1. Job Analysis Kelly Quirin Penn State University February 19, 2001

2. Overview What is job analysis?What is job analysis? How can you use this tool in your organization?How can you use this tool in your organization? Methods of job analysisMethods of job analysis How it worksHow it works Real world exampleReal world example An exerciseAn exercise SummarySummary

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 tasksA 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) planningAn important part of Human Resources (HR) planning

4. How can it be used in your organization? Job analysis assists HR in determining: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? RecruitingRecruiting –Keyword searches on resumes that match job requirements SelectionSelection AppraisalAppraisal Salaries and IncentivesSalaries and Incentives Training and DevelopmentTraining and Development

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

7. Nuts and bolts What is analyzed?What is analyzed? –Work activities –Working conditions SupervisorsSupervisors LocationLocation ScheduleSchedule –Machines and equipment

8. Nuts and Bolts Who is involved in the job analysis?Who is involved in the job analysis? –Management –Supervisors –Job analysts –Job incumbent –Unions –Consultants

9. 9 Job Analysis Information Hierarchy Element Task Duty Position Job Job Family Occupation Career 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:

10. 10 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: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

11. 11 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.

12. 12 Nature of Job Analysis Position Description Qualification Standard Resources BQnet: http://www.apwu.org/dept/ind-rel/bqnet/bq_alpha.cfmhttp://www.apwu.org/dept/ind-rel/bqnet/bq_alpha.cfm O*NET: http://www.onetonline.org/

13. 13 Nature of Job Analysis IdentificationIdentification –Job title –Reporting relationships –Department –Location –Date of analysis General SummaryGeneral Summary –Describes the job’s distinguishing responsibilities and components Essential Functions and DutiesEssential Functions and Duties –Lists major tasks, duties and responsibilities Others:Others: –Signature of approvals –Working Condition –Hazards Position Description

14. 14 Nature of Job Analysis Position Description http://www.apwu.org/dept/ind-rel/bqnet/requirements.cfm?criteria=quals&OccCode=23016106 POSTMASTER OCCUPATION CODE: 2301-6106 BQnet

15. 15 Nature of Job Analysis Qualification standards for occupations in the Federal government.Qualification standards for occupations in the Federal government. 1.General Schedule positions - The Office of Personnel Management (OPM) Operating Manual for Qualification Standards 2.Trades and Labor Occupations - Handbook X-118C Job Qualification System Qualification Standard

16. 16 Nature of Job Analysis Outline the necessary basic eligibility qualification requirements for a particular occupation or a group of occupations.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 requiredSpecifies the minimum quality level and amount of experience required Often allows education to substitute for lack of experience.Often allows education to substitute for lack of experience. Used to evaluate internal and external candidates' qualifications for positions.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.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.Does not, in and of itself, identify the criteria for determining the "best qualified" candidate. Qualification Standard

17. 17 Nature of Job Analysis Qualification requirements for basic eligibility may include, but is not limited to any or a combination of the following:Qualification requirements for basic eligibility may include, but is not limited to any or a combination of the following: General and/or specialized experienceGeneral and/or specialized experience High school educationHigh school education Vocational/technical trainingVocational/technical training College/university education (e.g., formal degrees)College/university education (e.g., formal degrees) Specific major fields or courses of studySpecific major fields or courses of study Specific registrations, licensure, or certificationsSpecific registrations, licensure, or certifications Qualification Standard

18. 18 Nature of Job Analysis POSTMASTER OCCUPATION CODE: 2301-6106POSTMASTER OCCUPATION CODE: 2301-6106 http://www.apwu.org/dept/ind- rel/bqnet/requirements.cfm?criteria=posdesc&OccCode=23016106 Qualification Standard BQnet

19. Methods of Job Analysis ObservationObservation InterviewInterview –Individual –Group QuestionnairesQuestionnaires –PAQ DiaryDiary Technical ConferenceTechnical Conference Critical Incident TechniqueCritical Incident Technique

