1. © 2013 by Nelson Education1 Chapter 4 Job Analysis and Competency Models

2. © 2013 by Nelson Education2 How do you analyze and document the core KSAO’s for each position in your organization? – AND then use this information to ensure that recruitment and selection programs support the entire business plan? The Big Question

3. © 2013 by Nelson Education3  Work analysis: any systematic gathering, documenting, and analyzing of information about the content of work performed  Job analysis: the process of collecting information about jobs “by any method for any purpose”: eg. Text p. 110-111 What is Work and Job Analysis?

4. © 2013 by Nelson Education4 Two products of job analysis:  Job description: a written description of what job occupants are required to do; how they are supposed to do it; and the rationale for any required job procedures: eg. Text p. 113 CIBC  Job specification: the knowledge, skills, abilities, and other attributes or competences that are needed by a job incumbent to perform well on the job Work and Job Analysis – Key Terms

5. © 2013 by Nelson Education5  Employment decisions must be based on job-related information: A good job analysis ensures that accurate information on skill, effort, responsibility, and working conditions is specified, reducing the likelihood of job analysis impediments to equitable employment access for all Canadians. Job Analysis and Employment Law – A Reprise

6. © 2013 by Nelson Education6  Job analysis: a legally acceptable way of determining job-relatedness: provides objective evidence of the skills and abilities required for effective performance on the job, involved in the selection of the candidates. Job Analysis and Employment Law – A Reprise…cont

7. © 2013 by Nelson Education7 Job Analysis Methods  Three criteria in choosing a method: 1.Goal of job analysis includes the description of observable work behaviours and analysis of their products 2.Results of a job analysis should describe the work behaviour, not the personal characteristics of the individual 3.Any job analysis must produce outcomes that are verifiable and replicable

8. © 2013 by Nelson Education8  KSAOs: the knowledge, skills, abilities, and other attributes necessary for a new incumbent to do well on the job ◦ Also referred to as a job, employment, or worker specifications KSAOs

9. © 2013 by Nelson Education9  National Occupational Classification System: systematically describes occupations in the Canadian labour market based on extensive occupational research ◦ A NOC profile presents both a description and specification of the job or occupation ◦ SEE: www5.hrsdc.gc.ca/NOC- CNP/app/index.aspx ◦ Explore this site! National Occupational Classification (NOC) System

10. © 2013 by Nelson Education10 All job analysis methods fall into either of two:  Work-oriented job analysis: techniques that emphasize work outcomes and descriptions of tasks performed to accomplish those outcomes  Worker-oriented job analysis: techniques that emphasize general aspects of jobs; describes perceptual, interpersonal, sensory, cognitive, and physical activities Work- and Worker-Oriented Job Analysis

11. © 2013 by Nelson Education11  Interviews  Direct Observation  Self-Monitoring Data  Rating Task Statements and KSAOs NB: Survey of Work-Oriented Job Analysis Methods

12. © 2013 by Nelson Education12 Survey of Work-Oriented Job Analysis Methods (cont)  Structured Job Analysis Questionnaires and Inventories  Task Inventories  Functional Job Analysis  Critical Incident Technique

13. © 2013 by Nelson Education13  Interview: involves questioning individuals, small groups, and/or supervisors; designed to ask all interviewees the same job-related questions  Most common technique used  May be structured or unstructured  Should be well planned and carefully conducted Interviews

14. © 2013 by Nelson Education14 Recruitment and Selection Notebook 4.1 - text p. 121  Guidelines for a Job Analysis Interview 1.Announce the job analysis well ahead of the interview date 2.Participation in interviews should be voluntary, and job incumbents should be interviewed only with the permission of their supervisors 3.Interviews should be conducted in a private location free from the trappings of status

15. © 2013 by Nelson Education15 Recruitment and Selection Notebook 4.1(cont) 4.Open the interview by establishing rapport and explaining the purpose of the interview 5.Ask open-ended questions, using language that is easy to understand, and allow ample time for the employee’s responses 6.Guide the session without being authoritative or overbearing 7.Explain that records of the interviews will identify them only by confidential codes

16. © 2013 by Nelson Education16  Direct observation: a job analyst watches employees as they carry out their job activities (or job shadowing) ◦ This method is most useful when the job analysis involves easily observable activities Direct Observation

17. © 2013 by Nelson Education17  Self-monitoring: a job analyst may ask incumbents to monitor their own work behaviour ◦ Advantages:  Less time consuming and less expensive  Can be used when the conditions of work do not easily facilitate direct observation by another person  Can provide information on otherwise unobservable cognitive and intellectual processes involved in the job Self-Monitoring

18. © 2013 by Nelson Education18  Knowledge: a body of information, usually of a factual or procedural nature, that makes for successful performance of a task  Skill: an individual’s level of proficiency or competency in performing a specific task. Level of competency is typically expressed in numerical terms. Employee Specifications for a Job

19. © 2013 by Nelson Education19  Ability: a more general, enduring trait or capability an individual possesses at the time he first begins to perform a task.  Other Attributes: includes personality traits and other individual characteristics that are integral to job performance. Employee Specifications for a Job cont

20. © 2013 by Nelson Education20  All tasks are not equal  Some are performed more frequently  Some are more important  Some require a degree of difficulty to perform  Thus see Table 4.1 text p. 127 Rating Task Statements and KSAOs

