Transcript Job Analysis slides

Job Analysis Background Research
• Organizational charts (e.g., how the job is connected to
other positions and where it is located in the overall
company)
• Existing job descriptions
• Training manuals
• Procedure and policy manuals
• Selection devices (e.g., interview questions)
• Communication with other job analysts.
• O*NET, Occupational Outlook Handbook
Initial Job Analysis Meeting
• Have a senior member of management present (if possible)
• 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)
Example:
JOB
Task 1
Task 4
Task 2
Task 3
KSAs
KSAs
KSAs
KSAs
Also, rate both Tasks and KSAs on several factors and directly connect Tasks to KSAs
• Answer any questions or concerns of SMEs
• Summarize project activities/timeline
Selection of Subject Matter Experts (SMEs)
1) On average, SMEs should have at least 6 months experience in the job category
being analyzed (typically, it is recommended that temporary incumbants not be
selected as SMEs)
2) SMEs should represent all of the incumbants in a given job category. They
should reflect the job category in terms of demographics (e.g., gender, race), size,
and composition.
3) Although the number of SMEs will vary due to the number of people in a given job
category (& the avaliability of SMEs) in job categories consisting of less than 12
employees, at least 1/3 to 1/2 of the SMEs should be selected.
4) Usually, SMEs need to be above average employees. It’s best to avoid choosing
ones with a consistently poor record of job performance.
5) SMEs need to be selected and notified well in advance of a job analysis
session (about 2-3 weeks).
6) It is crucial for “top” or upper-level management to stress the importance of the
job analysis effort to SME’s and to provide realistic incentives for their
participation.
Basic Task Statement Components
1) What is the action being performed? (using an action verb)
•
Make the verb as specific as possible. (More ambiguous words can be use if
details are provide in the “how” section of the statement)
•
Use present tense, plural form of the verb (e.g., Assists, Supervises)
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).
The “how” is arguably the most crucial part of the task statement in that it
directly relates to KSAs. It is often introduced with the word “by” and typically
consists of specific examples of representative list of procedures, equipment, tools, ..
4) Why is the action being performed? (the purpose of the action). Often, it is
preceded by words such as “in order to” or “so as to.” Be careful not to confuse
the “why’ part of the statement with the “what” section
Example:
(What?) Ensures that equipment is working properly by performing a variety of
measurements ...
(Why?) ... in order to ensure that equipment is working properly
Basic Task Statement: An Example
Task Statements (cont.)
For a task statements to be adequate they should:
• Include information on all the components in the above
“formula” (What?, To Whom/What?, How?, Why?)
• Be easy to read and understand (e.g., can a person who
is unfamiliar with the job fully understand it?)
• Describe all important job tasks or those which
represent a substantial amount of time. Task statements
should not be written for minor or incidental work
activities such as “makes coffee” or “opens tool box”)
Writing Preliminary Task Statements
Some examples:
~ Monitors parts, equipment, and systems
~ Reviews technical documents
~ Troubleshoots equipment malfunctions
Verification/Feedback on tentative task statements (via an interview or
e-mail)
~ Are the statements accurate and clear?
~ Is the terminology appropriate and up-to-date?
~ Have any major tasks been omitted?
~ Are some of the tasks redundant; can they be combined?
• Typically, 10 to 16 job task statements are sufficient for describing a job
Sample Preliminary KSA Statements
• Knowledge of heat conservation principles
• Knowledge of electrical principles
• Knowledge of mathematics
• Skill in cutting a board to within 1-16” inch of required measurement
• Ability to perform physical activity
• Ability to communicate
Knowledge, Skills, & Abilities
Knowledge statements:
Possession of certain information (e.g., facts, procedures, techniques) relevant to
the performance of a task or set of tasks
• Avoid “modifiers” within a knowledge statement such as “basic,” “extensive,”
“detailed,” considerable”
• Having a given knowledge does not guarantee competence in its application
Skill statements: An individual’s level of proficiency or competency in
performing a certain task which has specific measurable parameters of
performance.
Ability statements:
The competence to perform a action or behavior at the time in question
(not the potential or aptitude to perform)
• Avoid “modifiers” (e.g., extensive ability to properly measure …)
Examples of Modifiers to Avoid
• Detailed knowledge of membrane manufacturing procedures, GMP, and SPC.
• Basic knowledge of computer software programs (e.g., Word, Excel, Access)
Prerequisite Knowledge vs. Ability Statements
Is K-5 really needed?
How about the need for both K2, K3, K4 AND A-1, A-2, A-3
Knowledge, Skills, & Abilities (cont.)
• KSAs should be listed as a knowledge, skill or ability but not as more
than one. For example, it is NOT necessary to list both
“Ability to use basic arithmetic to calculate flow of current through an
electric circuit” and
“Knowledge of arithmetic to calculate…”
• Frequently it is difficult to distinguish between skills and abilities. For
purposes of preparing KSA statements, it is not absolutely essential that a
statement is correctly classified as a skill or ability
• Specific statements are preferable to broad, general ones that lack clarity
as to what actual KSAs are required. For instance, if a statement of
“knowledge of mathematics” is proposed, it may be necessary to ask
“what kind?,” to what extent?,” “to solve what type of problems? …..
Knowledge, Skills, & Abilities (cont.)
• Avoid rephrasing a job task as a knowledge, skill or ability. For
example, “inspects equipment” should not be accompanied by
the “ability to inspect equipment”
• It is recommended to systematically go through each job task
statement and list any KSAs needed to perform that specific work
activity.
Generally, each job task will have at least one KSA
associated with it, some tasks may have multiple KSAs. A KSA
may apply to multiple job tasks
Avoid Use of Multiple Verbs
Records and reviews various reports and information (e.g., production,
downtime, scrap data) entered by operators during production runs daily
and takes corrective action when necessary by using various computer
programs and databases (e.g., QA, Scrap Database, Downtime Database),
identifying root cause(s) of problem and/or assigning action item(s) to
appropriate personnel in order to ensure accurate documentation of
information and reduce downtime and scrap.
Writes, signs, and follows up on Maintenance and Engineering work orders
by using computer-based programs (e.g., EtQ) and contacting relevant
departments (via radio, phone, or in-person) in order to maintain, improve,
and/or repair equipment.
Trains, monitors, and documents the performance of new employees by
teaching the operation of equipment using hands-on method, training
documents (e.g., SWIs, MIs) and training records to assure employees
can successfully perform job-relevant duties.