© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 1 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 1 of 26 Two key topics in this chapter Job AnalysisJob Analysis Job DesignJob Design

What is Job Analysis JOB ANALYSIS: Family of formal methods for describing jobs and human attributes necessary for jobs. Answers Two Major Questions –1. What do people in a particular job do? (Task oriented; TDR) –2. What human characteristics are necessary for a job? (Person oriented; KSAOs) Unit of analysis is the job not the individual. Deals with tasks/requirements for all positions within a job classification or title rather than individual people's jobs

Why Job Analysis is Important to HRM Legal foundation for job-relatedness.Legal foundation for job-relatedness. Basis for HR planning.Basis for HR planning. Foundation of performance appraisal.Foundation of performance appraisal. Basis for recruiting & selections.Basis for recruiting & selections. Benchmark for compensation systems.Benchmark for compensation systems. Identifies training & development needs.Identifies training & development needs.

Why Job Analysis is Important to HRM (cont’d) Determines appropriateness of bargaining units.Determines appropriateness of bargaining units. Identifies health, safety, and security problems.Identifies health, safety, and security problems.

Job Analysis and the Law Section 14.C.2 of the Uniform Guidelines on Employee Selection Procedures of 1978:Uniform Guidelines on Employee Selection Procedures of 1978 –“There shall be a job analysis which includes an analysis of the important work behaviors required for successful performance.... Any job analysis should focus on work behavior(s) and the tasks associated with them.” Americans with Disabilities Act (ADA) –Requires that job duties and responsibilities be essential functions for job success. –The purpose of essential functions is to help match and accommodate human capabilities to job requirements.

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© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 7 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 7 of 26 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 4–7 Types of Information Collected Work activities Human behaviors Human requirements Job context Machines, tools, equipment, and work aids Performance standards Information Collected Via Job Analysis

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 8 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 8 of 26 Performance Standards … An example Duty: Accurately Posting Accounts PayableDuty: Accurately Posting Accounts Payable  Post all invoices received within the same working day.  Route all invoices to proper departments managers for approval no later than the day following receipt.  An average of no more than three posting errors per month. 4–8

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 of 26 Performance Standards … An Example (cont’d) Meeting Daily Production ScheduleMeeting Daily Production Schedule  Produces no less that 426 units per working day.  Next workstation rejects no more than an average of 2% of units.  Weekly overtime does not exceed an average of 5%. 4–9

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 10 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 10 of 26 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 4–10 Uses of Job Analysis Information Recruitment and selection Compensation EEO compliance Discovering unassigned duties Performance appraisal Training Information Collected via Job Analysis

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 11 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 11 of 26 Key Job Analysis Outcomes Job DescriptionJob Description  Statement of the tasks, duties, and responsibilities (TDRs) of a job to be performed  Job Specification – Statement of the needed knowledge, skills, abilities, and other characteristics (KSAOs) of the person who is to perform the job – Since Griggs v Duke Power and the Civil Rights Act of 1991, job specifications used in selection must relate specifically to the duties of the job.

Examples Of KSAOs For Different Occupations JobKnowledge SkillAbilityOther Personal Characteristics LawyerConstitutional rights Writing clearly Communica- tion Willingness to work long hours NurseSurgical procedures Drawing blood Remain calm in a crisis Lack of squeamishness in the sight of blood PlumberPipe designSoldering joints Hand-eye coordination Willingness to get dirty TeacherLearning principles Writing clearly Relate to children Commitment to learning

4–13 Key Elements of a Job Description Job TitleJob Title  Indicates job duties and organizational level Job IdentificationJob Identification  Distinguishes job from all other jobs Essential Functions (TDRs)Essential Functions (TDRs)  Indicate responsibilities entailed and results to be accomplished Job Specifications (KSAOs)Job Specifications (KSAOs)  Skills required to perform the job and physical demands of the job

4–14 Job Descriptions Job TitleJob Title  Provides status to the employee.  Indicates what the duties of the job entails.  Indicates the relative level occupied by its holder in the organizational hierarchy.