20. Methods of Job Analysis Observation MethodObservation Method –Analyst observes incumbent DirectlyDirectly VideotapeVideotape –Useful when job is fairly routine –Workers may not perform to expectations

21. Methods of Job Analysis Interview MethodInterview Method –Individual Several workers are interviewed individuallySeveral workers are interviewed individually The answers are consolidated into a single job analysisThe answers are consolidated into a single job analysis –Group Employees are interviewed simultaneouslyEmployees are interviewed simultaneously Group conflict may cause this method to be ineffectiveGroup conflict may cause this method to be ineffective

22. Methods of Job Analysis QuestionnairesQuestionnaires –Employees answer questions about the job’s tasks and responsibilities –Each question is answered using a scale that rates the importance of each task

23. Methods of Job Analysis Questionnaires (ctnd.)Questionnaires (ctnd.) –Position Analysis Questionnaire (PAQ) A structured, behavioral questionnaireA structured, behavioral questionnaire 194 items in 6 categories194 items in 6 categories –Information input –Mental processes –Work output –Relationships –Job context –Other characteristics

24. Methods of Job Analysis Diary MethodDiary Method –Employees record information into diaries of their daily tasks Record the time it takes to complete tasksRecord the time it takes to complete tasks –Must be over a period of several weeks or months

25. Methods of Job Analysis Critical Incident Technique (CIT)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 stepsInvolves 4 steps

26. Methods of Job Analysis CIT stepsCIT 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

27. How It Works Conducting the job analysisConducting the job analysis –Know the purpose –Gather Information about jobs to be analyzed BooksBooks ChartsCharts Trade union literatureTrade union literature Government agency literatureGovernment agency literature –Use employee input

28. How It Works Conducting the job analysis (ctnd.)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

29. A Real World Example The Department of LaborThe Department of Labor –Job analyst uses observation and interview methods to gather information about an employee –Information organized into 3 categories DataData PeoplePeople ThingsThings

30. A Real World Example Work Functions Data People Things 0. Synthesizing0. Mentoring0. Setting up Coordinating1. Negotiating1. Precision work Analyzing2. Instructing 2. Operating Compiling3. Supervision3. Driving Computing4. Diverting4. Manipulating Copying5. Persuading5. Tending Comparing6. Speaking6. Feeding 7. Serving7. Handling 8. Helping *U.S. Department of Labor, Dictionary of Occupational Titles, 4 th ed. Revised (Washington, D.C.: Government Printing Office, 1991), p.xix.

31. A Real World Example Job titles are listed in the Dictionary of Occupational TitlesJob titles are listed in the Dictionary of Occupational Titles Each job is given a codeEach 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 tableSee 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.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?What steps should Bruce take to implement a successful job analysis, and what method should he use to analyze his employees?

33. An Exercise Possible Answer:Possible Answer: 1.Determine the Purpose- to reinforce good behavior among employees and provide better customer service 2.Gather as much information as possible about retail and customer service, including past experiences with customers

34. 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

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

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

37. 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, 4 th ed. Revised (Washington, D.C.: Government Printing Office, 1991), p. xix.

38. 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)Equal Employment Opportunity Commission (29 CFR 1607) Office of Personnel Management (5 CFR 300)Office of Personnel Management (5 CFR 300) U.S. Department of Justice (28 CFR, Ch. 1, Part 50),U.S. Department of Justice (28 CFR, Ch. 1, Part 50), U.S. Treasury Department (31 CFR, Ch. 1, Part 51),U.S. Treasury Department (31 CFR, Ch. 1, Part 51), Office of Federal Contract Compliance Programs (41 CFR, Ch. 60, Part 68-3).Office of Federal Contract Compliance Programs (41 CFR, Ch. 60, Part 68-3). See www.uniformguidelines.com

39. 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.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 ADABased 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.GOJA is designed to help employers build customized job analysis and selection procedures that are fair, valid, effective, and defensible. Steps to the GOJA ProcessSteps to the GOJA Process

41. Guidelines Oriented Job Analysis (GOJA) Step 1: Assemble and Train the Panel A panel of qualified Job Experts meeting the following criteriaA 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 “newcomer’s 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 judgmentsAt 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.

