Work Flows and Job Design MANA 3320 Dr. Jeanne Michalski

What is a Job?  Position vs. Job  Essential vs. marginal job functions  Job Specifications The knowledge, skills, and abilities (KSAs) required of the person who is to perform the job The knowledge, skills, and abilities (KSAs) required of the person who is to perform the job Griggs v Duke Power requires that job specifications used in selection must relate specifically to the duties of the job. Griggs v Duke Power requires that job specifications used in selection must relate specifically to the duties of the job.

Job Analysis Systematic process for collecting information on the important work-related aspects of a job. 1. Work activities – what the worker does, how and why these activities are conducted. 2. Tools and equipment used in performing work activities. 3. Context of the work environment, such as work schedule or working conditions. 4. Requirements for performing the job – KSA’s.

Job Analysis Applications  HR Planning  Recruitment: job descriptions and want ads  Selection: job requirements and qualifications  Pricing jobs  Training and Development  Performance Management

Job Analysis Gather and analyze job information through:  Interviews: Functional Job Analysis Functional Job Analysis Critical Incidents Critical Incidents  Questionnaires Functional Job Analysis Functional Job Analysis PAQ PAQ  Observation: motion study  Diaries: time study  O*Net

Job Descriptions  Identifying Information Job Title Job Title Exempt or Non-exempt Exempt or Non-exempt Full-time or Part-time Full-time or Part-time Gender neutral Gender neutral  Summary Brief description Brief description Place in org. structure Place in org. structure

Job Descriptions  Duties and Responsibilities What does the person do? What does the person do? How do those tasks get done? How do those tasks get done? Under what conditions? Under what conditions? Using what materials? Using what materials?  Requirements and Qualifications KSA’s KSA’s Certifications or degrees Certifications or degrees Appropriate for the job Appropriate for the job

Task Statements  Characterize activities with action verbs.  Tasks have identifiable beginnings and endings.  Identifiable outputs or consequences.  Mean the same thing to all respondents.  Non-trivial but complete.  What the worker does, how they do it, to who or what and why?

Essential Job Functions Essential Functions Statements in the job description of job duties and responsibilities that are critical for success on the job. Statements in the job description of job duties and responsibilities that are critical for success on the job. A job function is essential if: The position exists to perform the function. The position exists to perform the function. A limited number of employees are available to perform the function. A limited number of employees are available to perform the function. The function is specialized, requiring needed expertise or abilities to complete the job. The function is specialized, requiring needed expertise or abilities to complete the job.

KSA’s Defined  Knowledge: A body of information (typically of a factual or procedural nature) that required for successful completion of a task.  Skill: An individual’s level of competency or proficiency in performing a specific task. Usually be expressed in numerical terms.  Ability: A more general, enduring trait or capability an individual possesses when he or she first performs a task.

KSA’s Defined  Knowledge: Various engineering fields and terms. Various engineering fields and terms. DOT regulations DOT regulations  Skills: Typing 50 words per minute without error. Typing 50 words per minute without error. Basic PC operations including . Basic PC operations including .  Abilities: Writing and edit business correspondence. Writing and edit business correspondence. Interviewing clients for marketing information. Interviewing clients for marketing information.

O*NET  Occupational Information Network  Database of worker attributes and job characteristics. 

HW #1 Answer the following questions: What are the primary or most important duties that you perform? What are the primary or most important duties that you perform? What are the major results of your job? What are the major results of your job? List any machines, tools, instruments, equipment, or materials you use in your job. List any machines, tools, instruments, equipment, or materials you use in your job. Describe the previous work experience (type and amount) required to do your job. Describe the previous work experience (type and amount) required to do your job. What kinds of knowledge, skills and abilities are required to perform your job? What kinds of knowledge, skills and abilities are required to perform your job? Based on information from the interview, write a complete job description including a job summary, task statements, and details of the KSA’s required for the job. DUE September 8 at beginning of class - typed

Organizational Variance  Healthy organizations invariable have a preponderance of “good workers” – People who are highly motivated and derive satisfaction from what they do.  Unhealthy organizations overloaded with poorly motivated dissatisfied workers. What accounts for the difference?

2-15 Copyright ©2010 Pearson Education, Inc. publishing as Prentice Hall Work: The Individual Perspective Motivation  That which energizes, sustains and directs human behavior  Mangers need to understand what motivates employees

2-16 Copyright ©2010 Pearson Education, Inc. publishing as Prentice Hall Motivation  Two-Factor Theory Motivators― derive from the work itself; responsibility, recognition, achievement opportunities for advancement.. Hygiene factors― work environment; working conditions, pay company policies, job security, relationships...  Goal-Setting Theory  Clear, challenging, attainable  Feedback very important

Job Enrichment  Definition: A technique used to redesign work with the purpose of initiating organizational change while increasing employee motivation and job satisfaction. A technique used to redesign work with the purpose of initiating organizational change while increasing employee motivation and job satisfaction.  Underlying Assumption Increased motivation and satisfaction lead to improved performance. Increased motivation and satisfaction lead to improved performance.