4–15 Job Descriptions (cont’d) Job Identification SectionJob Identification Section  Departmental location of the job  Person to whom the jobholder reports  Date the job description was last revised  Payroll or code number  Number of employees performing the job  Number of employees in the department where the job is located  O*NET code number.  “Statement of the Job”

4–16 1 Job Description for an Employment Assistant

4–17 Job Descriptions (cont’d) Job Duties, or Essential Functions, SectionJob Duties, or Essential Functions, Section  Statements of job duties that:  Are arranged in order of importance that indicate the weight, or value, of each duty; weight of a duty is gauged by the percentage of time devoted to it.  Stress the responsibilities that duties entail and the results to be accomplished.  Indicate the tools and equipment used by the employee in performing the job.  Should comply with law by listing only the essential functions of the job to be performed.

4–18 1 Job Description for an Employment Assistant (cont’d)

4–19 Job Descriptions (cont’d) Job Specifications SectionJob Specifications Section  Personal qualifications an individual must possess in order to perform the duties and responsibilities  The skills required to perform the job: –Education or experience, specialized training, personal traits or abilities, interpersonal skills or specific behavioral attributes, and manual dexterities.  The physical demands of the job: –Walking, standing, reaching, lifting, talking, and the condition and hazards of the physical work environment

Highlights in HRM

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 21 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 21 of 26 Methods Used to Collect Job Analysis Data Five of the more popular methods areFive of the more popular methods are 1. Interviews 2. Questionnaires 3. Observations 4. Diaries/Logs 5. Internet (O*NET)

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 22 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 22 of 26 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 4–22 Job Analysis: Interviewing Guidelines The job analyst and supervisor should work together to identify the workers who know the job best. Quickly establish rapport with the interviewee. Follow a structured guide or checklist, one that lists open-ended questions and provides space for answers. Ask the worker to list his or her duties in order of importance and frequency of occurrence. After completing the interview, review and verify the data.

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 23 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 23 of 26 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 4–23 Methods for Collecting Job Analysis Information: The Interview Information Sources –Individual employees –Groups of employees –Supervisors with knowledge of the job Advantages –Quick, direct way to find overlooked information Disadvantage –Distorted information Interview Formats –Structured (Checklist) –Unstructured

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 24 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 24 of 26 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 4–24 Methods for Collecting Job Analysis Information: Questionnaires Information Source –Have employees fill out questionnaires to describe their job-related duties and responsibilities Questionnaire Formats –Structured checklists –Open-ended questions Advantages –Quick and efficient way to gather information from large numbers of employees Disadvantages –Expense and time consumed in preparing and testing the questionnaire

Typical Data Collected by Questionnaires What were the routine duties?What were the routine duties? What were the special duties?What were the special duties? How much time was spent on these duties?How much time was spent on these duties? Who do you have to work with to do the duties?Who do you have to work with to do the duties? What decisions do you regularly make?What decisions do you regularly make? What KSAs do you have to use?What KSAs do you have to use? What training is required?What training is required? What physical activities do you perform?What physical activities do you perform? What are your working conditions?What are your working conditions?

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 26 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 26 of 26 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 4–26 Job Analysis Questionnaire for Developing Job Descriptions Note: Use a questionnaire like this to interview job incumbents, or have them fill it out.

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 27 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 27 of 26 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 4–27 Job Analysis Questionnaire for Developing Job Descriptions (cont’d)

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 28 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 28 of 26 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 4–28 Example of Position/Job Description Intended for Use Online

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 29 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 29 of 26 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 4–29 Example of Position/Job Description Intended for Use Online (cont’d)

Specialized Job Analysis Questionnaires: Position Analysis Questionnaire (PAQ) A sophisticated questionnaire which uses a Likert scale to evaluate work behaviors.A sophisticated questionnaire which uses a Likert scale to evaluate work behaviors. Strengths: focuses on the elements that describe behaviors (competencies) which are relevant to the job rather than technical aspects of the work.Strengths: focuses on the elements that describe behaviors (competencies) which are relevant to the job rather than technical aspects of the work. Job elements are grouped into six divisions for evaluation.Job elements are grouped into six divisions for evaluation. The focus is on behaviors necessary to do the work.The focus is on behaviors necessary to do the work.

Position Analysis Questionnaire (PAQ) PAQ Dimensions:PAQ Dimensions: 1. Information Input - Where and how does the worker get information to perform the job?1. Information Input - Where and how does the worker get information to perform the job? 2. Mental Process - What levels of reasoning does the job require?2. Mental Process - What levels of reasoning does the job require? 3. Work Output - What physical activities must be performed?3. Work Output - What physical activities must be performed?