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

43. 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 d.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

44. 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.After the Job Experts have independently recorded duties, a master list is developed. The list reflects the majority opinion of the group.The list reflects the majority opinion of the group. Using a 70% consensus rule (e.g., 7 out of 10)Using a 70% consensus rule (e.g., 7 out of 10)

45. 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 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.Job Experts list the knowledge, skills and abilities that are needed to accomplish each duty.

46. 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 FrequencyImportance Minimum versus helpful qualification Does performance on this duty differentiate best from minimal employee Level needed for success Level needed upon entry

47. 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 b.Physical requirements Link to duties FrequencyImportance Minimum versus helpful qualification Does performance on this duty differentiate best from minimal employee Level needed upon entry c.Tools and equipment

48. 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.

49. 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)

50. 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.

51. 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

52. Guide for Writing Functional Competencies Section 1: Overview of Competencies Section 1: Overview of Competencies What are Competencies? General Definition of a CompetencyGeneral Definition of a Competency A competency is a characteristic of an employee thatA 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 performersThese 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) (Shippmann et.al. 2000; Spencer, McClelland, & Spencer 1994)

53. Guide for Writing Functional Competencies Section 1: Overview of 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: OrganizationCompetency –Wal-mart Value pricing –Nordstrom Customer service –McDonald’s Quick service –Toyota Reliability

54. Guide for Writing Functional Competencies Section 1: Overview of 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 individual’s area of expertise or role. Foundational Competency Examples: – Teamwork – Oral Communication – Customer Focus – Adaptability – Initiative – Professionalism

55. Guide for Writing Functional Competencies Section 1: Overview of 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.

56. Guide for Writing Functional Competencies Section 1: Overview of Competencies Section 1: Overview of Competencies How May Competencies be Used? Recruit - position vacancy announcementsRecruit - position vacancy announcements Select - possession of a set of competencies may be a determining factor in who is selected for a position.Select - possession of a set of competencies may be a determining factor in who is selected for a position. Train & Develop – Individual Development Plans (IDPsTrain & Develop – Individual Development Plans (IDPs AppraiseAppraise Draft Position Descriptions (PDs)Draft Position Descriptions (PDs) Assess - Assessment tools may be competency-based.Assess - Assessment tools may be competency-based.

57. Guide for Writing Functional Competencies Section 1: Overview of Competencies Section 1: Overview of Competencies Who Should Write Competencies? Subject Matter Experts (SMEs) should write the functional competencies.

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

59. Guide for Writing Functional Competencies Section 3: Writing Task Statements & KSAPs Section 3: Writing Task Statements & KSAPs What is a task?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.

60. Guide for Writing Functional Competencies Section 3: Writing Task Statements & KSAPs Section 3: Writing Task Statements & KSAPs What is a task?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.

61. Guide for Writing Functional Competencies Section 3: Writing Task Statements & KSAPs Section 3: Writing Task Statements & KSAPs What are 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 practicesExample: 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.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 groupsExample: Ability to speak before groups

62. Guide for Writing Functional Competencies Section 3: Writing Task Statements & KSAPs Section 3: Writing Task Statements & KSAPs What are KSAPs?What are KSAPs? Personal Characteristic/Attributes – A predisposition on the part of an individual to behave in a certain way.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.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

63. Guide for Writing Functional Competencies Section 4: Step-by-Step Guide for Writing Competencies 1.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.

64. 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: 1.a label 2.important job tasks 3.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. 1.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. 2.Review competencies using the Functional Competency Checklist and revise if necessary

65. Guide for Writing Functional Competencies