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Job Analysis 1
Job Analysis 1
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Despite all its advantages, the arguments given against the use of electronic performance
monitoring is that such systems interfere in the privacy of the employees and some
employees may take it against their dignity.
Using such system can have both positive and negative effects on the organizational
health.
It is argued that, to ensure the positive effects of electronic performance monitoring:
The employees should be explained and communicated clearly about the system
The employees suggestions should be taken in designing the system
The employees should be involved in the implementation of the system
The organization should not solely rely on the system for the data on employees
performance.
The system should be supported by effective two-way communication and feedback.
The monitoring should be restricted to the performance-related activities only.
Methods of EPM include:
Telephone call accounting
Keystroke or computer time accounting
Cards and beepers to monitor locations
Computer file monitoring, screen sharing capabilities on networks
Telephone call observation
Video camera observation
Monitoring and surveillance includes:
Video and audio surveillance and monitoring;
Monitoring of employees computer use and content (such as email usage, internet
connection, computer files and keystroke speed); and
Biometric monitoring and surveillance.
As a form of performance monitoring, electronic performance monitoring (EPM) offers
the opportunity for unobtrusive and continuous performance data gathering. These
strengths can also make EPM stressful and threatening. Many features of performance
evaluation systems, including the organizational purposes for which they are used, can
affect employee attitudes.
A research has also been done on the relationships among the perceived purpose of EPM
and an array of job attitudes, including fairness, job satisfaction, organizational
commitment, and felt obligation to reciprocate. Results indicate that when monitoring is
viewed as developmental, it is judged as fairer than when it is perceived as a deterrent to
future behavior and is also associated with higher levels of job satisfaction, organizational
commitment, and felt obligation.
These findings suggest that employees will respond more positively to EPM when
managers and human resource development professionals carefully frame the reasons for
monitoring and feedback in constructive, developmental terms.
The Prime example of the Industry using EPM is Call centre, i.e. BPO industry.
Within call centers, the performance management process is aided by electronic
performance monitoring (EPM) systems that assist team leaders in measuring, observing,
evaluating and recording employee activities. Whilst recent research has positioned EPM
as being largely beneficial to managers and team leaders, customers and clients, the
debate continues over its effects on employees (i.e. the target of EPM).
In this example, the utility of EPM systems may be affected by factors such as team
leaders individual and work characteristics. Team leaders attitudes concerning the
usefulness of EPM or their perceived level of workload, for example, may influence how
often they use monitoring systems and how they provide feedback and this may
ultimately affect the performance and wellbeing of their team members. Team leaders too
may be affected by the positive and negative outcomes of EPM.
A cognitive task analysis elicits information from individuals about the thought
processes they use in the course of completing specific tasks. It involves both observing
individuals as they go about their work, and asking directed questions about the way in
which they approach the problems, how they decide what step to take next, and the
challenging tasks of their work. Because the focus is on the cognitive processes, rather
than the mechanics of how tasks are completed in the current environment, the results
tend to be less affected by tool bias. The output of a CTA is a detailed description of the
tasks that an individual or team performs, the data on which they operate, the decisions
they make, and the processes and activitiCognitive Task Analysis: Methods to analyze
and represent the knowledge and cognitive activities workers utilize to perform complex
tasks in the work domain. These methods focus primarily on how workers function in
cognitively-demanding domains. They are most useful in developing training programs,
developing means to assess performance, and developing criteria to select people for
certain jobs. They may also provide insights into creating effective decision support
systems and other software systems.
Cognitive Tasks Analysis is time consuming and requires a good deal of expertise to do
well. As a result, it may be luxury at lower level job as or jobs in which the cost is of
minimum mistake. But for critical positions where the consequence is high for error,
cognitive task analysis may be useful.
THINK-ALOUD PROTOCOL
Protocol analysis or, more literally, the think-aloud protocol approach, aims to elicit the
inner thoughts or cognitive processes that illuminates whats going on in the persons
head during the performance of a task, for example, painting or solving a problem. The
point is to undertake interviewing as close to the action as possible. While someone
engages in an activity, the interviewer probes to get the person talk about what the
person is thinking as he or she does the task.
The basic strategy of think-aloud interviewing involves getting people who are doing
something to verbalize their thoughts and feelings as they do whatever they are doing."