Position Analysis Questionnaire (PAQ) PAQ Dimensions cont’d:PAQ Dimensions cont’d: 4. Relationship with Others - What level of interdependency does the job require?4. Relationship with Others - What level of interdependency does the job require? 5. Job Context - What are the working conditions associated with the job?5. Job Context - What are the working conditions associated with the job? 6. Other - What other factors are relevant to the job beyond the previous five dimensions?6. Other - What other factors are relevant to the job beyond the previous five dimensions?

Position Analysis Questionnaire (PAQ) Shortcomings of PAQ:Shortcomings of PAQ: PAQ is written at the college level.PAQ is written at the college level. It can only be effectively administered by an expert.It can only be effectively administered by an expert. It is very costly.It is very costly. It is very time consuming.It is very time consuming.

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 34 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 34 of 26 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 4–34 Portion of a Completed Page from the Position Analysis Questionnaire The 194 PAQ elements are grouped into six dimensions. This exhibit lists 11 of the “information input” questions or elements. Other PAQ pages contain questions regarding mental processes, work output, relationships with others, job context, and other job characteristics.

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 35 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 35 of 26 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 4–35 Methods for Collecting Job Analysis Information: Observation Information Source –Observing and noting the physical activities of employees as they go about their jobs by managers. Advantages –Provides first-hand information –Reduces distortion of information Disadvantages –Time consuming –Reactivity response distorts employee behavior –Difficulty in capturing entire job cycle –Of little use if job involves a high level of mental activity

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 36 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 36 of 26 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 4–36 Methods for Collecting Job Analysis Information: Participant Diaries/Logs Information Source –Workers keep a chronological diary or log of what they do and the time spent on each activity Advantages –Produces a more complete picture of the job –Employee participation Disadvantages –Distortion of information –Depends upon employees to accurately recall their activities

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 37 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 37 of 26 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 4–37 Internet-Based Job Analysis Advantages –Collects information in a standardized format from geographically dispersed employees –Requires less time than face-to-face interviews –Collects information with minimal intervention or guidance –Still use another technique for legal reasons.

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 38 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 38 of 26 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 4–38 Using O*Net for Writing Job Descriptions

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 39 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 39 of 26 Obtain Job Duties from O*NET 1.Go to: 2.Click on Find Occupations 1.Retail salesperson

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 40 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 40 of 26 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 4–40 Using O*Net for Writing Job Descriptions (cont’d)

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 41 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 41 of 26 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 4–41 Using O*Net for Writing Job Descriptions (cont’d)

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 42 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 42 of 26 Job Design The process of defining the way work will be performed and the tasks that will be required in a given job.The process of defining the way work will be performed and the tasks that will be required in a given job. Four basic approachesFour basic approaches  Behavioral (motivational) – Job enrichment and job enlargement – Job characteristics (Hackman & Oldman approach)  Industrial engineering (mechanistic)  Ergonomic (biological)  Perceptual-motor

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 43 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 43 of 26 Job Enlargement and Job Enrichment: A Comparison

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Characteristics of Jobs Hackman & Oldman’s Model of Job Characteristics Skill Variety – level of different activities required to perform the job (assembly line v. law enforcement).Skill Variety – level of different activities required to perform the job (assembly line v. law enforcement). Task Identity – the extent to which a the job includes a whole identifiable unit of work that results in a visible outcome (assembly line v. Orange County Chopper).Task Identity – the extent to which a the job includes a whole identifiable unit of work that results in a visible outcome (assembly line v. Orange County Chopper).

Characteristics of Jobs Autonomy – the level of individual control the individual exerts over the work and its scheduling (assembly line v. law enforcement).Autonomy – the level of individual control the individual exerts over the work and its scheduling (assembly line v. law enforcement). Task Significance – the impact that the job has other people (assembly line v. hurricane relief worker).Task Significance – the impact that the job has other people (assembly line v. hurricane relief worker). Feedback – amount of information individuals receive regarding work outcomes.Feedback – amount of information individuals receive regarding work outcomes.

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 47 of 36 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 47 of 26 Behavioral (motivational) job design approach

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