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2. © 2009 Pearson Education South Asia. All rights reserved. 4–2 After studying this chapter, you should be able to: Discuss the nature of job analysis (what it is and how it is used)
Know how to collect job analysis information, including interview, questionnaire, observation and participant’s diary
Write job descriptions, job summaries and job specifications
Explain what job analysis is, what it means and how it is done in practice
Explain what competence-based job analysis is
3. © 2009 Pearson Education South Asia. All rights reserved. 4–3 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.
4. © 2009 Pearson Education South Asia. All rights reserved. 4–4 The Nature of Job Analysis Type of information collected:
Work activities
Human behaviors
Machines, tools, equipment, and work aids
Performance standards
Job context
Human requirements
5. © 2009 Pearson Education South Asia. All rights reserved. 4–5 The Nature of Job Analysis
6. © 2009 Pearson Education South Asia. All rights reserved. 4–6 Uses of Job AnalysisInformation
7. © 2009 Pearson Education South Asia. All rights reserved. 4–7 Uses of Job AnalysisInformation Recruitment and selection
Selection of people to recruit based on job requirements and human characteristics needed to perform these jobs
Performance appraisal
Compares employees’ performance with standards which are derived from job analysis
8. © 2009 Pearson Education South Asia. All rights reserved. 4–8 Uses of Job AnalysisInformation Job evaluation / compensation
Estimate value of each job and its appropriate compensation based on job’s required skill, education level, safety hazard, level of responsibility etc.
Relative worth of job determined to group jobs into different classes
Training requirements
Training requirements based on job and required skills which are listed in the job description
9. © 2009 Pearson Education South Asia. All rights reserved. 4–9 Steps in Job Analysis Step 1: Decide how you’ll use the information.
Step 2: Review relevant background information – organization chart/job description
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.
10. © 2009 Pearson Education South Asia. All rights reserved. 4–10 Steps in Job Analysis Organization chart
A chart that shows the organization-wide distribution of work, with titles of each position and interconnecting lines that show who reports to and communicates to whom.
Job specification
A list of a job’s “human requirements” i.e. the requisite education, skills, personality etc.
11. © 2009 Pearson Education South Asia. All rights reserved. 4–11 Methods of Collecting Job Analysis Information
12. © 2009 Pearson Education South Asia. All rights reserved. 4–12 Methods of Collecting Job Analysis Information: The Interview Information sources
Individual employees
Groups of employees with same job
Supervisors with knowledge of the job Interview formats
Structured (Checklist)
Unstructured
Advantages
Quick, direct way to find overlooked information.
Disadvantages
Distorted information
13. © 2009 Pearson Education South Asia. All rights reserved. 4–13 Methods of Collecting Job Analysis Information: The Interview 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.
14. © 2009 Pearson Education South Asia. All rights reserved. 4–14 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
15. © 2009 Pearson Education South Asia. All rights reserved. 4–15 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
16. © 2009 Pearson Education South Asia. All rights reserved. 4–16 Methods of Collecting Job Analysis Information: Participant Diary 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
17. © 2009 Pearson Education South Asia. All rights reserved. 4–17 Writing Job Descriptions A job description
A written statement of what the worker actually does, how he or she does it, and what the job’s working conditions are.
18. © 2009 Pearson Education South Asia. All rights reserved. 4–18 Writing Job Descriptions Sections of a typical job description
Job identification
Job summary
Responsibilities and duties
Authority of incumbent
Standards of performance
Working conditions
Job specifications
19. © 2009 Pearson Education South Asia. All rights reserved. 4–19 Sample Job Description, Pearson Education
20. © 2009 Pearson Education South Asia. All rights reserved. 4–20
21. © 2009 Pearson Education South Asia. All rights reserved. 4–21 The Job Description Job identification
Job title: name of job
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
22. © 2009 Pearson Education South Asia. All rights reserved. 4–22 The Job Description 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.
23. © 2009 Pearson Education South Asia. All rights reserved. 4–23 The Job Description 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.
