1. IDENTIFY TRAINING NEEDS &
JOB ANALYSIS
IDENTIFY AND RATE JOB
TASKS & KSAs
CONNECT TASKS
TO KSAs
JOB DESCRIPTIONS
RECRUITMENT
DEVELOP SELECTION
DEVICE (S)
PERFORMANCE
TEST (HANDS-ON)
APPLICATION
BLANKS
PAPER & PENCIL
TESTS
SIMULATION
TESTS
SITUATIONAL
INTERVIEW
DEVELOP
TRAINING
ASSESSMENTS
IDENTIFY TRAINING NEEDS &
TECHNIQUES
FEEDBACK AND
GOAL SETTING
DEVELOP PERFORMANCE
EVALUATIONS
CAREER
DEVELOPMENT

2. A Summary of Job Analysis Methods
A) Job analysis interviews
B) Job analysis questionnaires (including task analysis inventories)
C) Critical Incident Technique
D) SME or job expert workshops
Many others exist

3. Basic Methods to Collect Job Analysis Information
Interviews (Individual or group)
Format: Individual or group with SME (Subject Matter Experts)
SMEs: Employees and/or supervisors

4. Sample Use of Interview Information to Develop Task Statements

5. Some Shortcomings of Interviews
Lack of standardization
Limited opportunity to interview large numbers of respondents
Time and labor intensive (especially if individual interviews are used)
Requires a skilled interviewer to cover jobs in sufficient detail (e.g., using documentation) and to not miss important data (e.g., possible legal issues)
Information may be distorted (employees may exaggerate the responsibilities of their job; supervisors may lack detailed information as to how the job is done)

6. Best used for structured jobs
On-Site Observation
Best used for structured jobs
Need to get a representative sample
Need to be unobtrusive
Beneficial to use a structured format to record
observations
Especially relevant for establishing physical ability
requirements
Note: Some suggest that it’s best to observe before conducting interviews. In some cases, observations may not be possible (e.g., safety concerns, union objections)

7. Basics of Task Analysis Inventories
Develop task statements (often between ):
Use of existing information (e.g., technical, procedural manuals), training material, job descriptions/past JA)
Input from SMEs (e.g., interviews)
Tasks are reviewed (e.g., edited, verified) by SMEs
Pilot test using sample of employees
Final version developed See pg. 66 for detailed description of steps and writing of statements (e.g., focus on activities)
Rate tasks using multiple scales (e.g., frequency, criticality, difficulty, ease of learning quickly) and analyzing data (e.g., calculate mean, SD – choose cutoffs for means and SDs)
Tasks define the important content of jobs and are the source for determining WRCs/KSAs and choosing selection devices

8. Task Analysis Pros and Cons
Easy way to collect information from large samples and across locations
Generates data to identify core job information/requirements
Cons:
Can take a lot of time and be costly ($)
Less motivation when lots of tasks exist
Lack of follow-up/clarification of content during administration
Response rate and representativeness of sample

10. Basics of the Critical Incident Technique
Chose method to collect critical incidents such as interviews (individual/group or questionnaires)
Select SMEs. Important that SMEs possess appropriate knowledge of job
SMEs generate behavioral examples of good, average, and poor job behaviors from memory or observation (CIs should be specific, observable, include context and consequences)
Rate and place CIs into relevant dimensions (e.g., problem solving)
Can reword CIs into question format for interviews and create scoring key (and combine with information obtained via task analysis – listing and ratings of job tasks and WRCs/KSAs)

11. Example" Integration of Rask Analysis Inventory with Critical Incidents

12. (Combines other techniques such as task analysis and interviews)
SME Workshops
(Combines other techniques such as task analysis and interviews)
Description: Consists of groups or panels of job incumbents who work with a group leader (e.g., consultant) to produce a job analysis:
1. Select and prepare SMEs (knowledge, availability, representative of incumbents in position) See pg. 74.
2. Identify and rate job tasks
3. Identify and rate WRCs (KSAs)
4. Judge selection measure, job content relevance

