JOB ANALYSIS
IDENTIFY AND RATE JOB
TASKS & KSAs
CONNECT TASKS
TO KSAs
JOB DESCRIPTIONS
RECRUITMENT
DEVELOP SELECTION
DEVICE (S)
APPLICATION
BLANKS
PERFORMANCE
TEST (HANDS-ON)
PAPER & PENCIL
TESTS
SIMULATION
TESTS
SITUATIONAL
INTERVIEW
IDENTIFY TRAINING NEEDS &
TECHNIQUES
FEEDBACK AND
GOAL SETTING
DEVELOP PERFORMANCE
EVALUATIONS
DEVELOP
TRAINING
ASSESSMENTS
CAREER
DEVELOPMENT
Job Analysis
Example:
JOB
Task 1
Task 4
Task 2
Task 3
KSAs
KSAs
KSAs
KSAs
Key Issues Regarding Conducting a Job Analysis:
• Clearly state the purpose of a job analysis
• Emphasize the benefits of performing a job analysis
• Describe the process to be used (and time commitment)
Basic Methods to Collect Job Analysis
Information
A) Interviews (individual or group) with employees
and/or supervisors
•
Make purpose of the job analysis clear
•
Interviewers need to be trained
•
Use a structured format
Note: Employees may distort the responsibilities of
their job. Supervisor may lack detailed
information as to how the job is actually done.
B) On-Site Observation
•
Best used for structured jobs
•
Need to get a representative sample
•
Need to be unobtrusive
Note: Many suggest that it’s best to observe before
conducting interviews. In some cases,
observations may not be possible (e.g., safety
concerns, union objections).
C) Questionnaires (e.g., Position Analysis
Questionnaire; PAQ)
Note: Cannot clarify questions or follow up on
respondents answers (often administered
anonymously)
Other sources of job analysis information:
O*NET, Occupational Outlook Handbook
“Typical” Job Analysis Process
Develop Task Statements
Develop KSA Statements
Rate Task & KSA
Statements
Connect Tasks & KSAs
Basic Task Statement Components
1) What is the action being performed? (using an action
verb
2) To whom/what is the action directed? (the object, or
receiver, of the action verb)
3) How is the action performed? (e.g., use of certain
procedures, equipment, tools).
4) Why is the action being performed? (the purpose of the
action).
Sample Task Statement
What?
To What/Whom?
Inspects (visually or manually) parts, equipment, and
systems such as valves, thermostats, filters, motors,
pumps, space heating equipment, boilers, generators,
incinerators, burner systems, air handling units, and
How?
piping systems by using calibration equipment hand tools,
multi-meters, and temperature and pressure gauges
following oral and written instructions (e.g., supervisor
Why?
directives, operator manuals) in order to comply with
maintenance requirements and determine the cause of
malfunctions.
Sample Task Statements
1) Performs mathematical, algebraic, and geometric computations, such as
fractions to decimals, metric units to English, computing ratios and
percentages, and calculation of area and volume by using rules, charts,
formulas, calculators, and tables in order to maintain a variety of
mechanical equipment.
2) Performs a variety of measurements such as motion, forces, temperature,
and fluid properties using temperature thermostats, barometers, motion
detectors, and pressure gauges in order to obtain a reading.
3) Lifts materials of varying weights and sizes such as pumps, blowers,
piping, valves, and rotating and reciprocating equipment by the proper and
safe use of hoists, pulleys and rigging accessories in order to set
and maintain equipment and avoid personal injury and property damage.
4) Measures objects, shafts, and distances using non-precision and precision
instruments such as rulers, inside and outside calipers, micrometers, and
dial indicators in order to check for clearances, tolerances, and
discrepancies.
Sample KSA Statements
A) Ability to perform mathematical operations, using a
calculator, to compute conversions, ratios, and
percentages.
B) Ability to select and use a variety of precision and nonprecision measuring instruments.
C) Ability to troubleshoot equipment by using an
analytical, step-by-step process, standard procedures, and
troubleshooting guides.
D) Knowledge of mechanical principles, terminology, and
equipment
E) Ability to read, comprehend, and follow complex written
instructions and procedures.
F) Ability to transport equipment and supplies weighing up
to 100 pounds either manually or with the use of
equipment (e.g., hoists, hand trucks) for a distance of 30
feet. .
Task Rating Form
A
Frequency of use
5 = almost all of the
time
4 = frequently
3 = occasionally
2 = seldom
1 = not performed at all
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
B
C
D
E
Importance of
performing
successfully
5 = extremely
important
4 = very important
3 = moderately
important
2 = slightly important
1 = of no importance
Importance for new
hire
Distinguishes
between superior &
ad performance
Damage if error occurs
5 = extremely
important
4 = very important
3 = moderately
important
2 = slightly important
1 = of no importance
5 = a great deal
4 = considerably
3 = moderately
2 = slightly
1 = not at all
5 = extreme damage
4 = considerable damage
3 = moderate damage
2 = very little damage
1 = virtually no damage
KSA Rating Form
Importance for acceptable
job performance
5 = extremely important
4 = very important
3 = moderately important
2 = slightly important
1 = of no importance
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
Importance for new hire
5 = extremely important
4 = very important
3 = moderately important
2 = slightly important
1 = of no importance
Distinguishes between
superior & adequate
performance
5 = a great deal
4 = considerably
3 = moderately
2 = slightly
1 = not at all
TASK -- KSA MATRIX
To what extent is each KSA needed when performing each job task?
