1. 4- Copyright © 2015 Pearson Education, Inc. 4-14 Job Analysis and the Talent Management Process

2. 4- Copyright © 2015 Pearson Education, Inc. 4-2 Learning Objectives 1. Define talent management and explain why it is important. 2. Discuss the process of job analysis, including why it is important. 3. Explain how to use at least three methods of collecting job analysis information, including interviews, questionnaires, and observation.

3. 4- Copyright © 2015 Pearson Education, Inc. 4-3 Learning Objectives 4.Explain how you would write a job description. 5.Explain how to write a job specification. 6.Explain competency-based job analysis, including what it means and how it’s done in practice.

4. 4- Copyright © 2015 Pearson Education, Inc. 4-4 Define talent management and explain why it is important.

5. 4- Copyright © 2015 Pearson Education, Inc. 4-5 The Talent Management Process What Is Talent Management? o Tasks Tasks o Goal-directed Goal-directed o Uses the same “profile” Uses the same “profile” o Segments and manages employees Segments and manages employees o Integrates/coordinates all talent management functions Integrates/coordinates all talent management functions

6. TASKS 1. Treats talent management activities such as recruiting and training as interrelated. For example, having employees with the right skills depends as much on recruiting, training, and compensation as on applicant testing. Copyright © 2015 Pearson Education, Inc. 4-6

7. GOAL-DIRECTED 2. Makes sure all talent management decisions (such as staffing, training, and pay) are goal directed. In other words, ask, "What recruiting, testing, training, or pay action should I take to produce the employee competencies we need to achieve our strategic goals ?” Copyright © 2015 Pearson Education, Inc. 4-7

8. Uses the same “profile” 3. Consistently uses the same "profile” of required human skills, knowledge, and behaviors ("competencies") for formulating a job's recruitment plans as for making selection, training, appraisal, and compensation decisions for it. For example, if "Design complex software application's” Is one required software engineer skill, then ask interview questions to assess the candidate on this skill; train the new employee to improve this skill; and then appraise and compensate the person based on his or her skill proficiency. Copyright © 2015 Pearson Education, Inc. 4-8

9. Segments and manages employees 4. Actively segments and manages employees. For example, Accenture recommends identifying the firm's "mission critical” employees, and then managing their development and rewards separately from the firm's other employees. Copyright © 2015 Pearson Education, Inc. 4-9

10. Integrates/coordinates all talent management functions 5. Actively coordinates or integrates the ongoing talent management functions such as recruiting and training. For example, HR managers need to make sure they are using the same skills profile to recruit as to select, train, and appraise for a particular job, or use special talent management software to do so. Copyright © 2015 Pearson Education, Inc. 4-10

11. 4- Copyright © 2015 Pearson Education, Inc. 4-11 Thought of as linear process Definition Managing talent effectively Review

12. 4- Copyright © 2015 Pearson Education, Inc. 4-12 Discuss the process of job analysis, including why it is important.

13. © 2005 Prentice Hall Inc. All rights reserved. 4–13 THE NATURE OF JOB ANALYSIS Job analysis The procedure for determining the duties and skill requirements of a job and the kind of person who should be hired for it. Job description A list of a job’s duties, responsibilities, reporting relationships, working conditions, and supervisory responsibilities—one product of a job analysis. Job specifications A list of a job’s “human requirements,” that is, the requisite education, skills, personality, and so on—another product of a job analysis.

14. 4- Copyright © 2015 Pearson Education, Inc. 4-14 The Basics of Job Analysis Work activities Behaviors Machines, tools, equipment, and work aids Performance standards Job context Human requirements

15. 4- Copyright © 2015 Pearson Education, Inc. 4-15 Uses of Job Analysis Information Recruitment and selection EEO compliance Performance appraisal Compensation Training

16. © 2005 Prentice Hall Inc. All rights reserved. 4–16 STEPS IN JOB ANALYSIS Step 1: Decide how you’ll use the information. Step 2: Review relevant background information. Step 3: Select representative positions. Step 4: Actually analyze the job. Step 5: Verify the job analysis information. Step 6: Develop a job description and job specification.

