Job Analysis Lecture 2 Job Analysis Why analyze

Job Analysis Lecture #2

Job Analysis • Why analyze jobs? • What is a job? • Job analysis • The end result: the job description 2 Management 412 | Job Analysis Fall 2008

Why Analyze Jobs? Staffing Pay Performance Management Job Analysis Training EEO 3 Planning Management 412 | Job Analysis Fall 2008

What is Job Analysis? • “The systematic process of collecting relevant, work-related information related to the nature of a specific job” • Job analysis includes information about: • • 4 Tasks Job skills or KSAOs Physical setting and job demands Performance behaviors Management 412 | Job Analysis Fall 2008

Job Analysis: Purpose • Describe the job as it is • Focus on “standard” or “adequate” level of job performance • Designed to support HR functions • Level of analysis • Focus is on describing each job, one by one • Some aggregation to job families, but not necessary • Type of information gathered • Can range from very general to very specific • Normally quite specific 5 Management 412 | Job Analysis Fall 2008

Job Analysis: Procedures • Information gathered • Job tasks • Job skills (KSAO’s) • Performance behaviors (possibly) • How gathered (by HR staff or operating managers) Observation Interview Questionnaire Other documentation (industry materials, procedure manuals, etc. ) • O*Net • • 6 Management 412 | Job Analysis Fall 2008

Sample Job Tasks • Provides information to patient or patient family members regarding diagnostic or care procedures or surgery. • Maintains and repairs warehouse equipment, such as forklifts and pallet jacks. • Determines caller needs and refers call to the appropriate department. • Makes work assignments to employees and follows up to ensure work is completed on a timely basis. 7 Management 412 | Job Analysis Fall 2008

KSAOs Knowledge: “An organized body of information, usually of a factual or procedural nature, which, if applied, makes job performance possible. ” Knowledge of rules of spelling, grammar and punctuation as might be acquired through graduation from high school. Skills: “The proficient manual, verbal, or mental manipulation of people, ideas, or things” Skill in operating computer peripherals such as printers. Abilities: “The present power to perform a job function, to carry through with the activity while applying or using the associated knowledge” Ability to lift and move patients up to 250 pounds. Other: Physical abilities, traits, miscellaneous requirements. Color vision; possession of a valid driver’s license 8 Management 412 | Job Analysis Fall 2008

What is a Job? • Position • The collection of duties and responsibilities held by a single incumbent • Job • A group of positions with generally similar duties and responsibilities • Job families • Aggregations or groups of similar jobs or occupations 9 Management 412 | Job Analysis Fall 2008

Job Families: Example 10 Management 412 | Job Analysis Fall 2008

Job Analysis: End Results • Narrative job descriptions • Typically filed away and referred to only as needed • Rarely updated or revised • Statistical display (less frequently) 11 Management 412 | Job Analysis Fall 2008

Writing Job Descriptions • Organizational information • Job summary • Job tasks • Required KSAOs or minimum qualifications 12 Management 412 | Job Analysis Fall 2008

Organizational Information • Identifying information useful for the organization: • Other information for HR purposes: • Interpersonal demands • Position and / or job title • Job family • Job code, salary grade • Supervisor’s title • Supervision given /received • Scope of responsibilities • Physical demands • Unit, department, location • Date of description, approval 13 Management 412 | Job Analysis Fall 2008

Job Summary • A brief statement giving the purpose of the job and its major responsibilities. It should be, at most, one to two sentences long, but should include enough information to distinguish this job from other jobs. The job summary should tell the reader the job's purpose; that is, why the job exists. The RN is responsible for providing nursing care to patients admitted to the unit, utilizing the nursing processes of assessment, planning, implementation and evaluation, in accordance with professional standards and hospital standards of patient care. 14 Management 412 | Job Analysis Fall 2008

Job Tasks • A terse, direct style, using the present tense, should • • be used. The statement should start with an action verb which describes an action required of the individual. Task statements normally should not include multiple action verbs unless the several actions are invariably performed together. Each item should refer to a "whole" task which "makes sense. ” Statement terminology and vocabulary should be at the level of the intended users. 15 Management 412 | Job Analysis Fall 2008

Looking at Task Statements • To clarify and evaluate task statements you should ask: • Who is doing this action? • What is the action? • Who or what is the object of the action? • Why is it being done? • How is the action done? Sorts correspondence, forms, and reports to facilitate filing them alphabetically. 16 What is the action? What is the object? Why is it being done? How is the action done? Management 412 | Job Analysis Fall 2008

