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year 3 > EMPR 334 > Flashcards

EMPR 334 Flashcards

1
Q

What is job analysis

A

a technique/methodology wherein we try to understand what people do at work; it is foundational to all HR practices

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2
Q

job analysis is foundational to all HR practices:

A
  • job description
  • job classification
  • workforce
  • job evaluation
  • recruitment
  • occ health and safety
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3
Q

smallest unit of work

A

element

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4
Q

job

A

work performed by individuals who do similar tasks

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5
Q

element

A

smallest unit of work; micro-components of work role (ex. physical movements)

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6
Q

activity

A

clusters of elements

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7
Q

tasks

A

groups of activities targeting the achievement of job objectives

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8
Q

duty

A

collection of similarly-themed tasks (ex. customer service)

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9
Q

position

A

reflects elements, activities, tasks and duties performed by an employee

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10
Q

job analysis refers to the process by which

A

we discover the fundamental nature of a particular job

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11
Q

job analysis defined by 3 features

A
  1. must be planed, systematic, formally defined
  2. breaks jobs into smaller units
  3. ends in formal description of the job (formal product)
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12
Q

work-oriented JA

A

focuses on the WORK

  • what does the worker do; what tasks are performed
  • what tools/machinery are needed
  • what is the work environment
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13
Q

what is missing from the worker-oriented JA/ what does this approach not focus on

A

sole focus on work tasks, no worker well being etc comes into the analysis at all, primarily about tasks and nothing else

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14
Q

how might work-oriented JA be useful to HRM

A

ensure recruitment and selection is centered on the basis of necessary tasks for the job
ex. electricians cannot be colourblind

  • job design
  • training requirements
  • performance management
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15
Q

time and motion studies criticisms

A
  • doesn’t consider worker/personal constraints
  • focused on average performance, doesn’t consider specific cases
  • imbalance between efficiency and safety quality as being efficient doesn’t always mean the job was well done and also that speed and performance don’t always go together
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16
Q

time and mother studies advantages

A
  • maximizing efficiency and reducing waste
  • help predict normative time for tasks (ex. taking an hour to complete 10 min task is an issue)
  • generalization- help understand role
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17
Q

work-oriented JA: functional job analysis (FJA)

A

produces standardized information about a job for classification purposes

systematically compare jobs with dissimilar tasks by focusing on functional categories of the work (on what workers do)

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18
Q

all jobs reflect these 3 things in FJA even though they may present differently

A

worker functions relate to
1. data
2. people
3. things

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19
Q

in FJA worker functions relate to

A

data, people, things

they’ll present differently in different positions

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20
Q

what does FJA result in

A

results in position-specific, yet standardized info about work and person performing work

21
Q

FJA describes jobs according to?

A

to similar overarching functions

22
Q

FJA is a highly structured, prescribed process

A

requires a trained job analyst

follows a set method

specific grammar and structure associated with describing work

23
Q

task inventories are?

A

are lists of all work activities

24
Q

how to do task inventories

A

survey SMEs, have them review list of tasks and rate (ex. criticality, difficulty, time spent)

25
Q

what are task lists compiled from for task inventories

A

observation
background materials
interviews
more?

26
Q

how are tasks written for task inventories

A

verb + object + purpose/result

ex. call patient about prescription not picked up after 7 days to improve medication adherence

27
Q

SMES provide this feedback on the list of task statements

A

how critical is this task to your job

how much time (per day/week) do you spend on this task

how difficult is this task
- consider reliability of feedback

28
Q

what happens if raters disagree on task inventories?

A
  • bring in manager/boss
  • look at average/majority
  • ask for more info
  • use as opportunity for more exploration with those SMEs

no 1 right way, must include in write up, ppl must know

29
Q

different ways to aggregate feedback in task inventories

A

task importance = difficulty x criticality + time spent

task importance = overall importance evals (provides just as good info as one above)

30
Q

what SME characteristics could influence JA validity

A

experience
qualifications
race
gender
culture
values
sample size

31
Q

critical incident technique

A

part of work oriented JA

SMEs asked to describe incidents of exceptional average and sub-par performance (provide specific examples)

incidents must be specific and clear for others to understand
- context for the incident
- what did employee do
- what were the outcomes of the employees behaviour

32
Q

incidents for the critical incident technique must be:

A

must be behaviourally based and avoid perceptions, inferences, impressions, emotions

  • focus on the work
33
Q

tips for collecting critical incidents

A
  • ask SMEs for “behavioural examples” or “work snapshots”
  • focus on examples of good/exceptional performance first
  • encourage SMEs to have specific people and stories in mind
  • use job dimensions or tasks as prompts
34
Q

work oriented analysis subtypes

A

time and motion studies
functional job analysis
task analysis
critical incident technique

35
Q

worker- oriented JA tries to

A

tries to uncover the psychological or personological aspects of job-related success

36
Q

worker-oriented JA focuses on

A

focus on the human attribute required to be good at a job (KSAOs) (personality qualities worker has)

37
Q

KSAOs

A

knowledge
skills (capacity to use tools)
abilities (capacity to acquire skills and knowledge)
other characteristics (interests, preferences, personality etc.)

38
Q

job element method (JEM)

A

blurs the distinction between what gets done and what abilities are required to do the job; breaks job down into elements that are described in terms that job incumbents can easily understand

39
Q

definition of JA

A

Job analysis refers to the careful systematic process of discovering the nature of the job by dividing it into smaller units, where the process results in one or more written products with the goal of describing what is done in the job or what capabilities are needed to effectively perform the job

40
Q

why is JA important

A

Job analysis is important because it forms the basis of solutions to many practical problems, allows for a deep dive into a specific job to ensure better understanding, and allows HR practices to work more effectively through a deepened understanding of what the job being analyzed actually requires.

41
Q

techniques for worker-oriented JA

A

Job element method (JEM)
Position analysis questionnaire (PAQ)
Cognitive taks analysis

42
Q

JEM process

A

collect elements from team of SMEs, brainstorm job elements, have SMEs rate elements on B, S, T, P, share ratings and apply to function

43
Q

B S T P

A

barely acceptable
superior
trouble likely
practical

44
Q

what is JEM useful for

A

selection

45
Q

Position Analysis Questionnaire (PAQ) process

A

lists large number of standard elements that the job analyst records on a specially designed form

187 elements divided into 6 major divisisions

Job analysts considers each item relative to the job under consideration and decises whether the item applies to the job

Scored by a computer
Today’s major use is for determining disability; it’s used by many long term disability insurance carriers

Recommended to be completed by job analyst

think police officer to stay at home dad

46
Q

Cognitive task analysis

A

infer the mental/psychological activities used in completing tasks

try to understand how experts perform their jobs; what knowledge/skills do they need to possess

how are knowledge and skills used to achieve high performance

47
Q

hybrid JA

A

combine 2+ methods
gives more wholeistic picture; not just task or behaviour

48
Q

combination job analysis (CJAM)

A

merges info about tasks with info about worker attributes

49
Q

steps of CJAM

A
  1. generate tasks with SME group that reflects the pop and is experienced
    (task statements written with subject + verb +object + purpose
  2. task rating with second group of SMEs where they rate both task difficulty and task criticality (consequences of error) where task importance = difficulty + criticality
  3. generate KSAOs with group of SMEs and rate them
  4. analysis of KSAOs where SMEs are rated and then totals are tallied for each yes/no answer

year 3 (4 decks)

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