Part Two

Recruitment, Placement, and Talent Management

Chapter 4
Job Analysis and the Talent Management Process
Lecture Outline:

The Talent Management Process

What Is Talent Management?
Talent Management Software
The Steps in Job Analysis
Fundamentals of Organizing
What is Job Analysis?
Use of Job Analysis Information
Job Analysis
Methods for Collecting Job Analysis Information
The Interview
Questionnaires
Observation
Participant Diary/Logs
Quantitative Job Analysis Techniques
Online Job Analysis Methods
Writing Job Descriptions
Job Identification
Job Summary
Relationships
Responsibilities and Duties
Standards of Performance and Working Conditions
Duty: Accurately Posting Accounts Payable
Trends Shaping HR: Digital and Social Media
Know Your Employment law: Writing Job Descriptions That Comply with the ADA
HR Tools for Line Managers and Small Businesses: Using O*NET
Writing Job Specifications
Specifications for Trained versus Untrained Personnel
Specifications Based on Judgment
HR and the Gig Economy: Do Gig Workers Need Job Specifications?
Job Specifications Based on Statistical Analysis
The Job-Requirements Matrix
Employee Engagement Guide for Managers
Using Competencies Models
The Strategic Context: Apple’s Leadership Competencies
How to Write Competencies Statements
Chapter Review

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 Chapter 4: Job Analysis and the Talent Management Process 4-2

Where Are We Now…

The main purpose of this chapter is to show you how to analyze jobs and write job descriptions.
We discuss several techniques for analyzing jobs, and explain how to write job descriptions and
job specifications. The main topics we address include the talent management process, the basics
of job analysis, methods of collecting job analysis information, writing job descriptions, writing
job specifications, employee engagement and job analysis, and using models and profiles in
talent management.

Learning Objectives:

4-1. Define talent management, and explain what talent management-oriented managers do.
4-2. Discuss the process of job analysis, including why it is important.
4-3. Explain and use at least three methods of collecting job analysis information.
4-4. Explain how you would write a job description, and what sources you would use.
4-5. Explain how to write a job specification.
4-6. Give examples of competency-based job analysis.

Annotated Outline:

I. The Talent Management Process—recruitment, selection, training, appraisal, career

planning/succession, and compensation are the human resource management activities that
focus on attracting, developing, and motivating the company’s employees or “talent.”
Managers often think of these HR activities as a series of steps, but there are also problems
with the stepwise process. Rather than view the eight HR activities as stepwise, it is usually
best to view them holistically—because the steps interactively affect each other and work
together.
A. What is Talent Management?—the trend today is to view these eight activities not
stepwise but as part of a coordinated talent management effort. What does this mean
in practice? The manager who takes a talent management approach to human resource
management takes actions such as (check the text for the details of each):
1. Asking
2. Treating
3. Using
4. Ensuring
B. Talent Management Software—it automates many of the talent management steps
and it helps coordinate the results of activities such as training and appraisal.

II. The Steps in Job Analysis

Job analysis is the understanding of what jobs need to be filled, and the human traits and
competencies employees need to do those jobs effectively. That in turn, requires
understanding the basics of organizing a company.
A. Fundamentals of Organizing—The purpose of organizing is to give each person a
separate job and to ensure that these jobs are coordinated in such a way that the
organization accomplishes its goals.

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Chapter 4: Job Analysis and the Talent Management Process 4-3

• The organization chart shows the title of each manager’s position and, by means of
connecting lines, who is accountable to whom, who has authority for each area, and
who is expected to communicate with whom. whom, who has authority for each area,
and who is expected to communicate with whom.
• The organization chart also shows the chain of command (or “scalar chain”) between
the top of the organization and the lowest positions in the chart.
1. Departmentation—the process through which these activities are grouped logically
into distinct areas and assigned to managers: it is the organizationwide division of
work. Departmentation is usually by business function, product, geography, or by
customer.
2. Span of control—the span of control is the number of subordinates reporting directly
to a manager.
3. Delegation—the pushing down of authority from manager to subordinate.
B. What Is Job Analysis?
Job analysis is the procedure through which you determine the duties of the
organization’s positions and the characteristics of the people to hire for them. The
supervisor or human resources specialist normally collects one or more of the following
types of information via the job analysis:
1. Work activities
2. Human behaviors
3. Machines, tools, equipment, and work aids
4. Performance standards
5. Job context
6. Human requirements
C. Uses of Job Analysis Information
1. Recruitment and Selection—information about what duties the job entails and what
human characteristics are required to perform these activities helps managers to
decide what sort of people to recruit and hire.
2. EEO Compliance—job analysis is a crucial step in validating all major human
resources practices.
3. Performance Appraisal—compares each employee’s actual performance with his or
her duties and performance standard. Managers use job analysis to learn what these
duties and standards are.
4. Compensation—(such as salary and bonus) usually depends on the job’s required
skill and education level, safety hazards, degree of responsibility, and so on—all
factors you assess through job analysis.
5. Training—the job description lists the job’s specific duties and requisite skills—thus
pinpointing what training the job requires.
D. Job Analysis
1. Step 1: Identify the Use to Which the Information Will Be Put
2. Step 2: Review Relevant Background Information About the Job, Such as
Organizational Charts and Process Charts
a. Workflow Analysis
b. HR as a Profit Center: Boosting Productivity Through Work Redesign
c. Business Process Reengineering
d. Job Redesign