Design of Work Systems  Job Specialization Based on Frederick Taylor’s Scientific Management Based on Frederick Taylor’s Scientific Management Creates jobs with very narrow task (activity) assignments. Creates jobs with very narrow task (activity) assignments. Resulted in high efficiency, quickly achieved job competency, low training costs, but also created monotonous jobs. Resulted in high efficiency, quickly achieved job competency, low training costs, but also created monotonous jobs.OR  Job Enrichment Started with Hawthorne Experiments Started with Hawthorne Experiments Increasing the amount of responsibility for quality and productivity that employees have for their own work. Increasing the amount of responsibility for quality and productivity that employees have for their own work.

Job Design  Job Enrichment (Herzberg) “Vertical Enrichment” of jobs “Vertical Enrichment” of jobs Increasing duties and responsibilities Increasing duties and responsibilities  Job Characteristics Model (Hackman & Oldham) Five characteristics of motivating jobs Five characteristics of motivating jobs  Employee Empowerment / Involvement

Five Core Job Characteristics  Skill variety  Task identity  Task significance  Autonomy  Feedback

Five Core Job Characteristics  Skill variety The extent to which the work allows an employee to use a variety of acquired skills. The extent to which the work allows an employee to use a variety of acquired skills.  Task identity The extent to which work allows an employee to complete a whole or identifiable piece of work. The extent to which work allows an employee to complete a whole or identifiable piece of work.  Task significance The extent to which the employee perceives that his/her work is important and meaningful to those in the organization or to those outside the organization. The extent to which the employee perceives that his/her work is important and meaningful to those in the organization or to those outside the organization.  Autonomy The extent to which the employee is able to work and determine work procedure at her/his own discretion.  Feedback The extent to which the work allows the employee to gain a sense of how well job responsibilities are being met.

2-22 Copyright ©2010 Pearson Education, Inc. publishing as Prentice Hall Job Characteristics Theory

Job Enrichment and Reengineering at GTE Job Enrichment Components PrePost Feedback * Autonomy * Task Identity * Skill Variety * Task Significance * Overall Job Enrichment * * Indicates a statistically significant difference between ratings of job before and after Process Re-engineering

Job Enrichment Survey Items  I have autonomy in my job. That is my job permits me to decide on my own how to go about doing the work.  My job involves doing a whole and identifiable piece of work. That is, the job is a complete piece of work that has an obvious beginning and end.  There is variety in my job. That is, the job requires me to do many things at work, using a variety of my skills and talents.  In general, my job is significant or important. That is, the results of my work are likely to significantly affect the lives and wellbeing of other people.  Managers or co-workers let me know well I am doing my job.

Job Design Examples  Job enrichment at Aetna Insurance Involved line workers in reorganization Involved line workers in reorganization Assigned people to accounts instead of individual functions. Assigned people to accounts instead of individual functions. Job rotation, direct feedback from clients Job rotation, direct feedback from clients  Employee Involvement and new assembly lines. Locating work decisions at the lowest level possible. Locating work decisions at the lowest level possible. Training in statistics, quality and decision-making skills. Training in statistics, quality and decision-making skills. Additional information on business performance. Additional information on business performance. Incentives to motivate employees towards company goals. Incentives to motivate employees towards company goals.

Employee Empowerment  Participation Authority to change job processes? Authority to change job processes? Self-managed teams Self-managed teams  Information Is business information shared? Is business information shared? Does the job involve performance feedback? Does the job involve performance feedback?  Innovation Is the organization receptive to new ideas? Is the organization receptive to new ideas?  Rewards / Accountability Are rewards contingent on individual performance? Are rewards contingent on individual performance?

2-27 Copyright ©2010 Pearson Education, Inc. publishing as Prentice Hall Work: The Group Perspective Teams:  Small number of people  With complementary skills  Work together  Vital in flat and boundaryless orgs.

Forms of Employee Teams  Cross-Functional Teams  Project Teams  Self-Directed Teams  Task Force Teams  Process-Improvement Teams  Virtual Teams

Forms of Employee Teams  Cross-Functional Teams Permanent teams of mixed specialists with common goal.  Project Teams Temporary teams typically organized to develop a new product or service.  Self-Directed Teams Permanent Highly trained individuals autonomously performing a set of interdependent job tasks within a natural work unit.  Task Force Teams Temporary teams typically organized to solve a major problem.  Process-Improvement / Quality Teams Teams organized to monitor quality and improve processes  Virtual Teams A group with widely dispersed members linked together through computer and telecommunications technology.

Characteristics of Successful Teams  Commitment to shared goals and objectives  Motivated and energetic team members  Open and honest communication  Shared leadership  Clear role assignments  Climate of cooperation, collaboration, trust, and accountability  Recognition of conflict and its positive resolution