BA 31 Chapter 4 © 2008 Prentice Hall, Inc. All rights reserved. 4–1

AFTER STUDYING THIS CHAPTER, YOU SHOULD BE ABLE TO: 1. Discuss the nature of job analysis, including what it is and how it’s used. 2. Use at least three methods of collecting job analysis information, including interviews, questionnaires, and observation. 3. Write job descriptions, including summaries and job functions, using the Internet and traditional methods. 4. Write job specifications using the Internet as well as your judgment. 5. Explain job analysis in a “jobless” world, including what it means and how it’s done in practice. © 2008 Prentice Hall, Inc. All rights reserved. 4–2

Situational Leadership

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© 2008 Prentice Hall, Inc. All rights reserved. 4–5 Work activities Human behaviors Human requirements Job context Machines, tools, equipment, and work aids Performance standards Information Collected Via Job Analysis

© 2008 Prentice Hall, Inc. All rights reserved. 4–6 Recruitment and Selection Compensation EEO Compliance Discovering Unassigned Duties Performance Appraisal Training Information Collected Via Job Analysis

FIGURE 4–1USES OF JOB ANALYSIS INFORMATION © 2008 Prentice Hall, Inc. All rights reserved. 4–7

(SOC) - Standard Occupational Classification © 2008 Prentice Hall, Inc. All rights reserved. 4–8

© 2008 Prentice Hall, Inc. All rights reserved. 4– Steps in doing a job analysis: Review relevant background information. Decide how you’ll use the information. Select representative positions. Actually analyze the job. Verify the job analysis information. 6 Develop a job description and job specification.

 Information Sources  Individual employees  Groups of employees  Supervisors with knowledge of the job  Advantages  Quick, direct way to find overlooked information  Disadvantages  Distorted information  Interview Formats  Structured (Checklist)  Unstructured © 2008 Prentice Hall, Inc. All rights reserved. 4–10

FIGURE 4–3 JOB ANALYSIS QUESTIONNAIRE FOR DEVELOPING JOB DESCRIPTIONS © 2008 Prentice Hall, Inc. All rights reserved. 4–11 Note: Use a questionnaire like this to interview job incumbents, or have them fill it out. Source: Reprinted with permission of the publisher, Business and Legal Reports, Inc., Old Saybrook, CT © 2004.

FIGURE 4–3 JOB ANALYSIS QUESTIONNAIRE FOR DEVELOPING JOB DESCRIPTIONS (CONT’D) © 2008 Prentice Hall, Inc. All rights reserved. 4–12 Note: Use a questionnaire like this to interview job incumbents, or have them fill it out. Source: Reprinted with permission of the publisher, Business and Legal Reports, Inc., Old Saybrook, CT © Note: Have incumbent journal their daily duties for at least two to three weeks. Have them bring their typed notes or filled out forms to the meeting.

 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. © 2008 Prentice Hall, Inc. All rights reserved. 4–13

 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 © 2008 Prentice Hall, Inc. All rights reserved. 4–14

 Information Source  Observing and noting the physical activities of employees as they go about their jobs  Advantages  Provides first-hand information  Reduces distortion of information  Disadvantages  Time consuming  Difficulty in capturing entire job cycle  Of little use if job involves a high level of mental activity © 2008 Prentice Hall, Inc. All rights reserved. 4–15

 Information Source  Workers keep a chronological diary/ 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 © 2008 Prentice Hall, Inc. All rights reserved. 4–16

FIGURE 4–4 EXAMPLE OF POSITION/JOB DESCRIPTION INTENDED FOR USE ONLINE © 2008 Prentice Hall, Inc. All rights reserved. 4–17 Source: A&P%20Final.doc. Accessed May 10, 2007.

FIGURE 4–4 EXAMPLE OF POSITION/JOB DESCRIPTION INTENDED FOR USE ONLINE (CONT’D) © 2008 Prentice Hall, Inc. All rights reserved. 4–18 Source: A&P%20Final.doc. Accessed May 10, 2007.

FIGURE 4–4 EXAMPLE OF POSITION/JOB DESCRIPTION INTENDED FOR USE ONLINE (CONT’D) © 2008 Prentice Hall, Inc. All rights reserved. 4–19 Source: A&P%20Final.doc. Accessed May 10, 2007.

 Competencies  Demonstrable characteristics of a person that enable performance of a job.  Reasons for Competency-Based Job Analysis  To support a high-performance work system.  To create strategically-focused job descriptions.  To support the performance management process in fostering, measuring, and rewarding:  General competencies  Leadership competencies  Technical competencies © 2008 Prentice Hall, Inc. All rights reserved. 4–20

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 Steps in the Statistical Approach  ***Analyze the job and decide how to measure job performance.  ***Select personal traits that you believe should predict successful performance.  Test candidates for these traits.  Measure the candidates’ subsequent job performance.  Statistically analyze the relationship between the human traits and job performance. © 2008 Prentice Hall, Inc. All rights reserved. 4–22 ***NOTE: We are dealing with the first two only at this point.

