job analysis im final

8/3/2019 Job Analysis IM FINAL

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Job Aaly

By Patricia A. Meglich, Ph.D., SPHR

stAffing MAnAgeMentinstructors Manual


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Project team

Author: Patricia A. Meglich, Ph.D., SPHR

SHRM project contributor: Bill Schaeer, SPHR

External contributor: Sharon H. Leonard

Copy editing: Katya Scanlan, copy editor

Design: Terry Biddle, graphic designer

2009 Society or Human Resource Management. Patricia A. Meglich, Ph.D., SPHR

N Hr uly nd insus: SHRM cases and modules are intended or use in HR classrooms at

universities. Teaching notes are included with each. While our current intent is to make the materials availablewithout charge, we reserve the right to impose charges should we deem it necessary to support the program. However,

currently, these resources are available ree o charge to all. Please duplicate only the number o copies needed,

one or each student in the class.

For more inormation, please contact:

SHRM Academic Initiatives

1800 Duke Street, Alexandria, VA 22314, USA

Phone: (800) 283-7476 Fax: (703) 535-6432

Web: www.shrm.org/education/hreducation

09-0576


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2009 socy or Huma Rourc Maam. Parca A. Mlch, Ph.D., sPHR1

Job Aaly

Target Audience

This module is appropriate or business, management and human resource

management majors at the undergraduate and graduate levels.

Module Length

This module is designed to be taught in 150 minutes (three 50-minute classes).

Suggested Readings for Students and Instructors

Brannick, M. T., & Levine, E. L. (2002).Job analysis: Methods, research, and

applications or human resource management in the new millennium. Thousand Oaks,

CA: Sage Publications, Inc.

Cliord J. (1994). Job analysis: Why do it, and how should it be done? Public

Personnel Management, 23(2), 321.

Fine, S.E., & Cronshaw, S.F. (1999). Functional job analysis: A oundation or

human resources management. New Jersey: Lawrence Erlbaum Associates.

Fine, S.A. (1955). A structure o worker unctions. Personnel and Guidance Journal,

34, 66-73.

Heneman, H., & Judge, T. (2008). Stafng organizations (6th edition). McGraw-

Hill/Irwin.

Mathis, R. L., & Jackson, J. H. (2008). Human resource management (12th edition).

Mason, OH: Thomson South Western.


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2 2009 socy or Huma Rourc Maam. Parca A. Mlch, Ph.D., sPHR

so i. fudamal o Job Aaly

Learning Objectives

Explain the historical context o job analysis.n

Defne the importance o job analysis to al l human resource management (HRM) activities andn

unctions.

Explain the inormation required to conduct a job analysis and the sources o inormation.n

tpi aiviy mdi ti

Job analysis from an

historical context

Introduce the learning session objectives and dene jobanalysis. These objectives were modied rom Henemanand Judge (2009).

In this rst session, you will discuss the history o jobanalysis and show students how integral the understandingand codication o jobs are to the ecient unctioning oHR in an organization. Students should understand theevolution o work and how job analysis changed in response

to the changing work environment. The session concludeswith an overview o the inormation needed to eectivelyconduct a job analysis.

Please reer to the detailed instructors notes in thePowerPoint presentation.

PPT slides 1-6.

Student input.15 min.

Job analysis as a

foundation for all

HR functions


PPT slides 7-9.

Student input.15 min.

Information needed

to analyze a job


PPT slides 10-13.

Heneman and Judge(2009), p. 151.

Student input.

10 min.

Data sourcesPlease reer to the detailed instructors notes in thePowerPoint presentation.

PPT slides 14-16. 5 min.

Wrap-up


Each student should retrieve and print a job description andbring it to the next class session.

Remind students to bring the job description to the nextclass session.

PPT slide 17. 5 min.


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so ii. Aalyz a Job

Learning Objectives

Explain the methods o data collection.n

Analyze a job description retrieved rom O*Net with respect to sources andn

methods o data collection.

Analyze a job description retrieved rom O*Net with respect to importance on

tasks.

tpi aiviy mdi ti

Review of previous

material

Review the key points rom Session I. Ask studentsquestions regarding:

The history o job analysis.n

The role o job analysis in conducting HRM activities.n

The inormation needed to conduct a job analysis.n

The sources o job inormation that can be used.n

Student input. 5 min.

Data collectingmethods

Introduce the learning session objectives.


PPT slides 18-27.

Mathis and Jackson(2008), pp. 179-182.

