1. Dessler, Cole, Goodman and Sutherland Fundamentals of Human Resources Management in Canada Chapter Three Designing and Analyzing Jobs © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-1

2. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-2 Organizing Work

3. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-3 Organizing Work

4. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-4 Organizing Work

5. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-5 Organizing Work Company A Company CCompany B Boundaryless Structure

6. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-6 Job Design –process of organizing work into tasks required for a job Job –group of related activities/duties for one or more employees Position –collection of tasks/responsibilities performed by one person Job Design –process of organizing work into tasks required for a job Job –group of related activities/duties for one or more employees Position –collection of tasks/responsibilities performed by one person

7. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-7 Job Design Behavioural Considerations –job enlargement –job rotation –job enrichment Behavioural Considerations –job enlargement –job rotation –job enrichment

8. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-8 Job Design Team Based Job Designs –team based job designs –team Team Based Job Designs –team based job designs –team Human Engineering Considerations –ergonomics Human Engineering Considerations –ergonomics

9. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-9 Job Characteristics Model Experienced Meaningfulness of the Work Experienced Responsibility for Work Outcomes Knowledge of Results from Work Activities High Internal Work Motivation High-Quality Work Performance Low Turnover and Absenteeism Skill Variety Task Identity Task Significance Autonomy Feedback Core Job Characteristics Critical Psychological States Personal and Work Outcomes Strength of Relationships is Determined by Intensity of Employee Growth Need

10. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-10 The Nature of Job Analysis Job Analysis –procedure for determining: tasks - what is done on the job behaviours – how the job is done environment – under what conditions knowledge, skills & abilities (KSAs) – required to do the job Job Analysis –procedure for determining: tasks - what is done on the job behaviours – how the job is done environment – under what conditions knowledge, skills & abilities (KSAs) – required to do the job

11. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-11 The Nature of Job Analysis

12. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-12 The Nature of Job Analysis Step 3: Select Representative Positions/Jobs To Be Analyzed Step 2: Review Relevant Background Information Step 1: Identify What The Information Will Be Used For Step 4: Analyze The Jobs Step 5: Review Analysis With Incumbent/Supervisor Step 6: Develop Job Description/Job Specification

13. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-13 Methods of Collecting Job Analysis Information Observation Interviews (individual, group, supervisory) Questionnaires Participant Diary/Log

14. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-14 Methods of Collecting Job Analysis Information –very structured job analysis questionnaire –provides quantitative job score on five dimensions of job requirements: 1.Decision making/communication/social 2.Skills 3.Physical activity 4.Operating vehicles/equipment 5.Processing information –very structured job analysis questionnaire –provides quantitative job score on five dimensions of job requirements: 1.Decision making/communication/social 2.Skills 3.Physical activity 4.Operating vehicles/equipment 5.Processing information Position Analysis Questionnaire

15. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-15 Methods of Collecting Job Analysis Information –reference tool for writing job descriptions/ specifications –compiled by the federal government –contains 25,000 occupations, providing: standardized job descriptions job requirements –Career Handbook counseling component –reference tool for writing job descriptions/ specifications –compiled by the federal government –contains 25,000 occupations, providing: standardized job descriptions job requirements –Career Handbook counseling component National Occupational Classification (NOC)

16. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-16 Writing Job Descriptions Job Descriptions –what job-holder actually does –how the job is performed –under what conditions the job is performed Job Descriptions –what job-holder actually does –how the job is performed –under what conditions the job is performed

17. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-17 Writing Job Descriptions –job identification –job summary –responsibilities, duties and relationships –authority –performance standards –working conditions (physical environment) –job identification –job summary –responsibilities, duties and relationships –authority –performance standards –working conditions (physical environment) Job Description Information

18. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-18 Job Description Guidelines Be specific Be clear Indicate scope of authority Be brief Recheck

19. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-19 Writing Job Descriptions –job descriptions not legally required (but advisable) –clearly identify essential job duties –knowledge, skills and abilities should be sole criteria for decisions regarding: transfers promotions training employment –job descriptions not legally required (but advisable) –clearly identify essential job duties –knowledge, skills and abilities should be sole criteria for decisions regarding: transfers promotions training employment Human Rights Issues

20. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-20 Writing Job Specifications Job requirements which examine the required: –human traits –experience –skill –effort –working conditions Job requirements which examine the required: –human traits –experience –skill –effort –working conditions

21. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-21 Writing Job Specifications –qualifications must be justifiable (not necessarily those of incumbent) –unjustifiably high education/experience can create systemic discrimination –qualifications must be justifiable (not necessarily those of incumbent) –unjustifiably high education/experience can create systemic discrimination Human Rights Issues

22. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-22 Job Analysis in a “Jobless” World –flatter organizations –work teams –boundaryless structures –reengineering –flatter organizations –work teams –boundaryless structures –reengineering Reasons for De-jobbing

23. © 2004 Pearson Education Canada Inc., Toronto, Ontario 3-23 Job Analysis in a “Jobless” World –most firms continue to: use job descriptions rely on traditionally defined jobs –new structures are being built around broadly defined jobs –matrices linking competency and skill levels may replace job descriptions –most firms continue to: use job descriptions rely on traditionally defined jobs –new structures are being built around broadly defined jobs –matrices linking competency and skill levels may replace job descriptions The Future of Job Descriptions