21. © 2013 by Nelson Education21  Require workers and other SMEs to respond to written questions about their jobs  Respondents are asked to make judgments (e.g., activities, tasks, tools, equipment, working conditions) Structured Job Analysis Questionnaires and Inventories

22. © 2013 by Nelson Education22  Work-oriented surveys: break down jobs into their component tasks  Inventory: comprises task statements that are objectively based descriptions of what gets done on a job  Tasks: worker activities that result in an outcome that serves some specified purpose Task Inventories

23. © 2013 by Nelson Education23  Functional job analysis: defines task statements as verbal descriptions of activities that workers do; it is what gets done on the job to facilitate recruitment, selection, and compensation Functional Job Analysis

24. © 2013 by Nelson Education24  Critical incident technique: highlights examples of effective and ineffective work behaviours ◦ Related to superior or inferior performance ◦ Generates behaviourally focused descriptions of work activities Critical Incident Technique

25. © 2013 by Nelson Education25  Position Analysis Questionnaire (PAQ): : structured job analysis questionnaire that focuses on the general behaviours that make up a job.  Common-Metric Questionnaire (CMQ): : structured, off-the-shelf job analysis questionnaire that captures important context variables. Worker-Oriented Job Analysis Methods

26. © 2013 by Nelson Education26  Work Profiling System (WPS): a job analysis method that consists of three versions applicable to managerial, service, and technical occupations.  Threshold Traits Analysis System: designed to identify worker traits that are relevant to the target job. This method assumes that work behaviours encompass the position functions, the worker traits and the resulting job performance. Worker-Oriented Job Analysis Methods continued

27. © 2013 by Nelson Education27  Fleishman Job Analysis Survey (F-JAS): developed as a system for identifying employee characteristics that influence job performance. It assumes that job tasks differ with respect to the abilities required to perform them successfully, and that all jobs can be classified according to ability requirements.  Job Element Method (JEM): attempts to distinguish between superior and inferior workers on the basis of job-related abilities. Worker-Oriented Job Analysis Methods continued

28. © 2013 by Nelson Education28  Cognitive Task Analysis (CTA): the term is used in relation to a class of methods that are similar on their approach to understanding the cognitive processes used by experts to complete tasks Worker-Oriented Job Analysis Methods continued

29. © 2013 by Nelson Education29  See Recruitment and Selection Notebook 4.2 text p. 135  See Notebook 4.3, text p. 139: Assessing the Legal Defensibility of a Job Analysis Criteria for Choosing a Job Analysis Method

30. © 2013 by Nelson Education30  Competencies: groups of related behaviours that are needed for successful job performance in an organization; measurable attributes that distinguish outstanding performers from others Part II: The Role of Competencies in Recruitment and Selection

31. © 2013 by Nelson Education31 Competencies contain three elements: 1. KSAOs that underlie effective and successful job performance 2. KSAOs must be observable or measurable 3. KSAOs must distinguish between superior and other performers Competencies in Recruitment and Selection

32. © 2013 by Nelson Education32  Competency model: a collection of competencies that are relevant to performance in a particular job, job family, or functional area ◦ Usually developed as a three-tiered competency framework based on an organization’s strategy and vision Competency Model

33. © 2013 by Nelson Education33  Core competencies: characteristics that every member of an organization, regardless of position, function, job, or level of responsibility within the organization, is expected to possess.  Functional competencies: characteristics shared by different positions within an organization. Only those members of an organization in these positions are expected to possess these competencies.  Job-specific competencies: characteristics that apply only to specific positions within the organization. Only those people in the position are expected to possess these competencies. Three-tiered Competency Framework

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35. © 2013 by Nelson Education35  Competency profile: a set of proficiency ratings related to a function, job, or employee Competency Profile

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37. © 2013 by Nelson Education37  Steps in Developing a Competency-Based Management Framework 1.Obtain executive-level support, including sufficient human and financial resources 2.Review the organization’s mission, vision, and values statements 3.Adopt a competency definition that meets the needs of the organization Recruitment and Selection Notebook 4.4

38. © 2013 by Nelson Education38 Recruitment and Selection Notebook 4.4 (cont) 4.Determine the HR functions for which competencies will be used 5.Determine the architecture of the competency model 6.Develop the competency dictionary, including proficiency levels that have been quantified – see p. 144 7.Define the profiling methodology- based on quantified scales for proficiency 8.Identify reliable and valid assessment strategies to determine employee competency profiles – Notebook 4.5

39. © 2013 by Nelson Education39 Recruitment and Selection Notebook 4.4 (continued) 9.Document all steps in the development and implementation of the system 10.Evaluate the system on an ongoing basis to ensure that the competency profiles continue to predict successful job performance Consider the example of the generic ‘Great Eight’ framework:

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43. © 2013 by Nelson Education43 Summary  An understanding of job analysis and its relevance to employee recruitment and selection is crucial  There are several job analysis methodologies; make sure you are familiar with the most effective  Competency-based models are increasing in importance as they prove defensible and reliable

44. © 2013 by Nelson Education44 1. What makes job analysis so crucial to effective recruitment and selection? 2. Would you want to to fly in an airplane if the pilot was selected on the basis of core competencies? Discussion Questions