JOB ANALYSIS
1
Participants expectations
2
TRAINING OVER VIEW
By the end of the training the participants will
provided with understanding of:
 What Job Analysis (JA)is
 Historical perspective of JA
 When to conduct JA
 How to conduct JA
 Competencies- purpose of in JA process
 Uses of JA
 Linkage between JA and other HR processes
 Maintenance and recreation of Job profiles
 Exercises , exercises, exercises
3
Overview Day one
1.
2.
3.
4.
5.
6.
7.
8.
Historical context of JA
What is job analysis
Methods of conducting job analysis
Exercise
Tools of job analysis
Inputs into JA – Competencies /
Environment and job specification
Compiling the organization’s
competencies
Exercise
4
Session I
 Learner expectations
 Job
analysis from a historical context
 Definition /
Purpose of JA
5
Historical perspective of Job Analysis
6
Evolving world of work
7
French Indochina 1820
 Colonial
administration
 Selection and
 Influence
 Use
retention problem
of Chinese culture in Indochina
of relevant tests and interview question
8
French influence 1830s
 Came
up with encyclopedia of occupations
 Bureau
 Basic
exams
qualification for civil service
 Administering
psychometric testing and
relevant interview questions
9
Queen Victoria 1840 – 1845
 New
colonial period
 Need
for more qualified personnel
 Administration
in the colonies
 Introduced colonial
service exams as
prerequisite for appointment
10
US Army 1860-1900
 Lessons
 Civil
from civil war
service reforms
 Dealing
with wastage
 Introduced exams
as a way of measuring
abilities and skill
 Addition
information gathered from
supervisors and observing candidates as
they performed the job ( modern day
11
Frederick Taylor (1911) Scientific
Management
 Replaced
rule of thumb work methods with
scientific study.
 Scientifically
select, train and develop
workers.
 Cooperate
with workers to ensure that
scientific methods are followed.
 Divide
work such that managers apply
scientific principles and workers
12
Frederick Taylor cont.
 Find
the “one best way” to accomplish any
task.
 Utilized
time and motion studies to analyze
tasks.
13
Elton Mayo (1927-1932) Hawthorne
Studies
 Informal organization
 Work
 The
affects productivity.
group norms affect productivity.
workplace is a social system.
 Work
is more than tasks and duties
14
Elton Mayo’s contribution
He concluded that:
 job
satisfaction leads to higher job
productivity;
 pay
is a relatively low motivator;
 management is
only one factor affecting
behaviour;
 the
informal group exerts a strong influence
on motivation
15
Contribution of JA in the New Millennium
 Evolving
work methods.
 Organization structure.
 Reporting
 Global
relationships.
influence and demands.
 Knowledge
economy (access to
information )
16
What are the benefits of JA to an
organization?
 Job
analysis :
 Helps
the company remain profitable and
competitive
 Helps
the company keep up with
technology
 Prevents
 Helps
employees from being overworked
the company stay in compliance with
government regulations
17
Basic units of an organization
 Every
organization has a purpose reason
for its existence.
 To
achieve its purpose the organization
adopts a strategy, a plan of campaign.
 Organization’s
strategy shapes the
structure of the organization
 The
structure of the organization in turn
shapes the jobs which will have to be done. 18
Definition of Job Analysis
19
Definition
Job analysis - Systematic process of
determining skills, duties, and knowledge
required to perform jobs in organization
20
Job Description
Job Description is defined as :
A job description is well a written
Statement that
describes the main
elements of a job, statement of duties,
qualifications, specific responsibilities
and the employee characteristics required
to perform the job.
It informs the employees where their
position fits within the department and
within the organization
21
Position and tasks
A position- is a collection of tasks and
responsibilities performed by one person;
there is a position for every individual in
organization
Tasks – coordinated and aggregated series of
work elements used to produce an output
(e.g. a unit of production or service to a client
22
Job JA as a Basic Human Resource Management Tool
• Manpower planning
Tasks
Responsibilities
Duties
• Staffing/ strategic
planning
Training and
Development
Job
Analysis
Performance Appraisal
Job
Descriptions
Compensation
Health and Safety
Job
Specifications
Employee and Labour
Relations
Legal Compliance
Knowledge
Competence
Skills
Abilities
23
Reasons for Conducting Job Analysis
 Staffing
- Haphazard if recruiter does not
know qualifications needed for job
 Training and Development - JA specifies by
listing particular knowledge, skill, or ability,
and if the person filling position does not
possess all necessary qualifications, training
and/or development is needed
 Performance Appraisal - Employees should be
evaluated in terms of how well they
accomplish the duties specified in their job
descriptions and any other specific goals that
may have been established
 Compensation – Value of job must be known
before dollar value can be placed on it
24
Reasons For Conducting Job Analysis
(Cont.)
 Safety
and Health – Helps identify safety
and health considerations
 Employee
and Labour Relations – Lead to
more objective human resource decisions
 Legal
Compliance – Job analysis is
important for supporting legality of
employment practices
25
The Multifaceted uses of Job Analysis
Recruiting
Labour
Relations
Selection
Job Analysis
Safety and
Health
Compensate
Performance
Appraisal
Job Description
Job Specifications
Career
Development
Strategic
HR
Planning
Employee
Training
Employee
Development
26
Job analysis/ Job Design .
Job Analysis is a
systematic
exploration, study and
recording of the
responsibilities,
duties, skills,
accountabilities, work
environment and
ability requirements of
a specific job.
Job design essentially
involves integrating job
responsibilities or
content and certain
qualifications that are
required to perform the
same. It outlines the job
responsibilities very
clearly and it helps in
attracting the right
candidates to the right
job.
27
Session two
Job analysis methods
2. Tools of job analysis
3. Exercise
1.
28
Job analysis methods
29
Job Analysis Methods
Questionnaires
 Observation
 Interviews
 Employee recording
 Combination of methods
observation
 Technical Conference
 Critical Incident
Technique
 PAQ (Position Analysis
Questionnaire)
430
 Diary