17. © 2005 Prentice Hall Inc. All rights reserved. 4–17 CHARTING THE ORGANIZATION Organization chart A chart that shows the organizationwide distribution of work, with titles of each position and interconnecting lines that show who reports to and communicates to whom. Process chart A work flow chart that shows the flow of inputs to and outputs from a particular job.

18. 4- Copyright © 2015 Pearson Education, Inc. 4-18 IMPROVING PEFORMANCE: IMPROVING PEFORMANCE: HR as a Profit Center Boosting Productivity Through Work Redesign o Workflow analysis prompted several performance-boosting redesigns o Firm reduced from four to one the number of people opening mail

19. © 2005 Prentice Hall Inc. All rights reserved. 4–19 PROCESS CHART FOR ANALYZING A JOB’S WORKFLOW Figure 4–2

20. 4- Copyright © 2015 Pearson Education, Inc. 4-20 Job Analysis Guidelines A joint effort Clarity of questions and process Different job analysis methods

21. 4- Copyright © 2015 Pearson Education, Inc. 4-21 The basics of job analysis Uses of job analysis information Conducting a job analysis Job analysis guidelines Review

22. 4- Copyright © 2015 Pearson Education, Inc. 4-22 Explain how to use at least three methods of collecting job analysis information, including interviews, questionnaires, and observation.

23. 4- Copyright © 2015 Pearson Education, Inc. 4-23 Methods for Collecting Job Analysis Information Interviews Questionnaires Observation Diary/logs Quantitative techniques Internet-based

24. 4- Copyright © 2015 Pearson Education, Inc. 4-24 Collecting Job Analysis Information – Interviews The Interview o Typical questions o Structured interviews o Pros and cons o Interviewing guidelines

25. © 2005 Prentice Hall Inc. All rights reserved. 4–25 METHODS OF 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. Disadvantages Distorted information Interview formats Structured (Checklist) Unstructured

26. © 2005 Prentice Hall Inc. All rights reserved. 4–26 INTERVIEW 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.

27. © 2005 Prentice Hall Inc. All rights reserved. 4–27 METHODS OF COLLECTING JOB ANALYSIS INFORMATION: QUESTIONNAIRES Information source Have employees fill out questionnaires to describe their job- related duties and responsibilities. Questionnaire formats Structured checklists Opened-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

28. 4- Copyright © 2015 Pearson Education, Inc. 4-28 Questionnaires also may be structured or unstructured, depending on the situation and job under review. Observation, while extremely useful is very time-consuming in that one individual will be needed to observe the worker for extended periods of time. In addition, the observer may miss some key job activities if they are not performed regularly. Diaries and logs require the worker to make entries into his or her journal at regular times. Quantitative techniques include the Position Analysis Questionnaire (PAQ) and the Department of Labor (DOL) technique. Internet-based analysis allows the HR department to send questionnaires to geographically disbursed employees and receive information in a timely manner. This procedure also allows electronic or voice follow-up.

29. © 2005 Prentice Hall Inc. All rights reserved. 4–29 METHODS OF COLLECTING JOB ANALYSIS INFORMATION: OBSERVATION 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.

30. © 2005 Prentice Hall Inc. All rights reserved. 4–30 METHODS OF COLLECTING JOB ANALYSIS INFORMATION: PARTICIPANT DIARY/LOGS Information source Workers keep a chronological diary/ log of what they do and the time spent in 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

31. © 2005 Prentice Hall Inc. All rights reserved. 4–31 QUANTITATIVE JOB ANALYSIS TECHNIQUES The position analysis questionnaire (PAQ) A questionnaire used to collect quantifiable data concerning the duties and responsibilities of various jobs. The Department of Labor (DOL) procedure A standardized method by which different jobs can be quantitatively rated, classified, and compared. Functional job analysis Takes into account the extent to which instructions, reasoning, judgment, and mathematical and verbal ability are necessary for performing job tasks.

