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CHRA > JOB ANALYSIS & TALENT MANAGEMENT PROCESS (3) > Flashcards

JOB ANALYSIS & TALENT MANAGEMENT PROCESS (3) Flashcards

1
Q

holistic process of planning, recruiting, selecting, developing, managing, and
compensating employees

A

Talent Management

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2
Q

•Organization Chart

•Job Analysis

A

Basics of Job Analysis

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3
Q

—shows the title of each supervisor’s position

—by means of connecting lines, accountability for departments, authority systems, and communication lines

A

Organization Chart

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4
Q

—procedure through which the duties for specific jobs and characteristics of people to hire are determined

—produces information for writing the job description and job specifications

A

Job Analysis

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5
Q

Types of Information

(Job Analysis)

A
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6
Q

actual work tasks including the how, why, and when of performing the tasks

A

Work activities

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7
Q

behaviors the job requires (e.g. communicating, walking long distances, etc.)

A

Human behaviors

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8
Q

tools used, materials process, knowledge dealt with or applied, and services rendered in a job

A

Machines, tools, equipment, and work aids

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9
Q

job’s performance standards in terms of quantity or quality levels for each job duty

A

Performance Standards

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10
Q

physical working conditions, work schedule, incentives, number of people with whom the employee would be working with

A

Job context

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11
Q

knowledge or skills and required personal attributes

A

Human requirements

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12
Q
  1. Compensation
  2. Recruitment and Selection
  3. EEO Compliance
  4. Performance Appraisal
  5. Training
A

Uses of Job Analysis Information

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13
Q

helps managers decide what sort of people to recruit and hire

A

Recruitment and Selection

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14
Q

knowing if a selection test is a valid predictor of success on the job according to job duties and knowing essential job functions

A

EEO Compliance

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15
Q

compares an employee’s actual performance with the job’s performance standards. Job analysis is important to determine what the standards are

A

Performance Appraisal

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16
Q

depends on information such as required skill, education, safety hazards, degree of responsibility, and other information gained from job analysis

A

Compensation

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17
Q

given the duties and responsibilities given by job analysis, this would help pinpoint what training is required for the job

A

Training

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18
Q
  1. Identify the Use
  2. Review Relevant Background Information About the Job
  3. Select Representative Positions
  4. Actually Analyze the Job
  5. Verify the Job Analysis Information with the Worker and Immediate Supervisor
  6. Develop a Job Description and Specification
A

Conducting a Job Analysis

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19
Q

—this will determine the data collection method

—example: writing job descriptions call for interviews; position analysis questionnaire provide information for compensation purposes

A
  1. Identify the Use
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20
Q

This is to understand job context

A
  1. Review Relevant Background Information About the Job
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21
Q

•organization charts
—shows the organization wide division of work

•process charts
—provides a detailed picture of the workflow
—shows inputs and outputs of a specific job

An existing job description may provide a starting point for revision

A

Possible sources:

(Review Relevant Background Information About the Job)

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22
Q

—detailed study of the flow of work from job to job in one identifiable work
process

—this analysis may lead to changing or reengineering the job

—in conducting the analysis, a flow process chart may be helpful to list in
order each step of the process

—this flow process chart can be converted into a diagrammatic process chart
which shows each step in the process with arrows and circles

—example: analyzing the workflow process in a shipping company. how a parcel is sorted and delivered will be analyzed step by step including the job positions of employees who did each task. (parcel is sorted by sorters in the sorting center ⇒ parcels in bulk are delivered to local sorting
centers by truck drivers ⇒ the parcels are individually delivered to houses by riders)

A

The manager may conduct a WORKFLOW ANALYSIS to make sense of the need for
the job

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23
Q

—redesigning the business processes

—usually by combining steps in order for small multifunction teams do jobs
formerly done by a sequence of departments

A

Business Process Reengineering

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24
Q

—Identify a business process to be redesigned

—Measure the performance of existing processes

—Identify opportunities to improve processes

—Redesign and implement a new way of doing the work

—Assign ownership of sets of formerly separate tasks

*example: in a shipping center, there are usually different people who put
on tags and sort packages according to general location. Upon reengineering, the same people in a small multifunction team will now attach a tag to a parcel and proceed to sort them afterwards.