Methods of Job Analysis

Questionnaires (cont.)
Position Analysis Questionnaire (PAQ)
A structured, behavioral questionnaire
194 items in 6 categories
Information input
Mental processes
Work output
Relationships
Job context
Other characteristics
31
Methods of Job Analysis Cont.
 Diary
Method
Employees record information into
diaries of their daily tasks
Record the time it takes to complete tasks
Must be over a period of several weeks or
months
Technical Conference Method
32
Methods of Job Analysis Cont.
 Technical Conference Method
◦ Uses experts to gather information about job
characteristics
33
Methods of Job Analysis Cont.
Critical
Incident Technique (CIT)
Takes past incidents of good and bad
behavior
Organizes incidents into categories that
match the job they are related to
Involves 4 steps
34
Methods of Job Analysis Cont.
CIT
steps
Brainstorm and create lists of dimensions
of job behaviors
List examples of effective and ineffective
behavior for each dimension
Form a group consensus on whether each
incident is appropriately categorized
Rate each incident according to its value
to the company
35
How it Works
Conducting
the job analysis
Know the purpose
Gather Information about jobs to be
analyzed
Books
Charts
Trade union literature
Government agency literature
Use employee input
36
How it Works cont.
Choose an efficient method of collecting
information
Gather information from
employee/supervisor about the job
Draft a job description
Obtain supervisor approval
37
Questionnaires
 Typically
quick and economical to use
 Structured
questionnaire issued to
employees
 Problem:
Employees may lack verbal /
written skills
 Some
employees tend to exaggerate
significance of their tasks
38
Observation
 Job
analyst watches worker perform job
tasks and records observations
 Used
primarily to gather information on
jobs emphasizing manual skills
 Used
alone is often insufficient
 Difficulty:
When mental skills are dominant
in a job
39
Interviews
 Interview both
employee and
supervisor
 Group
interviews for a group
performing similar tasks
 Interview employee
first, helping
him or her describe duties
performed
 Then,
analyst normally contacts
440
Employee Recording / diary
 Describe
daily work
activities in diary or log
 Critical
incident records
 Problem:
Employees
exaggerating job
importance
 Valuable
in understanding
highly specialized jobs
441
Combination of Methods
 Usually
use more than one method
 Clerical
and administrative jobs:
questionnaires supported by interviews and
limited observation
 Production
jobs: interviews supplemented
by extensive work observations may
provide necessary data
42
Other Methods Available for Conducting
Job Analysis
 Department
of Labour Job Analysis
Schedule
 Functional Job
 Position
Analysis
Analysis Questionnaire
 Management
Position Description
Questionnaire
 Guidelines-Oriented Job
Analysis
43
Department of Labour Job Analysis
Schedule
 Structured
job analysis questionnaire that
uses a checklist approach to identify job
elements
 Focuses
on general worker behaviours
instead of tasks
 Some
countries have job descriptors that
relate to job-oriented elements to pick from
based on: Information input, mental
processes, work output, relationships, job
44
Functional Job Analysis
 Concentrates on
the interactions among the
work, the worker, and the organization
 Modification
 Assesses
of the job analysis schedule
specific job outputs and identifies
job tasks in terms of task statements
45
Critical incident technique
Brainstorm and create lists of dimensions of
job behaviours
List examples of effective and ineffective
behavior for each dimension
Form a group consensus on whether each
incident is appropriately categorized
Rate each incident according to its value to
the company
46
Reviewing JD Process
Step 1
Review
Current
JD
Manager and
Incumbent
Step 2
Make
appropriate
Revisions
New format
Manager completes
and communicates
with and
Incumbent
Step 3
Submit JD
to
HR
Manager sends the
JD to HR for QA /
action
If revisions are significant – for example, a staff position becomes a