32. © 2005 Prentice Hall Inc. All rights reserved. 4–32 SAMPLE REPORT BASED ON DEPARTMENT OF LABOR JOB ANALYSIS TECHNIQUE Figure 4–6

33. 4- Copyright © 2015 Pearson Education, Inc. 4-33 Interviews Questionnaires Observation Diary/logs Quantitative techniques Internet-based Review

34. 4- Copyright © 2015 Pearson Education, Inc. 4-34 Explain how you would write a job description.

35. 4- Copyright © 2015 Pearson Education, Inc. 4-35 Writing Job Descriptions Job identification Job summary Relationships Responsibilities and duties o Authority Performance standards & working conditions Job specifications

36. © 2005 Prentice Hall Inc. All rights reserved. 4–36 SAMPLE JOB DESCRIPTIO N, PEARSON EDUCATION Figure 4–7a Source: Courtesy of HR Department, Pearson Education.

37. © 2005 Prentice Hall Inc. All rights reserved. 4–37 SAMPLE JOB DESCRIPTIO N, PEARSON EDUCATION Figure 4–7b Source: Courtesy of HR Department, Pearson Education.

38. © 2005 Prentice Hall Inc. All rights reserved. 4–38 “MARKETING MANAGER” DESCRIPTION FROM STANDARD OCCUPATIONAL CLASSIFICATION Figure 4–8 20. 11-2021 Marketing Managers Abstract: 11-2021 Marketing Managers. Determine the demand for products and services offered by a firm and Its competitors and identify potential customers. Develop pricing strategies with the goal of maximizing the firm’s profits or share of the market while ensuring the firm’s customers are satisfied. Source: www.bis.gov, accessed November 13, 2003.

39. 4- Copyright © 2015 Pearson Education, Inc. 4-39 IMPROVING PERFORMANCE: HR Tools for Line Managers and Entrepreneurs O*NET o The U.S. Department of Labor’s online occupational information network o O*NET lists the specific duties associated with numerous occupations

40. © 2005 Prentice Hall Inc. All rights reserved. 4–40 THE JOB DESCRIPTION Job identification Job title: name of job FLSA status section: Exempt or nonexempt Preparation date: when the description was written Prepared by: who wrote the description Job summary Describes the general nature of the job Lists the major functions or activities

41. © 2005 Prentice Hall Inc. All rights reserved. 4–41 THE JOB DESCRIPTION (CONT’D) Relationships (chain of command) Reports to: employee’s immediate supervisor Supervises: employees that the job incumbent directly supervises Works with: others with whom the job holder will be expected to work and come into contact with internally. Outside the company: others with whom the job holder is expected to work and come into contact with externally.

42. © 2005 Prentice Hall Inc. All rights reserved. 4–42 THE JOB DESCRIPTION (CONT’D) Responsibilities and duties A listing of the job’s major responsibilities and duties (essential functions) Defines limits of jobholder’s decision-making authority, direct supervision, and budgetary limitations. Standard Occupational Classification Classifies all workers into one of 23 major groups of jobs which are subdivided into 96 minor groups of jobs and detailed occupations.

43. © 2005 Prentice Hall Inc. All rights reserved. 4–43 THE JOB DESCRIPTION (CONT’D) Standards of performance and working conditions Lists the standards the employee is expected to achieve under each of the job description’s main duties and responsibilities.

44. 4- Copyright © 2015 Pearson Education, Inc. 4-44 Review Job descriptions o Identifying the job, summary, relationships o Responsibilities, duties, standards Specifications

45. 4- Copyright © 2015 Pearson Education, Inc. 4-45 Explain how to write a job specification.

46. 4- Copyright © 2015 Pearson Education, Inc. 4-46 Write a job specification.