A

Process of Business Process Reengineering

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25
Q

Job Enlargement

Job Rotation

Job Enrichment

A

3 ways of Job Redesign

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26
Q

—assigning workers additional same-level activities

—ex: people who previously only printed tags must now attach the tags to parcels as well

A

Job Enlargement

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27
Q

systematically moving workers from one job to another

A

Job Rotation

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28
Q

—redesigning jobs in a way that increases the opportunities for the worker to experience feelings of responsibility, achievement, growth, and recognition

—does so by empowering the worker through (for instance) giving the worker skills and authority to inspect the work instead of having supervisors do it instead

A

Job Enrichment

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29
Q

select a sample of job positions to do the job analysis to

A
  1. Select Representative Positions
30
Q

Process:

  1. Greet each job holder
  2. Explain the job analysis process and participants’ roles
  3. Interview employee to get a basic summary of the job
  4. Identify the job’s broad areas of responsibility
  5. Identify specific duties or tasks within each area
A
  1. Actually Analyze the Job
31
Q

helps confirm that the information is correct and complete

A
  1. Verify the Job Analysis Information with the Worker and Immediate Supervisor
32
Q

use the verified job analysis information as basis

A
  1. Develop a Job Description and Specification
33
Q

—basic rule is to choose a method that best serves the purpose

job duties ⇒ interview
job value ⇒ position analysis questionnaire

A

Methods for Collecting Job Analysis Information

34
Q

Types:

—individual interviews with each employee

—group interview with groups of employees who have the same job
–used when a large number of employees are doing identical work
–immediate supervisor attends the group session; if not, interview them separately

—supervisor interviews with one or more supervisors

Note: interviewees should understand the purpose of the interview because it might be misinterpreted as an “efficiency evaluation” which would lead to hesitation of describing their jobs more accurately

A

INTERVIEW

35
Q

the use of questionnaires or interview guides during the interview

A

Structured interviews

36
Q

—simple and quick way to obtain information

—can unearth important activities that occur occasionally

—employee can vent frustrations

A

Pros of Structured Interviews

37
Q

distortion of information inflation of job importance to impress

A

Cons of Structured Interviews

38
Q
  1. Establish rapport
  2. Use a structured guide that lists questions
  3. Don’t overlook crucial but infrequently performed activities
  4. Review the information with the worker and their supervisor
A

Interviewing guidelines:

(Structured Interviews)

39
Q

QUESTIONNAIRES

A
40
Q

—inventory of hundreds of specific tasks and duties

—worker must indicate if they perform each task and if so, how much time is
normally spent on them

A

Structured checklists

41
Q

requires the worker to describe the main functions related to their job

A

Open-ended questions

42
Q

—quick and efficient for obtaining information from a large group of employees

—less costly than interviewing

A

Pros of Questionnaires

43
Q

—development and testing is time-consuming

—information distortion to impress

A

Cons of Questionnaires

44
Q

—contains 194 items

—scores on each item range from 1 to 5 depending on how the item applies to the job being analyzed

—final PAQ score reflects rating on EACH of the five activities (domains)

—strength is assigning jobs to job classes for pay purposes

A

Position Analysis Questionnaire

45
Q

—Having Decision-Making/Communication/Social Responsibilities

—Performing Skilled Activities

—Being Physically Active

—Operating Vehicles/Equipment

—Processing Information

A

five basic activities (domains) of Position Analysis Questionnaires

46
Q

—especially useful when jobs consist of observable physical activities

—not appropriate for jobs that entail a lot of mental activity

—not useful if the employee only occassionally engages in important activities

—main problem is reactivity - workers changing what they normally do because they are being watched

—combination of observation and interviews may be employed
•observe the worker on the job and clarify open points and other activities during the interview

A

OBSERVATION

47
Q

records the activity, along with the time, in a log

A

Participant Diary/Logs

48
Q

Writing Job Descriptions

A
49
Q

—written statement of what the worker actually does, how they do it, and working
conditions

—information are used to write a job specification

A

Job Description

50
Q
  1. Job Identification
  2. Job Summary
  3. Relationships
  4. Responsibilities and Duties
  5. Standards of Performance and Working Conditions
A

A job description contains sections that cover:

51
Q

—contains job title (name of the job)

—date (date the job description was approved)

—may be space to indicate who approved the job description

—job’s location

—supervisor’s title

—information regarding pay or salary scale

—pay grade/level (if applicable)
•can be applicable to positions with levels such as Teacher I, Teacher II,
etc.