15 min.

Small group work:

Job Analysis Activity I


Slide 28.

O*Net web site(hp://nlin.nn.g)

Students will bringthe job descriptionto class.

Heneman and Judge

(2009), p. 155.

20 min.
http://online.onetcenter.org/http://online.onetcenter.org/http://online.onetcenter.org/http://online.onetcenter.org/


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Debrief

Assign student groups to complete the Job AnalysisActivity I worksheet. Each group will complete a worksheetor the job downloaded previously.

A sample or a waiter/waitress job is included in theinstructor materials.

Each group should present its recommendations regardingsources and methods o collecting data or assignedjob description. The responses can be recorded onthe fipchart, a whiteboard or a blackboard. Discussthe appropriateness o the responses and compare thendings or groups that were assigned the same jobdescription.

Then review the ndings regarding importance o the 10

tasks. Were the results the same or both methods usedby each group? Compare the results rom groups thatevaluated the same job description. Explore reasons whythe groups have dierent results.

As an alternative, this activity can be assigned ashomework. Students would complete the worksheeton their own and then get into groups during theclass session to compare their results or the samejob description. The decision regarding grading thisassignment is let to the course instructor based on howcourse grades are determined.

Remind students to bring the job description and theanalysis rom this activity to the next class session.

Flipchart,whiteboard orblackboard.

PPT slide 29.

10 min.


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so iii. Oucom ad LalRqurm or Job AalyLearning Objectives

Explain outcomes o job analysis.n

Distinguish between essential and nonessential job duties.n

Explain the legal implications o job analysis.n

tpi aiviy mdi ti

Review of previous

material

Review the key points rom Session II. Ask studentsquestions regarding:

The methods o collecting data.n

The strengths and weaknesses o each method.n

The methods used to determine importance o job tasks.n

Student input. 5 min.

Outcomes of job

analysis


PPT slides 30-34.

Mathis and Jackson(2008), pp. 186-189.

10 min.

Essential job

functions




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Small group work: Job

Analysis Activity II

Learning objectives or this activity:

Analytical thinking regarding the distinction betweennessential and nonessential unctions.

Critical and analytical thinking to identiy the abilitiesnrequired or successul job perormance.

Connect the abilities identied with the inormation providedn

on O*Net.

Student groups will determine the essential and nonessentialjob unctions or a job description retrieved rom O*Net.Recommended job descriptions are jobs that undergraduatestudents would typically be amiliar with in their daily lives. Itis preerable to have at least two groups evaluate each jobdescription so their ndings can be compared during thedebrie. Several dierent job descriptions should be used toavoid boredom and atigue during the debrie.

Job descriptions that are particularly easy to work with are:

Dental hygienist.n

Waiter and waitress.n

Real estate sales agent.n

Floral designer.n

Hairdresser, hairstylist, cosmetologist.n

Retail salesperson.n

Please see detailed instructors notes in the PowerPointpresentation.

PPT slide 36.

O*Net web site(hp://nlin.nn.g)

Heneman and Judge(2009), p. 158.

10 min.

Debrief

The output o the activity is a completed Job Analysis ActivityII worksheet. Each group will complete a worksheet or thedownloaded job.

A sample or a waiter/waitress job is included in the instructormaterials.

Each group presents its ndings regarding essential andnonessential job duties. Have the groups that studied thesame job compare their ndings to determine how closely theymatch. Discuss the appropriateness o their responses andcompare the ndings among groups that were assigned thesame job description.

Then review the ndings regarding abilities required toperorm the job. This can be compiled on a fipchart,whiteboard or blackboard to determine which o the ourabilities (cognitive, psychomotor, physical or sensory) wasmost commonly identied. Discuss the implications o thosendings in terms o stang and selection.

As an alternative, this activity can be assigned as homework.Students would complete the worksheet on their own andthen get into groups during the class session to compare theirresults or the same job description. The decision regardinggrading this assignment is let to the course instructor basedon how the course grades are determined.

Student input.

Flipchart,whiteboard orblackboard.

10 min.

Behavioral aspects

of job analysis



Maintenance of job

descriptions




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You have visited the O*Net web site (hp://nlin.nn.g ) and selected one o the ollowingjob descriptions: dental hygienist, waiter and waitress, real estate sales agent, oral designer, hairdresser,hairstylist, cosmetologist or retail salesperson. Your group will select one job description to use whenanswering the ollowing questions.