5 = Extremely necessary, the job task cannot be performed without the
KSA
4 = Very necessary, the KSA is very helpful when performing the job task
3 = Moderately necessary, the KSA is moderately helpful when performing
the job task
2 = Slightly necessary, the KSA is slightly helpful when performing the job
task
1 = Not necessary, the KSA is not used when performing the job task
KSA
Job
Tasks
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
Sample Job Evaluation Process
Selection of Job Tasks/Duties
(Criteria) often via a job analysis
Selection of Compensable
Factors (e.g., Effort, Skill,
Responsibility, Work Conditions)
Ratings of Job Criteria on
Compensable Factors
Job Score (e.g., points)
Compensation
Job Evaluation Example
Job Tasks
Compensable
Ratings
Total
Ranking
Factors
(e.g., 1-5 scale)
Score
$
Task 1
Effort
Task 2
Skill
Task 3
Responsibility
Task 4
Work Conditions
Task 5
110
1
100
2
98
3
88
4
76
5
75
6
67
7
65
8
56
9
43
10
Objective Data
Production data --- Key importance to an organization
• Individual control and variability
• Seasonality
• Usefulness for managerial positions
Sales --• Comparability (e.g., sales region)
• Type of goods being sold; value/worth of goods
Turnover (job tenure) ---
• Issue of “voluntariness” (e.g., why the person left)
• Fired
• Better job offer
• Quit due to dissatisfaction
• Issue of “functionality” (e.g., how well the employee who left
was performing.
• Evidence that poor employees may voluntarily quit more
often than good ones!!!
Objective Data (cont.)
Absenteeism, Lost time --• Excused versus unexcused; extent of absenteeism (e.g., within
allowable limits)
• Number of times tardy
• Factors impacting absenteeism rates (e.g., incentives, values)
Accidents --• Cause of accidents
• Definition of accidents
• Incentives for safe behaviors (e.g., $$$)
Theft --• Percent caught stealing
Quality measures --• Number of errors
• Number of complaints
• Number of returns
• Amount of scrap
Major Influences on Employee Attendance
3. Personal characteristics
Education
Tenure
Age
Sex
Family size
7. Ability to Attend:
Illness and Accidents
Family responsibilities
Transportation problems
2. Employee values
and job expectations
1. Job Situation:
Job scope
Job level
Role stress
Work group size
Leader style
Co-worker relations
Opportunity for
advancement
4. Satisfaction
with job
situation
6. Attendance
motivation
8. Employee
attendance
5. Pressure to attend:
Economic/market conditions
Incentive/reward system
Work group norms
Personal work ethic
Organizational commitment
R. M. Steers and S.R. Rhodes, “Major Influences on Employee Attendance: A
Process Model,” Journal of Applied Psychology, 63 (1978), p. 391-407.
Accident Flowchart
Supervisor’s Behavior
Regarding Safety
Physical Condition of
Employee
Mental Condition of
Employee
Unsafe Acts by
Employee
Unsafe Work Conditions
Production delays
Equipment
damage
Minor injuries
Accidents
Disabling injuries
Dynamic Criteria
Productivity (Sales) by Year
1997
1998
1999
2000
2001
2002
2003
• Individual variation is often great across time
• More consistency is achieved by using an incentive
system and when output is measured over a significant
number of occurrences (and over a wide variety of
measures)
Dynamic Criteria (cont.)
Years on job
1
2
Best predictor of
performance
3
4
5
6
7
Best predictor of
performance
• Verbal Ability
• Specific work methods
• Aptitude Test scores
• Co-worker relations
Criterion Contamination
1) Knowledge of predictor (test) scores
2) Bias due to group membership (e.g.,
demographics, reputation of school
attended)
3) Bias in ratings (rating scale errors)
Expectations,
Labeling
Supervisor
Characteristics
(e.g., age, gender,
attractiveness, values)
Affective Reactions
(e.g., liking)
Labels
Employee
Characteristics
(e.g., age, gender,
attractiveness, values)
Supervisor
expectations
Behavior toward
employee
Evaluation of
performance (memory,
process/combine info.,
attributions)
Observation of
Performance (selective
attention, timing,
frequency
Employee
performance
Employee
motivation
Composite Versus Multiple Criteria
Separate
Sales
Versus
Absenteeism
Overall Score
Tardiness
Returns
Grades
Grades
A
B
A
B
C
B
C
B
Overall GPA
• Composites are best for personnel decisions (easy to use and
rank) but the separate criteria must be assessing similar things
(a common core must exist)
• Multiple criteria are best for feedback and training purposes
Subjective Performance Criteria
(most common type of criteria used)
Supervisor judgment regarding employee job performance
• Employee ratings using scales (1-5; 1-7 point scales)
• Rankings
Overlap Between Objective & Subjective Criteria
Objective data
Subjective data