managerial position then the revisions must proceed through the regular
compensation re-classification process.
47
Action verbs - appendix A
Accumulate
Administer
Advise
Allocate
Approve
Collaborate
Collect
Communicate
Compile
Conduct
Delegate
Deliver
Develop
Direct
Distribute
Draft
Edit
Educate
Establish
Estimate
48
Action verbs - appendix A (Cont’d)
Provide
Reconcile
Recruit
Research
Review
Solicit
Solve
Submit
Supervise
Supply
Test
Translate
Guide
Interact
Invent
Issue
Manage
Market
Motivate
Negotiate
Obtain
Order
Participate
Train
49
Tools of job analysis
50
Job analysis tools
O*Net
Model
FJA
Model
PAQ
Model
F-JAS
Model
51
O 'net Model
Using the method one lists job-related data for
a very large number of jobs simultaneously.
The model collects and records basic and
initial data including educational
requirements, physical requirements and
mental and emotional requirements to some
extent.
It also links the level of compensation and
benefits, perks and advantages to be offered
to a prospective candidate for a specific job.
52
Job Scan model
This technique defines the personality
dynamics and suggests an ideal job model.
However, it does not discuss the individual
competencies such as intellect, experience or
physical and emotional characteristics of an
individual required to perform a specific job.
53
FJA Model
FJA stands for Functional Job Analysis and
helps in collecting and recording job-related
data to a deeper extent. It is used to develop
task-related statements
This work-oriented technique works on the
basis of relatedness of job-data where
complexity of work is determined on a scale
of various scores given to a particular job.
The lower scores represent greater difficulty.
54
Competency model
This model talks about the competencies of
employees in terms of knowledge, skills,
abilities, behaviors, expertise and
performance.
It also helps in understanding what a
prospective candidate requires at the time of
entry in an organization at a particular
designation in a given work environment and
schedule.
The model also includes some basic elements
such as qualifications, experience, education,
training, certifications, licenses, legal
55
PAQ Model
 PAQ
represents Position Analysis
Questionnaire.
 This well-known and commonly used
technique is used to analyze a job by getting
the questionnaires filled by job incumbents
and their superiors.
 Designed by a trained and experienced job
analyst, the process involves interviewing
the subject matter experts and employees
and evaluating the questionnaires on those
bases.
56
F- JAS Model
 Representing Fleishman
Job Analysis System,
it is a basic and generic approach to discover
common elements in different jobs including
verbal abilities, reasoning abilities, idea
generation, quantitative abilities,
attentiveness, spatial abilities, visual and
other sensory abilities, manipulative abilities,
reaction time, speed analysis, flexibility,
emotional characteristics, physical strength,
perceptual abilities, communication skills,
memory, endurance, balance, coordination
and movement control abilities.
57
Compensable factors
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Communication and Relationship skills
Knowledge, Training and experience
Analytical and judgment skills
Planning and organization skills
Physical skills
Policy and Service development implementation
Finance responsibility
Supervisory role
Information resources
Freedom to act and decision making
Physical Effort
Mental Effort
Emotional Effort
Working Conditions
58
Exercise
59
Session three
1.
Definition of competencies and compiling
organization competencies
2.
Inputs into JA and rating of Competencies
/ environment and job specification
60
What is a competency?
Observable abilities, skills, knowledge,
motivations, traits defined in terms of
behaviors needed for successful job
performance.
E.g Customer Focus, Innovation, Flexibility,
Leading Others, Relationship building, Selfawareness, Teamwork, Analytical thinking
etc
61
Competency Mapping