A

Job Identification

52
Q

—summarizes the essence of the job

—includes major functions and activities

—should not include “cop-out clause” since it leaves open the nature of the job
•phrases such as “other duties, as assigned”

—state that the employee is expected to carry out their duties efficiently, attentively, and conscientiously

A

Job Summary

53
Q

—shows the worker’s relationships with others inside and outside the organization

—shows who they report to, who they supervise, who they work with, and outside company relationships such as employment agencies, executive recruiting firms, etc.

A

Relationships

54
Q

—heart of the job description

—lists each of the job’s major duties separately and describes it in a few
sentences
•detailed version of job summary

—may also define the jobholder’s authority limits

—the job analysis should reveal the job’s duties and responsibilities

A

Responsibilities and Duties

55
Q

—standards the company expects the employee to achieve for each main duty
and responsibility

—must produce a usable set of performance standards

A

Standards of Performance and Working Conditions

56
Q

—lists human traits and experience that are required to do the job effectively

—shows what kind of person to recruit and for what qualities that person should be tested

—may be a section of job description or a separate document

A

Writing Job Specifications

57
Q

Specifications for Trained vs Untrained Personel

A
58
Q

—relatively straightforward

—length of previous service, quality of relevant training, and previous job
performance

A

Trained

59
Q

—filling out these positions must be with the intent to train them on the job

—physical traits, personality, interests, or sensory skills that imply some potential for
trainability

A

Untrained

60
Q

Two ways of identifying human requirements for a job:

(UNTRAINED)

A
61
Q

review the job duties and deduce from those the human traits and skills the
job requires

A

Specifications Based on Judgement

62
Q

—more defensible than using only judgment, but is more difficult

—determine the relationship between some predictor (human trait) and a criterion (indicator of job effectiveness). In short, the basic procedure for this is predictive validation

A

Specifications Based on Statistical Analysis

63
Q
  1. analyze the job and decide how to measure job performance
  2. select personal traits that should predict job performance
  3. test candidates for said traits
  4. measure the candidates’ subsequent job performance
  5. statistically analyze the relationship between predictor and criterion

•the main goal is to determine whether the trait predicts performance

A

FIVE STEPS

(Specifications Based on Statistical Analysis)

64
Q

Job-Requirements Matrix

(lists the following information in five columns:)

A
65
Q

Column 1: four or five main job duties

A
66
Q

Column 2: task statements associated with each job duty

—this is the main step

—task statements describe what the worker does a task in a major job duty and
how they do it

A
67
Q

Column 3: relative importance of each main job duty

A
68
Q

Column 4: time spent on each main job duty

A
69
Q

Column 5: knowledge, skills, ability, and other human characteristics (KSAOs)
related to each main job duty

A
70
Q

—list of knowledge, skills, and experience someone needs to do the job

—lists the competencies each employee must exhibit to get the job done

—competency
•cluster of highly interrelated attributes (critical thinking skills, deductive reasoning
abilities, etc.)

•Note: Job duties are specific whereas competency models or profiles are general

—The competency model becomes a guidepost for recruiting, selecting, training, evaluationg, and developing employees for each job

A

Competencies Models

71
Q

—competency-based job analysis
•describing the job in terms of measureable, observable, behavioral competencies

—instead of compiling lists of job duties, the aim to to finish the statement: “In order to perform this job competently, the employee should be able to…”

—for each competency, write a competency statement
•three elements:
1. name and a brief description of competency
2. description of observable behaviors
3. proficiency levels (from low to high)

A

How to Write Competencies Statements

CHRA (7 decks)

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