13. Using Job Analysis for Selection (An Example Process)
1) Develop job tasks
2) Rate job tasks
3) Develop WRCs (KSAs)
4) Rate WRCs (KSAs)
5) Link job tasks to WRCs (KSAs)
6) Choose relevant selection devices (e.g., assess critical
WRCs/KSAs)

14. Basic Task Statement Components
1) What is the action being performed? (using an action verb)
2) To Whom/What is the action directed? (the object, or receiver, of the action verb)
3) How is the action performed? (e.g., use of certain procedures, equipment, tools). The “how” is arguably the most crucial part of the task statement in that it directly relates to KSAs
4) Why is the action being performed? (the purpose of the action). Often, it is preceded by words such as “in order to” or “so as to.” Be careful not to confuse the “why’ part of the statement with the “what” section

15. Sample Task Statement What? To What?
Inspects (Visually or manually) parts, equipment, and systems such as valves, thermostats, filters,
motors, pumps, space heating equipment, boilers, generators, incinerators, burner systems, air
How?
handling units and piping systems by using calibration equipment, hand tools, multi-meters, and
temperature and pressure gauges following oral and/or written instructions (e.g., supervisor
Why?
directives, operator manuals) in order to comply with maintenance requirements and determine
the cause of malfunctions.

16. Additional Sample Task Statements
Performs mathematical, algebraic, and geometric computations, such as fractions to decimals, metric units to English, computing ratios and percentages, and calculation of area and volume by using rules, charts, formulas, calculators, and tables in order to maintain a variety of mechanical equipment.
2) Performs a variety of measurements such as motion, forces, temperature, and fluid properties using temperature thermostats, barometers, motion detectors, and pressure gauges in order to obtain a reading.
Lifts materials of varying weights and sizes such as pumps, blowers,
piping, valves, and rotating and reciprocating equipment by the proper and
safe use of hoists, pulleys and rigging accessories in order to set
and maintain equipment and avoid personal injury and property damage.
4) Measures objects, shafts, and distances using non-precision and precision instruments such as rulers, inside and outside calipers, micrometers, and
dial indicators in order to check for clearances, tolerances, and
discrepancies.

17. Sample Task Rating Form
A B C D E
Frequency of use
5 = almost all of the time
4 = frequently
3 = occasionally
2 = seldom
1 = not performed at all
Importance of performing successfully
5 = extremely important
4 = very important
3 = moderately important
2 = slightly important
1 = of no importance
Importance for new hire
5 = extremely important
Distinguishes between superior & ad performance
5 = a great deal
4 = considerably
3 = moderately
2 = slightly
1 = not at all
Damage if error occurs
5 = extreme damage
4 = considerable damage
3 = moderate damage
2 = very little damage
1 = virtually no damage 1 2 3 4 5 6 7 8 9 10 11 12

18. Sample WRCs/KSA Statements
A) Ability to perform mathematical operations, using a calculator, to
compute conversions, ratios, and percentages.
B) Ability to select and use a variety of precision and non-precision
measuring instruments.
C) Ability to troubleshoot equipment by using an analytical, step-by-step
process, standard procedures, and troubleshooting guides.
D) Knowledge of mechanical principles, terminology, and equipment
E) Ability to read, comprehend, and follow complex written instructions
and procedures.
F) Ability to transport equipment and supplies weighing up to 100 pounds
either manually or with the use of equipment (e.g., hoists, hand trucks)
for a distance of 30 feet.

19. Sample KSA Rating Form Importance for acceptable job performance
5 = extremely important
4 = very important
3 = moderately important
2 = slightly important
1 = of no importance
Importance for new hire
Distinguishes between superior & adequate performance
5 = a great deal
4 = considerably
3 = moderately
2 = slightly
1 = not at all A B C D E F G H I J K L M N

20. Sample TASK -- KSA MATRIX
To what extent is each KSA needed when performing each job task?
5 = Extremely necessary, the job task cannot be performed without the KSA
4 = Very necessary, the KSA is very helpful when performing the job task
3 = Moderately necessary, the KSA is moderately helpful when performing the job task
2 = Slightly necessary, the KSA is slightly helpful when performing the job task
1 = Not necessary, the KSA is not used when performing the job task
KSA A B C D E F G H I J K L M N O P Q R
Job Tasks 1 2 3 4 5 6 7 8 9 10 11 12