24. © 2009 Pearson Education South Asia. All rights reserved. 4–24 The Job Description Standards of Performance and Working Conditions
Lists standards the employee is expected to achieve under each of the job description’s main duties
Standards must be specific
Examples:
25. © 2009 Pearson Education South Asia. All rights reserved. 4–25 Writing Job Specifications To show what kind of person to recruit and for what qualities that person should be tested on
Either listed in a section of job description or in a separate document
26. © 2009 Pearson Education South Asia. All rights reserved. 4–26 Writing Job Specifications Specifications Based on Judgment
Self-created judgments (common sense)
Basic question: What does it take in terms of education, intelligence and training to do this job well?
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.
Five-step procedure:
27. © 2009 Pearson Education South Asia. All rights reserved. 4–27 Writing Job Specifications
28. © 2009 Pearson Education South Asia. All rights reserved. 4–28 Job Analysis in a “Jobless” World Job
Generally defined as “a set of closely related activities carried out for pay.”
29. © 2009 Pearson Education South Asia. All rights reserved. 4–29 Job Analysis in a “Jobless” World 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.
30. © 2009 Pearson Education South Asia. All rights reserved. 4–30 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. Job Analysis in a “Jobless” World
31. © 2009 Pearson Education South Asia. All rights reserved. 4–31 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
Re-engineering External factors leading to dejobbing.
Rapid product and technological change
Global competition
Deregulation,
Political instability,
Demographic changes
Rise of a service economy
32. © 2009 Pearson Education South Asia. All rights reserved. 4–32 Job Analysis in a “Jobless” World 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.
33. © 2009 Pearson Education South Asia. All rights reserved. 4–33 Job Analysis in a “Jobless” World Why Use Competency Analysis?
Support HPWS
Traditional job descriptions (with their lists of specific duties) may actually backfire if a high-performance work system is the goal.
HPWS encourages employees to work in a self-motivated manner.
34. © 2009 Pearson Education South Asia. All rights reserved. 4–34 Job Analysis in a “Jobless” World Why Use Competency Analysis? (cont’d)
Maintain a strategic focus
Describing the job in terms of the skills, knowledge, and competencies the worker needs is more strategic.
Measure performance
Measurable skills, knowledge, and competencies are the heart of any company’s performance management process.
35. © 2009 Pearson Education South Asia. All rights reserved. 4–35 Self-Managed Teams (SMT)in Asia A small group of workers with authority to manage their own work
Set their own targets and schedule
Inspect their own work
Review performance as a group
Allows workers to control their work arrangements and job conditions
Requires technical and decision-making skills
36. © 2009 Pearson Education South Asia. All rights reserved. 4–36 The Skills Matrix for a Job at BP
37. © 2009 Pearson Education South Asia. All rights reserved. 4–37 SMTs at Texas Instruments (Malaysia & Philippines) – 3 levels 1. Quality steering team
MD & managers
2. Process management team
Heads of department
3. Self-managed team
Operators and technicians
38. © 2009 Pearson Education South Asia. All rights reserved. 4–38 SMT at Ritz Carlton(Singapore) Employees are authorized to spend up to a specific amount to please a dissatisfied guest.
Credo:
Do everything you can to never lose a guest.
SMTs recruit their co-workers, decide on work procedures, and handle their own budget.
39. © 2009 Pearson Education South Asia. All rights reserved. 4–39 1. Steering team
Senior management to provide direction
2. Resource team
Professionals to support process teams
3. Process team
Employees to manufacture products or provide services SMT at Becton Dickinson Medical (Singapore) – 3 levels
40. © 2009 Pearson Education South Asia. All rights reserved. 4–40 The process team leader should:
Coordinate activities
Encourage participation
Facilitate team decision-making
Communicate performance targets
SMT at Becton Dickinson Medical (Singapore) – 3 levels
41. © 2009 Pearson Education South Asia. All rights reserved. 4–41 Role of team members
Understand team goals
Participate to solve problems, make decisions
Perform tasks to achieve standards
Monitor results
SMT at Becton Dickinson Medical (Singapore) – 3 levels
42. © 2009 Pearson Education South Asia. All rights reserved. 4–42 Process teams are authorized to:
Change methods & procedures
Ensure customer satisfaction & safety
Work overtime (within budget)
Schedule activities
Allocate resources
Prioritize tasks SMT at Becton Dickinson Medical (Singapore) – 3 levels