Moving From Tasks to Job Skills • What is the difference between a good and a poor • • employee? Why can some employees perform the task better than others? Think of examples of good and poor performance; what made the difference? What does a person need to know to perform the task? If you were to hire an employee to perform the task, what would you look for? 17 Management 412 | Job Analysis Fall 2008

Writing Job Skill Statements • Avoid simply restating the task statement • Each statement must describe a separate skill • When describing the degree of possession needed, • • • be specific Avoid trait references Skills must be measurable Balance specificity and generality Avoid trivial skills Include the source of the skill when possible 18 Management 412 | Job Analysis Fall 2008

Job Skills vs. Minimum Qualifications • Job skills • All KSAOs needed to perform job • Some knowledge or skill may be acquired after incumbent begins job • Minimum qualifications (MQs) • Only those KSAOs necessary to begin the job • Typically part of selection specifications 19 Management 412 | Job Analysis Fall 2008

Competency Modeling • What is “competency modeling”? • Why does it matter? • Competency modeling vs. traditional job analysis • Examples 20 Management 412 | Job Analysis Fall 2008

Competency Modeling • Development of sets or groups of competencies • Applied to all HRM activities • In order to increase organizational effectiveness 21 Management 412 | Job Analysis Fall 2008

Roots and Origins • Traditional job analysis • Viewed by most as an unwanted stepchild • Typically “owned” by HR • Necessary for HR activities, but no linkage to overall organizational effectiveness • Competency modeling • Idea of “core competencies” • More pressure on organizations to develop HR tools to increase effectiveness • Linkage between people and performance 22 Management 412 | Job Analysis Fall 2008

Competency Models: Purpose • Collect information on knowledge, skills, and personal characteristics associated with high levels of performance • Use information to support management of people (not just traditional HR functions) 23 Management 412 | Job Analysis Fall 2008

Defining Competencies • “A knowledge, skill, ability, or characteristic associated with high performance on a job” (Mirabile, 1997) • “A cluster of related knowledge, attitudes and skills that affect a major part of one’s job” (Parry, 1998) • “A description of measurable work habits and personal skills used to achieve a work objective” (Green, 1999) • “Measurable, occupationally relevant, and behaviorally based characteristics or capabilities of people” (Schippmann, 1999) 24 Management 412 | Job Analysis Fall 2008

Behaviors: 3 M Example Competency: Global Perspective. • Respects, values, and leverages other customs, cultures and values. Uses a global management team to better understand grow the total business; bale to leverage the benefits from working in multicultural environments. • Optimizes and integrates resources on a global basis, including manufacturing, research, and business across countries, and functions to increase 3 M’s growth and profitability. • Satisfies global customers and markets from anywhere in the world. • Actively stays current on world economies, trade issues, international market trends and opportunities. 25 Management 412 | Job Analysis Fall 2008

Competency Models: General Approach • Research based • Based on what is actually done now • Closest to traditional job analysis • Strategy based • Where are we going and how do we get there? • Linked to business strategy • Values based • Based on intangibles • Danger of falling into vague traits and styles 26 Management 412 | Job Analysis Fall 2008

Competency Models: Procedures • Often begin with a pre-packaged or off- the-shelf package • In some cases, it stops there…… • Better to begin with existing knowledge, then involve broad range of organization members in tailoring to the organization 27 Management 412 | Job Analysis Fall 2008

Competency Models: End Results • Types of competencies • “Can-do” (time management) • “Will-do” (learning to say “No”) • Information for: • Selection • Employee development (individual and bench-strength) • Performance management 28 Management 412 | Job Analysis Fall 2008

Good Competency Models…. • Are used • Rooted in company mission and values (but are still measurable) • Linked to core competencies • Use language and terms understood throughout the organization • Generalizable across occupational groups, yet specific enough to satisfy legal requirements 29 Management 412 | Job Analysis Fall 2008

Examples 30 Management 412 | Job Analysis Fall 2008

Linkage to Organization Strategy and Core Competencies (Required) Work Activities Organizational Vision Work Context Competitive Strategy (Core Competencies) Strategic Business Initiatives Source: Schippmann, 1999 31 Management 412 | Job Analysis Fall 2008

The Future…. • Metacompetencies (Briscoe & Hall, 1999) • The competencies that allow a person to learn and acquire more competencies • “Adaptability, “ or the ability to learn and change • “Self-Awareness”, or willingness to internalize and use learning • Increased methodological rigor and detail • For example, competencies by business unit • Expert systems • Nowhere…. 32 Management 412 | Job Analysis Fall 2008