Job title o job being analyzed

1. How would you recommend gathering inormation to update this job description? Specifcally, what datasources and data collection methods do you recommend? Explain why you chose those sources andmethods.

Sources you recommend:

Why those sources?

Methods you recommend:

Why those methods?

Job Aaly Acvy i: Blak Vro


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2. There are 10 tasks listed on the job description. Write the specifc task statements in the table below. Usingthe ollowing guidelines, determine the importance o each o these tasks.

Png i spn. For each task/dimension, indicate the percentage o time spent on that unction.The total must add to 100%.

tsk Png i

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

TOTAL 100%


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Ipn vll pn. For each task/dimension, rate its importance to overall job perormance.Write the specifc task statements in the table below.

tsk Ipn vll b

1.1 2 3 4 5

Minor Major

2.1 2 3 4 5

Minor Major

3.1 2 3 4 5

Minor Major

4.1 2 3 4 5

Minor Major

5.1 2 3 4 5

Minor Major

6.1 2 3 4 5

Minor Major

7.1 2 3 4 5

Minor Major

8.1 2 3 4 5

Minor Major

9.1 2 3 4 5

Minor Major

10.

1 2 3 4 5Minor Major


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You have visited the O*Net web site (hp://nlin.nn.g ) and selected one o the ollowing jobdescriptions: dental hygienist, waiter and waitress, real estate sales agent, oral designer, hairdresser, hairstylist,cosmetologist or retail salesperson. Your group will select one job description to use when answering theollowing questions.


1. Using your responses to question 2, identiy essential and nonessential job unctions or this job.

tsk essnil/nnssnil?

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Job Aaly Acvy ii: Blak Vro


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2. Review the abilities required to perorm this job. Categorize the abilities by using the O*Net taxonomy (shownon page 160, Exhibit 4.8 o Heneman and Judge, 6th edition). Place the number o the task in the appropriate

abilities category or each task. A particular task can be classifed in more than one category. Sum theabilities in each category. What is the dominant type o ability needed to perorm this job? Identiy specifcskills needed to perorm major tasks.

cgy biliy Fquny

Cognitive

Psychomotor

Physical

Sensory


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You have visited the O*Net web site (hp://nlin.nn.g ) and selected one o the ollowing jobdescriptions: dental hygienist, waiter and waitress, real estate sales agent, oral designer, hairdresser, hairstylist,cosmetologist or retail salesperson. Your group will select one job description to use when answering theollowing questions.

Wis nd wisss


1. How would you recommend gathering inormation to update this job description? Specifcally, what datasources and data collection methods do you recommend? Explain why you chose those sources and methods.

Sources you recommend:jb inubns, sun ngs, uss.

Why those sources?jb inubns unly ping h b nd shuld knw wh is xpd h in his

piul sun. th sun ngs shuld knw wh hy bliv wi/wiss

shuld b ding. cuss shuld b bl xplin wh svis hy xp wi/wiss

p in pviding hi d. thy shuld hlp in sblishing pn sndds s wll

bus hy knw wh lvl quliy hy qui h svi ip-why.

Methods you recommend:obsving h b inubns, inviwing ngs, suvying uss nd hlding us

us gup wuld pvid bh quliiv nd quniiv d yu nlysis.

Why those methods?obsving h b inubns will pvid phnsiv vviw h b duis pd by

wi s. Bus h b is ily piiv nd h sgn is livly bi, h b nlys n

bsv svl sgs h wi/wisss b in ily sh pid i. By bsving h

b inubn h bginning h nd piul svi nsin, h b nlys n

s h ni b bing pd. Inviwing h ng bsving h b inubn wuld

llw h b nlys sk di, usd qusins gding dils n lly bsvbl. th

sun ng shuld b bl xplin hw ny uss/bls wi/wiss shuld

b bl svi, wh skills ndd pply p h b nd hw hings wk in h

kihn d ppin, . cuss n b suvyd wih n ds h inlud

b duis h wi/wiss. this wuld b quik nd sy h plish whil hy

sill n si. cuss uld ls b skd piip in us gup, bu his wuld qui

i nd igh n b s s-iv.

Job Aaly Acvy i: sampl Vro


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2. There are 10 tasks listed on the job description. Write the specifc task statements in the table below. Usingthe ollowing guidelines, determine the importance o each o these tasks.

