JOB ANALYSIS and HR PLANNING ________________________ Dr. Teal McAteer-Early Michael G. DeGroote School of Business McM

1. JOB ANALYSIS andHR PLANNING________________________Dr. Teal McAteer-EarlyMichael G. DeGroote School of BusinessMcMaster UniversityWeek 2

2. What is a job? • Job • Group of related activities and duties • Made up of tasks • Tasks • Basic elements of jobs • “what gets done”

3. What is Job Analysis? • Job analysis (JA) systematically collects, evaluates, and organizes information about jobs • JA identifies behaviours, knowledge, skills, and abilities (KSAs) that are critical to a job

4. What is the purpose of JA? • JA lays the foundation for HRM systems: • Selection • Selection system developed to assess key KSAs • Ensures that it is job-related • Training • Gaps in KSAs of new hires represent training needs • Performance Appraisal • Job analysis establishes performance standards

5. What is the purpose of JA? • Compensation • Relative worth of jobs measured via job evaluation • JA helps you to select the right ee, evaluate the ee fairly, compensate, and train the appropriate skills to the appropriate ees • JA also ensures your system is legally defensible and perceived as fair (procedural justice)

6. Steps in Job Analysis Process • Phase 1: Preparation for job analysis • Familiarization with the organization and its jobs • Determine the uses of the JA information (selection, training?) • Identify what jobs need to be analyzed • Critical to success of the organization • Difficult to learn • New technology

7. Steps in Job Analysis Process Phase 2: Collection of JA information • Source of Job Data • Job incumbents, supervisors, subordinates, customers • Existing job descriptions • Manuals, publications • National Occupational Classification

8. Steps in Job Analysis Process Phase 2: Collection of JA information • Data collection instrument design • Gather information systematically • Often involves questionnaire, checklist • Use same questionnaire for similar jobs • Different jobs may require different instrument • Information gathered: • Status, key duties/tasks, KSAs, working conditions, performance standards

9. Steps in Job Analysis Process Phase 2: Collection of JA information • Data collection method • Face-to-face interviews • Questionnaires • Employee log/diary • Observation • Combination of above • No “best” approach • Trade-offs re: accuracy, time, and cost

10. Existing JA Methods • Position Analysis Questionnaire (PAQ) • Functional Job Analysis (FJA) • Critical Incident Technique (CIT)

11. Position Analysis Questionnaire (PAQ) • McCormick (1972) • Developed because of criticism that JA relied on observation – not quantifiable • Detailed questionnaire (194 tasks) • Determines extent to which each task is applicable to target job • Using a 5-point scale

12. Functional Job Analysis (FJA) • Fine & Wiley (1971) • Focuses on task statements • Task statements include: • What? - What gets done (the action/behaviour) • To whom or what? - The object of the action • Why? - Purpose of the action • How? - What facilitates the action?

13. Functional Job Analysis • Tasks are rated on scales reflecting varying degrees of involvement with Things, Data, and People as well as math, language, etc. requirements • Each scale is arranged hierarchically • E.g., People scale ranges from “taking instructions” to “leadership”

14. Critical Incident Technique • Flanagan (1949) • Identifies behaviours that indicate success or failure on the job • Effective vs ineffective behaviours • Critical Incidents include: • Context - in which the incident occurred • Behaviour - exactly what the individual did that was effective or ineffective • Consequences - of the behaviour and whether or not consequences were in the employee’s control

15. Developing Critical Incidents • Interview with people familiar with the job • E.g., supervisors, subordinates, customers • Ask them to describe specific incidents of effective / ineffective behaviour by incumbents of target job • Incident context – What led up to the incident (background)? What was the situation? • Behaviour – What exactly did the person do that was effective / ineffective? • Consequence - What was the outcome of the behaviour?

16. Using Critical Incidents • Critical incidents are collected • Critical incidents that are similar in context are grouped into a behavioural item • 2 critical incidents • Rewarding employees for good performance • Publicly praising for good performance • Could be grouped into a behavioural item “Praise/reward subordinates for effective performance”

17. Using Critical Incidents • Similar behavioural items are grouped into a meaningful behavioural criterion • 2 behavioural items • “Praise/reward employees…” • “Counselling, giving advice to subordinates” • Combine to form the behavioural criterion “Interactions with subordinates” • These form basis of selection system (e.g., interview), performance appraisal instrument, etc.

18. Steps in Job Analysis Process Phase 3: Uses of JA information • Job descriptions—Task requirements • Statement that explains duties working conditions, etc. of a job • Job specifications—Person requirements • Statement of what a job demands of the incumbent • E.g., knowledge, skills, abilities (KSAs) and other characteristics required to perform job

19. Steps in Job Analysis Process Phase 3: Uses of JA information • Performance standards • What is expected of workers • JA may provide performance standards for job where performance is readily quantified, measurable, etc. • May need to be augmented – e.g., participative goal-setting • All of these uses form foundation for various HRM systems

20. In-Class Exercise • In groups, develop critical incidents for university instructors • Generate at least: • 3 incidents of effective behaviour and • 3 incidents of ineffectivebehaviour

21. Critical Incident Technique • Think about instructors you have had over the last 12 months: • Without telling me the name, think of someone who has been (in)effective in the role of instructor. • Think of a specific incident that you saw occur that made you think they were (in)effective • What were the circumstances surrounding the incident? What was the situation? • What exactly did they do that was (in)effective? • Make sure you are describing observable behaviour • What were the consequences of the behaviour? Were the consequences due to the person’s behaviour?

22. Human Resource Planning • HR Planning systematically forecasts an organization’s future demand for and supply of employees and matches supply with demand. • Involves -Forecasting demand -Forecasting supply -Addressing labour shortages and surpluses

23. Forecasting Demand External Socio-political Competition Organizational Organizational strategy Sales forecast Workforce Retirements, resignations, terminations Forecasting Supply External; Labour market analysis Demographics Internal HR audit/Current employees KSAs Succession planning replacement charts HR Demand and Supply

24. Strategic Issues re: HR Planning • Must know organization’s short and long- term goals • Different organizational strategies require different human resource plans • Human resource planning facilitates proactive response to environmental and legal challenges

25. Strategic Issues re: HR Planning 4. An organization’s tactical plans must be aligned with HR plans 5. Alignment between organizational and HR plans provides basis for timely and effective recruitment and selection.