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

2. Job Analysis JOB Example : Key Issues Regarding Conducting a Job Analysis: Clearly state the purpose of a job analysis Emphasize the benefits of performing a job analysis Describe the process to be used (and time commitment) Task 1 Task 2 Task 3 Task 4 KSAs

3. Basic Methods to Collect Job Analysis Information A) Interviews (individual or group) with employees and/or supervisors Make purpose of the job analysis clear Interviewers need to be trained Use a structured format Note: Employees may distort the responsibilities of their job. Supervisor may lack detailed information as to how the job is actually done. B) On-Site Observation Best used for structured jobs Need to get a representative sample Need to be unobtrusive Note: Many suggest that it’s best to observe before conducting interviews. In some cases, observations may not be possible (e.g., safety concerns, union objections). C) Questionnaires (e.g., Position Analysis Questionnaire; PAQ) Note: Cannot clarify questions or follow up on respondents answers (often administered anonymously) Other sources of job analysis information: O*NET, Occupational Outlook HandbookO*NETOccupational Outlook Handbook

4. “Typical” Job Analysis Process Develop Task Statements Develop KSA Statements Rate Task & KSA Statements Connect Tasks & KSAs

5. 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). 4) Why is the action being performed? (the purpose of the action).

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

7. 1)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. 3)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. Sample Task Statements

8. 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.. Sample KSA Statements

9. 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 4 = very important 3 = moderately important 2 = slightly important 1 = of no importance 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 13 14 15

10. 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 5 = extremely important 4 = very important 3 = moderately important 2 = slightly important 1 = of no importance 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 O P Q R KSA Rating Form

11. 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 KSAABCDEFGHIJKLMNOPQR Job Tasks 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

12. 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

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

14. Production data --- Key importance to an organization Individual control and variability Seasonality Usefulness for managerial positions Sales --- Comparability (e.g., sales region) Type of goods being sold; value/worth of goods Turnover (job tenure) --- Issue of “voluntariness” (e.g., why the person left) Fired Better job offer Quit due to dissatisfaction Issue of “functionality” (e.g., how well the employee who left was performing. Evidence that poor employees may voluntarily quit more often than good ones!!! Objective Data

15. Objective Data (cont.) Absenteeism --- Excused versus unexcused; extent of absenteeism (e.g., within allowable limits) Factors impacting absenteeism rates Accidents --- Cause of accidents Definition of accidents Incentives for safe behaviors (e.g., $$$) Theft --- Percent caught stealing

16. 3. Personal characteristics Education Tenure Age Sex Family size 7. Ability to Attend: Illness and Accidents Family responsibilities Transportation problems 2. Employee values and job expectations 1. Job Situation: Job scope Job level Role stress Work group size Leader style Co-worker relations Opportunity for advancement 4. Satisfaction with job situation 6. Attendance motivation 8. Employee attendance 5. Pressure to attend: Economic/market conditions Incentive/reward system Work group norms Personal work ethic Organizational commitment Major Influences on Employee Attendance R. M. Steers and S.R. Rhodes, “Major Influences on Employee Attendance: A Process Model,” Journal of Applied Psychology, 63 (1978), p. 391-407.

17. Subjective Performance Criteria (most common type of criteria used) Supervisor judgment regarding employee job performance Employee ratings using scales (1-5; 1-7 point scales) Rankings

18. Objective dataSubjective data Overlap Between Objective & Subjective Criteria