47. © 2005 Prentice Hall Inc. All rights reserved. 4–47 WRITING JOB SPECIFICATIONS Specifications for trained personnel Focus on traits like length of previous service, quality of relevant training, and previous job performance. Specifications for untrained personnel Focus on physical traits, personality, interests, or sensory skills that imply some potential for performing or for being trained to do the job.

48. © 2005 Prentice Hall Inc. All rights reserved. 4–48 WRITING JOB SPECIFICATIONS (CONT’D) Specifications Based on Judgment Self-created judgments (common sense) List of competencies in Web-based job descriptions (e.g., www.jobdescription.com) O*NET online Standard Occupational Classification Specifications Based on Statistical Analysis Attempts to determine statistically the relationship between a predictor or human trait and an indicator or criterion of job effectiveness.

49. 4- Copyright © 2015 Pearson Education, Inc. 4-49 Writing job specifications Trained vs. untrained Judgment Statistical analysis Task statements

50. 4- Copyright © 2015 Pearson Education, Inc. 4-50 Review

51. © 2005 Prentice Hall Inc. All rights reserved. 4–51 THE SKILLS MATRIX FOR ONE JOB AT BP Figure 4–12 Note: The light blue boxes indicate the minimum level of skill required for the job.

52. 4- Copyright © 2015 Pearson Education, Inc. 4-52 Explain competency-based job analysis, including what it means and how it’s done in practice.

53. © 2005 Prentice Hall Inc. All rights reserved. 4–53 JOB ANALYSIS IN A “JOBLESS” WORLD Job Generally defined as “a set of closely related activities carried out for pay.”

54. 4- Copyright © 2015 Pearson Education, Inc. 4-54 Profiles in Talent Management Competencies and competency-based job analysis How to write competencies- based job descriptions

55. © 2005 Prentice Hall Inc. All rights reserved. 4–55 FROM SPECIALIZED TO ENLARGED JOBS Job enlargement Assigning workers additional same level activities, thus increasing the number of activities they perform. Job enrichment Redesigning jobs in a way that increases the opportunities for the worker to experience feelings of responsibility, achievement, growth, and recognition.

56. © 2005 Prentice Hall Inc. All rights reserved. 4–56 FROM SPECIALIZED TO ENLARGED JOBS (CONT’D) Job rotation Moving a trainee from department to department to broaden his or her experience and identify strong and weak points to prepare the person for an enhanced role with the company Systematically moving workers from one job to another to enhance work team performance.

57. © 2005 Prentice Hall Inc. All rights reserved. 4–57 WHY MANAGERS ARE DEJOBBING THEIR COMPANIES Dejobbing Broadening the responsibilities of the company’s jobs Encouraging employee initiative. Internal factors leading to dejobbing Flatter organizations Work teams External factors leading to dejobbing. Rapid product and technological change Global competition Deregulation, Political instability, Demographic changes Rise of a service economy.

58. © 2005 Prentice Hall Inc. All rights reserved. 4–58 COMPETENCY-BASED JOB ANALYSIS Competencies Demonstrable characteristics of a person that enable performance of a job. Competency-based job analysis Describing a job in terms of the measurable, observable, behavioral competencies (knowledge, skills, and/or behaviors) an employee must exhibit to do a job well.

59. © 2005 Prentice Hall Inc. All rights reserved. 4–59 PERFORMANCE MANAGEMENT Performance management Managing all elements of the organizational process that affect how well employees perform. Types of competencies General competencies reading, writing, and mathematical reasoning. Leadership competencies leadership, strategic thinking, and teaching others. Technical competencies specific technical competencies required for specific types of jobs and/or occupations.

60. 4- Copyright © 2015 Pearson Education, Inc. 4-60 IMPROVING PERFORMANCE: HR Practices Around the Globe Daimler Alabama emphasizes o Just-in-time inventory o Work teams o Continuous improvement Stressing competencies rather than duties

61. 4- Copyright © 2015 Pearson Education, Inc. 4-61 Review