© 2008 Prentice Hall, Inc. All rights reserved. 4–23 Specifications for Trained Versus Untrained Personnel Specifications Based on Statistical Analysis “What traits and experience are required to do this job well?” Specifications Based on Judgment

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© 2008 Prentice Hall, Inc. All rights reserved. 4–25 The Disney Look

 Organized  Self-Starters  Positive/Friendly Personality  Teachable  Coachable  Attention to detail  Type A personality  Type B personality  Responsive  Motivated 4–26

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 The EEOC does not validate pre-employment assessments nor does the Office of Federal Contract Compliance. As far as employment assessments are concerned, the extent of their authority is to audit or investigate unacceptable procedures when a discrimination charge has resulted from adverse impact. Their investigation pertains to all employee selection procedures. There have been very few disparate impact cases involving pre-employment assessments because those assessments generally do not have an adverse impact on any protected group. That does not preclude misuse of an employment assessment by requiring unreasonably high or restrictive standards that would not be a bona fide occupational qualification. © 2008 Prentice Hall, Inc. All rights reserved. 4–28

 Extreme weather conditions  Hazmat Environment  Noise (Airport)  Confined Spaces  Extreme Altitudes  Asthmatic conditions  Woodworking (Shavings)  Heavily perfumed areas  animal dander (allergy) © 2008 Prentice Hall, Inc. All rights reserved. 4–29

© 2008 Prentice Hall, Inc. All rights reserved. 4–30 Job Enlargement Job Enrichment Job Design: Specialization and Efficiency? Job Rotation *Eliminating narrowly defined jobs.

© 2008 Prentice Hall, Inc. All rights reserved. 4–31 Flattening the Organization Reengineering Business Processes Dejobbing the Organization Using Self- Managed Work Teams Dejobbing - broadening the responsibilities of company’s jobs and encouraging workers not to limit themselves to what’s on their job descriptions is a result of the changes taking place in business today.

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© 2008 Prentice Hall, Inc. All rights reserved. 4–33 Job Identification Job Summary Responsibilities and Duties Authority of the Incumbent Standards of Performance Working Conditions Job Specifications Sections of a Typical Job Description

 O*NET ™ Online © 2008 Prentice Hall, Inc. All rights reserved. 4–34

tm

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4–37 Metropolitan and Nonmetropolitan Area Occupational Employment and Wage Estimates

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TABLE 4–2SOC MAJOR GROUPS OF JOBS – STANDARD OCCUPATIONAL CODES © 2008 Prentice Hall, Inc. All rights reserved. 4– Management Occupations Business and Financial Operations Occupations Computer and Mathematical Occupations Architecture and Engineering Occupations Life, Physical, and Social Science Occupations Community and Social Services Occupations Legal Occupations Education, Training, and Library Occupations Arts, Design, Entertainment, Sports, and Media Occupations Healthcare Practitioners and Technical Occupations Healthcare Support Occupations Protective Service Occupations Food Preparation and Serving-Related Occupations Building and Grounds Cleaning and Maintenance Occupations Personal Care and Service Occupations Sales and Related Occupations Office and Administrative Support Occupations Farming, Fishing, and Forestry Occupations Construction and Extraction Occupations Installation, Maintenance, and Repair Occupations Production Occupations Transportation and Material Moving Occupations Military Specific Occupations Note: Within these major groups are 96 minor groups, 449 broad occupations, and 821 detailed occupations.

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FIGURE 4–9 MARKETING MANAGER DESCRIPTION FROM STANDARD OCCUPATIONAL CLASSIFICATION (SOC CODE) = (US FEDERAL JOB CLASSIFICATION SYSTEM) © 2008 Prentice Hall, Inc. All rights reserved. 4–41 Source: soc_a2c1.htm. Accessed August 17, 2007.

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© 2008 Prentice Hall, Inc. All rights reserved. 4–44 Median Mean – What’s the Difference? By understanding the difference between median and mean, and what the implications are of each, you will be able to challenge such assertions and avoid being duped yourself. First, a brief explanation of each, then some real life examples of median and mean that we can all relate to. Let’s take this set of 11 numbers: The median and the mean are pretty close together, but different nonetheless. See the attached Excel-generated output:

© 2008 Prentice Hall, Inc. All rights reserved. 4–45 Wage Range The relative standard error (RSE) is a measure of the reliability of a survey statistic. The smaller the relative standard error, the more precise the estimate.

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Exempt v. Non- Exempt? FAIR LABOR STANDARDS ACT com/coverage. html

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Contractor? Employee?

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 Job Identification  Job title  *FLSA status section – Exempt/Non-Exempt?  Wage  Job Summary  General nature of the job  Major functions/activities  Relationships  Reports to:  Supervises:  Works with:  Outside the company:  Major Responsibilities and Duties  Major responsibilities and duties (essential functions)  Decision-making authority  Direct supervision  Budgetary limitations  Standards of Performance and Working Conditions  What it takes to do the job successfully  Written Job Description *FAIR LABOR STANDARDS ACT © 2008 Prentice Hall, Inc. All rights reserved. 4–54

*Step 1.Decide on a Plan *Step 2.Develop an Organization Chart Step 3.Use a Job Analysis/Description Questionnaire (Done) Step 4.Obtain Lists of Job Duties from O*NET Step 5. Compile the Job’s Human Requirements from O*NET – SOC code? Step 5 Determine Wage/Hour – Exempt – Non-Exempt Step 6. Complete Your Job Description © 2008 Prentice Hall, Inc. All rights reserved. 4–55 *Who does this person report to?