Png i spn. For each task/dimension, indicate the percentage o time spent on that unction.The total must add to 100%.

tsk Png i

1. Check patrons identication to ensure that they meet minimum agerequirements or consumption o alcoholic beverages.

5%

2. Collect payments rom customers. 5%

3. Write patrons ood orders on order slips, memorize orders or enter orders intocomputers or transmittal to kitchen sta.

10%

4. Take orders rom patrons or ood and beverages. 10%

5. Check with customers to ensure that they are enjoying their meals and takeaction to correct any problems.

15%

6. Serve ood or beverages to patrons and prepare or serve specialty dishes attables as required.

15%

7. Prepare checks that itemize and total meal costs and sales taxes. 5%

8. Remove dishes and glasses rom tables or counters and take them to kitchenor cleaning.

10%

9. Present menus to patrons and answer questions about menu items, makingrecommendations on request.

10%

10. Inorm customers o daily specials. 15%

TOTAL 100%


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Ipn vll pn. For each task/dimension, rate its importance to overall job perormance.Write the specifc task statements in the table below.

tsk Ipn vll b

1. Check patrons identication to ensure that they meet minimum age requirements orconsumption o alcoholic beverages.

1 2 3 4 5

Minor Major

2. Collect payments rom customers.1 2 3 4 5

Minor Major


1 2 3 4 5

Minor Major

4. Take orders rom patrons or ood and beverages.1 2 3 4 5

Minor Major

5. Check with customers to ensure that they are enjoying their meals and take action tocorrect any problems.

1 2 3 4 5

Minor Major

6. Serve ood or beverages to patrons and prepare or serve specialty dishes at tablesas required.

1 2 3 4 5

Minor Major

7. Prepare checks that itemize and total meal costs and sales taxes.1 2 3 4 5

Minor Major

8. Remove dishes and glasses rom tables or counters and take them to kitchen orcleaning.

1 2 3 4 5

Minor Major


1 2 3 4 5

Minor Major

10. Inorm customers o daily specials.1 2 3 4 5

Minor Major


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You have visited the O*Net web site (hp://nlin.nn.g ) and selected one o the ollowingjob descriptions: dental hygienist, waiter and waitress, real estate sales agent, oral designer, hairdresser,hairstylist, cosmetologist or retail salesperson. Your group will select one job description to use whenanswering the ollowing questions.

Wis nd wisss


1. Using your responses to question 2, identiy essential and nonessential job unctions or this job.

tsk essnil/nnssnil?

1. Check patrons identication to ensure that they meet minimum agerequirements or consumption o alcoholic beverages.

Essential

2. Collect payments rom customers. Nonessential


Essential

4. Take orders rom patrons or ood and beverages. Essential

5. Check with customers to ensure that they are enjoying their meals and takeaction to correct any problems.

Essential

6. Serve ood or beverages to patrons and prepare or serve specialty dishes attables as required.

Essential

7. Prepare checks that itemize and total meal costs and sales taxes. Nonessential

8. Remove dishes and glasses rom tables or counters and take them to kitchenor cleaning.

Essential


Essential

10. Inorm customers o daily specials. Essential

Job Aaly Acvy ii: sampl Vro


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2. Review the abilities required to perorm this job. Categorize the abilities by using theO*Net taxonomy (shown on page 160, Exhibit 4.8 o Heneman and Judge, 6th edition).

Place the number o the task in the appropriate abilities category or each task. Aparticular task can be classifed in more than one category. Sum the abilities in eachcategory. What is the dominant type o ability needed to perorm this job? Identiyspecifc skills needed to perorm major tasks.

cgy biliy Fquny

Cognitive abilities 1, 2, 3, 4, 5, 7, 9, 10

Psychomotor abilities 3, 5, 6, 8

Physical abilities

Sensory abilities

this b dnds h b inubns pssss piily gniiv nd

psyh biliis. tsks suh s king ds, nding us nds

nd ing h fnl b qui h wi/wiss us h llwing gniiv

biliis: vbl, sning, quniiv, y nd nivnss. tsks suh s

dliving d ling pls qui h wi/wiss us h llwing

psyh biliis: -hnd sdinss, nul dxiy nd in i.


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www.sh.g/duin/hduin/pgs/ss.spx.

I yu n SHrm b nd wuld lik b n, pls visi www.sh.g/in.
http://www.shrm.org/education/hreducation/pages/cases.aspxhttp://www.shrm.org/joinhttp://www.shrm.org/joinhttp://www.shrm.org/education/hreducation/pages/cases.aspx


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