(Patton, 2002)
According to Ericsson & Simon (1993), three assumptions are made while adopting the
methodology of protocol analysis.
i) Only the output of the cognitive processes are available to the consciousness and are
verbalizable,
ii) Performance on any given task can be conceptualized as a set of sequential processes
with intermediate products that are available to working memory. The intermediate
products are conceptualized as being directly associated with observable indicators, in
this
case,
verbal
protocols.
iii) The total time to generate a response is equal to the sum of the individual cognitive
processes.
Hence, concurrent verbal reports do not change cognitive processes although concurrent
verbalization does increase the total time to perform tasks.
Advantages
"Think-Aloud" protocol has an advantage over simple observation as evaluator may
gain valuable insights into what the participant is thinking on the spot.
There would be less discrepancy in the verbal response of the participant and what he or
she actually thinks, as the participant does not need to recall from long-term memory
events that have taken place earlier.
Limitations
Verbal protocol methods including "Think-Aloud Protocol" are designed to tap into
certain types of thinking but not all.
Pure "Think-Aloud Protocol" may not help evaluator gather sufficient information to
diagnose a problem without the use of probing.
"Think-Aloud" may modify the way participants perform their task as participants may
feel uneasy hearing their own voices throughout the whole process.
In view of the limitations, "Think-Aloud Protocol" has evolved over the years and
probing is now commonly used to gather more information form participants although
probing may influence the reliability of the verbal protocol. Ericsson and Simon (1984)
recommend that additional information should be collected in the form of retrospective
reports after the task to avoid any interruptions of task flow. "Think-Aloud Protocol" is
often used with other methodologies to gather more in depth response from participants.
Guidelines in implementation
There are specific guidelines to follow for the evaluator to be successful.
1) First, a "Think-Aloud Protocol" can only be useful if you begin by determining a
purpose. Specifies the task (this can be more than one) the participant need to
accomplish during the session. Make sure participant understand what is to be done
before proceeding.
2) Make it clear to the participant that it is not the participant but the learning system,
which is being evaluated.
3) Ask the participant to "think aloud" while attempting the task so that you can
understand what he or she is thinking about. Often it is useful to give an example of
what you mean by this.
4) Then proceed with the task.
5) While the task is being attempted, it is important to let the participant talk and to
listen very attentively to what is being said.
Intervene only in cases of extreme duress (e.g. if the participant is completely stuck and
has given up) or if you need to remind the participant to think aloud.
6) After the participant has accomplished the specified task (or has given up), you
should take a few moments to ask the participant to summarize his or her difficulties
with the task and to give you any additional comments.
The purpose of the RJP is to give the candidate as much information about the job as
possible so that they can make an informed decision about their suitability for the job. In
order for the RJP to be successful, it must objectively outline not only the positive aspects
of the job, but also the potentially negative or unique aspects of the job as well. It is a part
of the selection process that gives the applicant a clear idea of what it will be like to work
at the job if they are hired. Some organizational scientists believe that information gained
by applicants during an RJP allows them to decide if the job is right for them. Workers
who think they won't like it generally don't pursue the process. RJPs lower the
expectations that individuals have when they accept a job, which makes it easier for the
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Incumbent interviews
supervisor interviews
expert panels
structured questionnaires
task inventories
check lists
open-ended questionnaires
observation
incumbent work logs
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METHODS
- Interview
Unstructured Interviews Here the interview is a conversation with no prepared
questions or predetermined line of investigation. However, the interviewer should
explain:
the purpose of the study is and
the particular focus of this interview
Structured Interviews A structured interview may assume a definite format involving:
- Observation
Direct Observation of incumbents performing their jobs enables the trained job analyst
to obtain first-hand knowledge and information about the job being analyzed.
The Observation method of Job Analysis is suited for jobs in which the work behaviors
are
1) observable involving some degree of movement on the part of the incumbent, or
2) job tasks are short in duration allowing for many observations to be made in a short
period of time or a significant part of the job can be observed in a short period of time,
or 3) jobs in which the job analyst can learn information about the job through
observation.
-Questionnaire
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o Beginning in the 1940s, Functional Job Analysis (FJA) was used by U.S.