21. A Legally Defensibly Job Analysis
1) A job analysis must be performed on the exact job which the selection/promotion
device is to be used
2) The analysis must be reduced to a written form (e.g., a job description)
3) The job analyst must be able to describe the procedures used to collect information
4) Data must be collected from several up-to-date sources
5) Data must be collected by a qualified job analyst
6) Data must be collected from a large enough sample of individual for the job in
question
7) Tasks, duties, and activities must be identified and the relative degree of competency required must be specified
8) KSAs are mentioned most frequently as the type of information to be identified
through a job analysis
9) Task specification is seen as a prerequisite to an acceptable job analysis

22. Kirkland v. Department of Correctional Services (1974)
"Without such an analysis (job analysis) to single out the critical knowledge, skills and abilities required by the job, their importance relative importance to each other, and the level of proficiency demanded as to each attribute, a test constructor is aiming in the dark and can only hope to achieve job relatedness by blind luck”
The KSAs tested for must be critical to successful job performance
Portions of the exam should be accurately weighted to reflect the relative importance to the job of the attributes for which they test
c) The level of difficulty of the exam material should match the level of difficulty of the job

23. Checklist Used to Match Selectors with Job Requirements
Selection Method
H.R.
Employment
Interview
Work
Samples
Test
Medical
Exam &
Drug Test
Application
Form
Paper and
Pencil Test
Technical
Interview
Reference
Checks
Job Requirements
1. Ability to perform
calculations and understand
charts, formulas and tables.
2. Ability to read prints
and drawings
3. Ability to troubleshoot
mechanical equipment.
4. Knowledge and use of safe
practices when handling
materials and tools.
5. Ability to use & care for
hand and power tools to
maintain mechanical
equipment.
6. Knowledge of basic
principles of hydraulic,
pneumatic, and compressed
air systems.
Previous work experience in
hazardous work environments
Relevant experience and
training in mechanical
maintenance.               
Prerequisites      

24. Sample Job Evaluation Process
Selection of Job Tasks/Duties (Criteria) often via a job analysis
Selection of Compensable Factors (e.g., Effort, Skill, Responsibility, Work Conditions)
Ratings of Job Criteria on Compensable Factors
Job Score (e.g., points)
Compensation

25. Job Evaluation Example
Ranking $
Job Tasks
Compensable
Factors
Ratings
(e.g., 1-5 scale)
Total
Score
Task 1
Task 2
Task 3
Task 4
Task 5
110
100 98 88 76 75 67 65 56 43 1 2 3 4 5 6 7 8 9 10
Effort
Skill
Responsibility
Work Conditions

27. SME group in Schippman et al (2000)
Competency Modeling
[What is a competency?]
SME group in Schippman et al (2000)
Definitions in the literature

28. ~ Competency Modeling ~
What is a competency?
Competencies are typically wide-ranging and can resemble personality characteristics and traits (e.g., innovativeness, vision, ownership, initiative, energy)
Basic concept is to match individual employee characteristics with the “core competencies” needed to run a successful organization
Example: A company (e.g., Apple or Google) stresses the importance of vision, creativity, dedication in their employees, they would seek employees with this and related competencies

29. Some Sample Competencies
Customer/Client Focus – Customer-focused in all aspects of service and delivery; Knows customers/clients and their requirements; uses specific goals and feedback to continuously monitor and improve customer/client satisfaction
2. Communication - Communicates well, both verbally and in writing; Creates accurate and understandable reports appropriate for audience; Clearly and concisely shares information with others; Listens and interprets effectively
3. Thinking/Decision-Making – Most suggestions and decisions turn out to be timely, correct and accurate when judged over time; Takes decisive action on emerging opportunities
4. Team/Relationship Building - Initiates and supports teamwork and involvement to accomplish team, department, organization, and company objectives; Blends people into teams when needed; Defines success in terms of the whole team
5. Innovation, Innovative Problem Solving – Generates and implements creative and appropriate ideas; Solves current and future challenges without being constrained by organizational boundaries