAPs to form a competency
  category.
• 5. Write Functional Competencies.
• Only write the functional competencies that are
  specific to the job under study.
• Functional competencies consist of three parts
• a label
• important job tasks
• the knowledge, skills, abilities, and personal
  characteristics necessary for successful job
  performance.
• 6. Develop a label for each functional competency
  based on related KSAP groupings.
• Check that each task is linked to at least one
  competency. Review your list of competencies to
  ensure that all of the important tasks have been
  recorded.
• Review competencies using the Functional
  Competency Checklist and revise if necessary

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Guide for Writing Functional Competencies
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Guide for Writing Functional Competencies
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Guide for Writing Functional Competencies