Employment Service job analysts to classify jobs for the DOT (Fine & Wiley,
1971).
o The most recent version of FJA uses seven scales to describe what workers do
in jobs: (1) Things, (2) Data, (3) People, (4) Worker Instructions, (5)
Reasoning, (6) Math, and (7) Language. Each scale has several levels that are
anchored with specific behavioral statements and illustrative tasks.
o Like other job analysis instruments, FJA is a methodology for collecting job
information. While it was used for many years as a part of the DOT, the
Department of Labor is replacing the DOT with O*NET and will not be using
FJA in O*NET. There is no current database of jobs (other than the DOT)
containing FJA data for jobs in the national economy.
MOSAIC
o The Office of Personnel Management (OPM) is in the process of developing a
database of information on federal jobs using Multipurpose Occupational
Systems Analysis Inventory-Closed Ended (MOSAIC).
o Toward that end, OPM has been conducting a series of occupational analysis
projects, each project handling a different set of occupations (e.g., clerical,
managerial, etc.).
o Each job analysis inventory used to collect data for OPM's system includes a
variety of descriptors. The two primary types of descriptors in each
questionnaire are tasks and competencies. Tasks are rated on importance and
competencies are rated on several scales including importance and
requirement for entry.
o The MOSAIC database is intended to include all government occupations.
Clerical, technical, and managerial job sections are complete. Information on
the reliability of MOSAIC questionnaires has not been reported.
Occupational Analysis Inventory (OAI):
o The Occupational Analysis Inventory (OAI) contains 617 "work elements." It
was designed to yield more specific job information than other multi-job
questionnaires such as the PAQ while still capturing work requirements for
virtually all occupations.
o The major categories of items are five-fold: (1) Information Received, (2)
Mental Activities, (3) Work Behavior, (4) Work Goals, and (5) Work Context.
OAI respondents rate each job element on one of four rating scales: part-ofjob, extent, applicability, or a special scale designed for the element.
o The OAI has been used to gather information on 1,400 jobs selected to
represent five major occupational categories. Reliabilities obtained with the
OAI have been moderate, somewhat lower than those achieved with the PAQ.
Position Analysis Questionaire (PAQ):
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The Content Model is the conceptual foundation of O*NET. The Content Model
provides a framework that identifies the most important types of information about
work and integrates them into a theoretically and empirically sound system.
The O*NET database provides a common language that can be used to communicate in
different areas of the economy and in workforce development efforts. This common
language provides definitions and concepts for describing worker attributes and
workplace requirements that can be widely understood and accepted. Knowledge, skills,
and abilities (KSAs), interests, content, and context of work are described in
comprehensive terms, and there is a common frame of reference in O*NET for
understanding how these characteristics relate to successful job performance. O*Nets
common language is intended to aid those who communicate about jobs in understanding
one another, even when operating in different segments of the economy. The goal is for
job descriptions and worker requirements to have the same meaning for human resources
professionals, employees, educators, and students.
The conceptual foundation of the O*NET database is the Content Model; it provides a
framework that identifies the most important types of information about work, integrating
them into one system. Information in the model reflects both the character of occupations
and of people, and it allows for information to be applied across jobs, sectors, or
industries and within occupations. The Content Model was developed using research on
job and organizational analysis, and thus has a strong theoretical and empirical
foundation
O*NET Content Model, which defines the key features of an occupation as a
standardized, measurable set of variables called "descriptors". This hierarchical model
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starts with six domains, describing the day-to-day aspects of the job and the qualifications
and interests of the typical worker.
The Content Model has six domains:
1. Worker Characteristicsenduring characteristics that might influence job
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performance and the ability to acquire knowledge and skills used for effective work
performance; this includes abilities, interests, values, and work styles.
Worker Requirementswork-related attributes gained and/or developed through a
worker's education or experience; this includes knowledge, experience, and skills
(basic skills and cross-functional skills).
Experience Requirementsprevious activities, linked specifically to certain types
of work activities, that are required for effective job performance; this includes formal
education, certifications, licensures, and training.
Occupational Characteristicsglobal contextual characteristics that define and
describe occupations and that may influence requirements for that occupation.
Occupational Requirementsdetailed information regarding typical activities
required in various occupations; generalized work activities (GWAs), or dimensions
that summarize the kinds of tasks that may be performed within a single occupation
are identified; additionally, information about the context, such as physical and social
elements of the work, that may create specific demands on the worker are included.
Occupation-Specific Informationelements that apply only to a single occupation
or a narrowly defined job family; this domain provides related information available
in other areas of the Content Model, but is used when developing specific
applications of O*NET information, such as writing a job description.
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