Competency Map. A competency map is a list of an
individual’s competencies that represent the soft
skills
most critical to success in given jobs,
departments, organizations, or industries that are
part of the individual’s current career plan.
Competency Mapping. Competency mapping is a
process an individual uses to identify and describe
competencies that are the most critical to success in
a work situation or work role
Competency profiling It is the process of identifying
the knowledge, skills, abilities, attitudes, and
judgment required for effective performance in a
particular occupation or profession. Competency
profiling is business/company specific.
62
Competency framework
63
Behavioural Competencies
Leadership
Business
Personal Attributes
Team Leadership
Management of
resources
Planning and
organization
Developing Others
Bank operations
Client focus
Impact and Influence
Telecommunication
services management
Work ethics
Leading and Managing Communication
Change
Initiative
Motivating Others
Marketing operations
Attention to detail
Decision Making
Innovation
Management
Team work
Nurturing Innovation
Process improvement
Quality focus
Business plan
implementation
64
Inputs into JA and rating of Competencies
environment and job specification
65
COMPETENCIES
Behavioral Competency: Behaviours, knowledge,
skills, abilities, and other characteristics that
contribute to individual performance success in an
organization
 Can apply to all (or most) jobs in an
organization or be specific to a job family, career
level or position e.g., teamwork and cooperation,
communication , accountability ( focuses on the
person)
Technical Competency: Specific knowledge and
skills needed to be able to perform one’s job
effectively
Job specific and relate to success in a given job or
job family
e.g., knowledge of accounting
66
Hiring
Why competency mapping
cont.
Performance Development Engagement
Assess
competencies
to identify
gaps
Career
developmen
t tools
Planning
Communicat
e the ideal
candidate
profile
Communicat
e job
expectations
Select
according to
key
competencies
Coach to
Learning plans Expected
competencies to address
behavior
gaps
clearly
defined
Identify key
competencies
needed in
workforce
Standard
tools and
methods
Align reward Career
to
development
performance tools aligned
to
competencies
Ensure
availability of
ready
candidates
Hire better
quality
employees
Greater job
knowledge
and
Reinforce
key
competencie
s
Quick learning Greater
curve and
employee
targeted
retention
Assess
successors
against
competencies
e.g
Leadership
Build a high
performing
workforce 67
Major components of a job description
1. Job Heading (Position and reporting
relationship)
2. Job Summary
3. Essential Duties, Tasks and Responsibilities
4. Qualifications (Education, Knowledge,
Skills, Abilities, Special Skills, Licensures
and Certifications) and competencies
5. Working Conditions & Physical
Requirements
6. Two to three sentences that describe
position
68
7. Indicate reporting relationship
How can it be used in your organization?
Job analysis assists HR in determining:
Necessity
of the job
Equipment
Skills
needed
required
Supervision
Working
conditions
Management/employee
Additional
interaction
developmental needs
69
Nuts and bolts

