HRM A: Tutorial job analysis © ETH Zürich | Taskforce Kommunikation

2 Outline  Goal of job analysis  Criteria of task assessment  Data collection and analysis  Exercise

3 Goal of job analysis  Design of humane work tasks in order to further  health  competencies, personal development  motivation  Assessment criteria based on psychological and social functions of work  If criteria are fulfilled, the execution of the task has positive consequences for health…

4 Basis of KOMPASS criteria  Concept of complete tasks  Sequential completeness:  cycle of goal setting, planning, execution, control and correction  Hierarchical completeness  demands on action regulation at different levels of complexity (skill-, rule-, and knowledge based actions)

5 Basis of KOMPASS criteria  Intrinsic motivation through task orientation.  Task orientation is high if following criteria are fulfilled:  Control  Completeness  Communication requirements / opportunities  Opportunities for learning

6 Task completeness Realised if…Why necessary?  The task of an individual incorporates executing functions, preparation, planning, controlling, and maintenance/repair.  precondition for understanding the meaning of what is done and for the identification with the result of the work  creates independence regarding preceding and succeeding tasks in the production flow   basis for local control of variances and disturbances.

7 Planning and decision making requirements Realised if…Why necessary?  complex cognitive processes are required for the execution of the task.  a task requires self determined goal setting and planning regarding content, means, procedures, and result.  support the human capability for self determined goal setting, for the development and flexible adaptation of plans, and for complex problem solving.  serve the maintenance and development of knowledge and know-how.

8 Communication requirements Realised if…Why necessary?  extent to which workers need to mutually coordinate while executing their tasks  joint problem solving, transfer of knowledge and experience and hence mutual qualification and support possible  work related communication helps preventing or correcting variances and disturbances in the work flow.

9 Opportunities for learning and personal development Realised if…Why necessary?  ratio between qualification demands and qualification of the worker  measure for the worker’s opportunities to apply and to develop his/her qualification in performing the task.  maintain and develop qualification as well as mental flexibility

10 Variety Realised if…Why necessary?  tasks offer different production materials and techniques, different work procedures or different cooperation partners.  allows the worker to gain experience with different situations and demands   promotes flexible action

11 Transparency over work flow Realised if…Why necessary?  familiar with actual situation in the organisational unit, and with the actual situation in upstream and downstream work units.  adequate scope of action (see criteria of planning and decision making requirements and influence over working conditions)  precondition for foresightful, preventive, and flexible action  supports short-range adaptation of plans in reaction to changing circumstances.

12 Influence over working conditions Realised if…Why necessary?  worker has control over the assignment of jobs/orders, temporal planning and scheduling, organisational issues, and quantitative or qualitative job/order characteristics.  precondition for sense of responsibility as well as for identification with one‘ s own task.

13 Temporal flexibility Realised if…Why necessary?  predictability of required interventions of the worker  low amount of externally defined deadlines and time limits  Low amount of time pressure.  allows balancing variances in performance as they occur throughout the working day  supports task-related communications with co- workers  prevents inappropriate work compression

14 Data analysis  Observation with integrated interview  Observe the person performing the task  Keep in mind the different categories while observing  Then also ask for additional information  Avoid to interrupt the work process when asking questions  Questions should refer to your observation  Take notes during observation

15 Data analysis  Evaluation  Bring together the results of your observation in groups – as soon as possible after the observation  Evaluate each of the criteria  Justify the assessment with concrete observations and chose 2-3 positive and negative aspects  Develop design recommendations

16 Feedback in the report  The report is to be based on concrete behavior  Distinguish between observation, feeling, and speculation  The feedback has to be acceptable  First positive, then negative aspects  Keep in mind that you just got a short insight in the job.