What is analyzed?
◦
Work activities
◦
Working conditions
◦
Supervisors
◦
Location
◦
Schedule
◦
Machines and equipment
70
Nuts and bolts cont.
 Job
performance
 Operations
 Standards
 Time
 Experience,
training, and skills
 Supervision
and promotion patterns
 Products/services
completed
71
Nuts and Bolts Cont.
 Who
is involved in the job analysis?
 Management
 Supervisors
 Job
analysts
 Job
incumbent
 Unions
 Consultants
72
Methods of Job Analysis
 Observation
 Analyst
Method
observes incumbent
 Directly
 Videotape
 Useful
when job is fairly routine
 Workers
may not perform to expectations
73
Methods of Job Analysis Cont.

Interview Method
 Individual
Several workers are interviewed
individually
The answers are consolidated into a
single
job analysis

Group
Employees are interviewed
simultaneously
74
Summary
Choose the jobs to be analyzed
Select the Technique
Train the team to conduct the exercise
Roll out the exercise
Communicate the outcome
75
Day two
Session one
1.
Review of the Previous Day
76
Steps of job analysis process
77
The six steps in conducting JA
1.
Collect information about the job
2.
List the tasks
3.
Identify the critical tasks
4.
Identify the critical competencies
5.
Link the task and the competencies
6.
Choose selective and qualitative rating
factors
78
Collect information about the job
 Collect
the information that describe the
work to be performed by the job:
Position descriptions and classification
standards
Subject matter expert (SME) input
Performance standards
Occupational studies
79
List the tasks
Prepare preliminary lists of tasks and
competencies required to perform
successfully on the job, based on the
information and/or SME input (along
with the source of that information)
collected in Step 1.
80
Identify critical competencies
 Have
the SMEs rate the importance of each
competency and indicate whether they are
needed at entry.
 After
the competencies are rated, identify which
competencies are critical. Determine cutoffs for
each of the scales.
 For example, based on the rating scales and
cutoffs described in the organization competence
dictionary - critical competencies are those rated
as at least “important” and “needed at entry.”
 Cutoffs will vary by the scale used.
81
Identify the critical tasks
 Have
task.
the SMEs rate the importance of each
82
Identify the critical tasks
Prepare
preliminary
lists
of
tasks
and
competencies required to perform successfully
on the job, based on the information and/or SME
input (along with the source of that information)
collected in Step 1.
83
Link the task and the competencies
 Have
the SMEs rate the importance of each
competency and indicate whether they are
needed at entry.

After the competencies are rated, identify
which competencies are critical. Determine
cutoffs for each of the scales.
84
Choose selective and qualitative rating
factors
Determine the competencies to be used
In terms of :
1. Leadership
2. Business
3. Personal attribute
85
Outcome of JA

Job identification

Job summary

Relationships, responsibilities, and duties

Authority of incumbent

Standards of performance

Working conditions


Job specifications( Skill & competencies)
Performance criteria
86
Job Analysis problems
87
Advantages / disadvantages of JA
Advantages
Disadvantages
Provides first hand
Time consuming
information on job requirement
Helps in creating right
employee/ job fit
Personal bias
Helps in establishing effective
hiring strategy
Poor source of data
Guides through performance
appraisal process
Involves a lot of human effort
Helps in analyzing training
and development needs
Lack of proper skill- JA analyst
Helps in determining the
compensation and benefits
mental ability is not observable
88
JA and Job specification
Job Analysis
Job specification
Job Title
Qualification
Job location
Experience
Job Summary
Training
Reporting to
Skill
Working conditions
Responsibility
Duties
Emotional characteristics
Machine to be used
Sensory demands
Hazards
89
HR Planning Process
Strategic Planning
Human Resource Planning
Forecasting
Human
Resource
Requirements
Demand =
Supply
No Action
Comparing
Requirements
and Availability
Forecasting
Human Resource
Availability
Surplus of
Workers
Shortage of
Workers
Restricted Hiring,
Reduced Hours, Early
Retirement, Layoffs,
Downsizing
Recruitment
Selection
90
Link between JA and hiring process
91
Link between JA and Performance
Management
 Performance standards define the level of
expected quality and quantity of work
produced on the job.
 Line
managers’ input in developing
performance standards is essential- pick
output from JD
 With
clear JDs the standards will be
consistent and reasonable.
 Performance standards help the employee
gauge performance on the job.
92
When should JA be carried out?
 A job is new, before recruitment
A job is new, 6 months to 1 year after the
job is filled / created
 Substantive functions are added or
removed from a job
 Substantive functions are added or
removed from a job
 Restructuring process
 Merger / consolidation of functions

93
Day 3
Main Steps in Conducting a Job Analysis
Project
94
Main steps in conducting JA
Identify the purpose of the project
2. Plan the study to meet your objectives
 type of information collected
 jobs to be assessed
3.Train people in the Job Analysis Techniques
(optional)
4.Decide on the Job Analysis Techniques to be
used
1.
95
JA process Cont.
5.
Define the sample of people with whom
you would like to speak. Ideally, you
should gather the views of between 5-10%
of the sample job role. This should be a
representative sample across the job being
analyzed in terms of:
 Experience
 Numbers
 Job groups / functions
 Gender
 Mainly good job holders
96
JA process Cont.
Communicate the project and obtain cooperation be open and honest best done
verbally and followed up by a briefing
letter
7. Arrange dates, times and locations
8. Analyze the job
9. Integrate the data
10. Review the results
 prepare a draft version of the results
first
 verify the results with the line manager
6.
97
Practical development of a JD
98
Quality Assurance process
 An
important part of the job evaluation
process is to check the consistency of the
 The
process involves a consistency check of
the scores across the organization, within
hierarchical structures and within job
families.
 The
moderation can also be managed
benchmarking – similar job titles within the
industry.
99
Factors that influence redesigning JD
 Outcome
 Work
of JA exercise
environment
 Change
in Technology
 Training/ skill
 Work
set
load
100
Addressing employees fears
 Employees
need and want to have their
voices heard,
 They are more likely to consider the system
as being fair if they have involvement and
understand the process, and are more likely
to demonstrate genuine commitment to
goals and performance.
 Ultimate benefits realized by the
organization will be increased productivity,
efficiency, job satisfaction, and morale and
decreased turnover.
101
Maintenance of process
Job descriptions and specifications must
be kept current to reflect changes in:
 Work practices and processes.
 Tools and equipment used on the job.
 Levels of discretion
 Licensure or certification.
 Annual review during performance
appraisal.
 Review when incumbent turns over.

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Recap of training
Understanding the main components of job analysis:
1. Establishing a job analysis framework
2. Using job analysis to understand job roles and
accountabilities
3. Step-by-step guide to developing job
descriptions
4. Linking job analysis to performance
management and competency libraries
5. How to communicate results of job analysis to
employees
6. Using job profiles in other areas of HR
7. The role of job evaluations
8. Overview of commonly used best-practice
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proprietary systems of job evaluations
Thank you
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