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 Chapter 4: Job Analysis and the Talent Management Process 4-4

3. Step Three: Select Representative Positions

4. Step Four: Actually Analyze the Job
5. Step Five: Verify the Job Analysis Information with the Worker Performing the Job
and with His or Her Immediate Supervisor
6. Step Six: Develop a Job Description and Job Specification

III. Methods for Collecting Job Analysis Information—there are many ways (interviews or
questionnaires, for instance) to collect job information. The basic rule is to use those that best
fit your purpose.
A. The Interview—the three types of interviews managers use to collect job analysis data
are: individual (to get the employee’s perspective on the job’s duties and
responsibilities, group (when large numbers of employees perform the same job), and
supervisor (to get his/her perspective on the job’s duties and responsibilities).
1. Typical Questions—“What is the job being performed?”; “In what activities do
you participate?”; “What are the health and safety conditions?”
2. Structured Interviews—many managers use questionnaires to guide the interview.
Figure 4-4 presents one example.
3. Pros and Cons—interviews are simple, quick, and more comprehensive because the
interviewer can unearth activities that may never appear in written form. The main
problem is distortion, which may arise from the jobholder’s need to impress the
perceptions of others.
4. Interviewing Guidelines—several techniques to keep in mind when conducting
interviews are discussed.
B. Questionnaires—structured or unstructured questionnaires may be used to obtain job
analysis information. Questionnaires can be a quick, efficient way of gathering
information from a large number of employees. But, developing and testing a
questionnaire can be expensive and time consuming.
C. Observation—direct observations are useful when jobs consist of mainly observable
physical activity as opposed to mental activity. A potential problem with direct
observations is reactivity, which is where workers change what they normally do
because they are being watched. Managers often use direct observation and
interviewing together.
D. Participant Diary/Logs—in a diary or log, the employee records every activity he/she
engages in, along with the amount of time needed to perform each activity, in order to
produce a complete picture of the job. Pocket dictating machines can help remind the
worker to enter data at specific times and eliminate the challenge of trying to remember
at a later time what was done.
E. Quantitative Job Analysis Techniques
1. Position Analysis Questionnaire (PAQ)—a questionnaire containing 194 items
used to collect quantifiable data representing five basic elements: (1) having
decision-making/communication/social responsibilities, (2) performing skilled
activities, (3) being physically active, (4) operating vehicles/equipment, and (5)
processing information.
2. Department of Labor (DOL) Procedure—a standardized method for rating,
classifying, and comparing virtually every kind of job based on data, people, and
things. Table 4-1 shows the DOL method.

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 Chapter 4: Job Analysis and the Talent Management Process 4-5

F. Online Job Analysis Methods—employers increasingly rely on electronic or Web-

based job analysis methods. Then, rather than collecting information about the job
though direct interviews and questionnaires, the analysts use online systems to send
questionnaires to job experts in remote locations. Of course instruction should be
clear and the process should be tested first.

IV. Writing Job Descriptions

The most important product of job analysis is the job description. A job description is a
written statement of what the worker actually does, the person who does it, and what the
job’s working conditions are.
A. Job Identification—contains the job title, the Fair Labor Standards Act
(FLSA) status, date, and possible space to indicate who approved the
description, the location of the job, the immediate supervisor’s title, salary,
and/or pay scale.
B. Job Summary—should summarize the essence of the job and include only its major
functions or activities.
C. Relationships—occasionally a relationships statement is included. It shows the
jobholders’ relationships with others inside and outside the organization.
D. Responsibilities and Duties—this is the heart of the job description. It should present
a list of the job’s significant responsibilities and duties.
E. Standards of Performance and Working Conditions—states the standards the
employee is expected to achieve under each of the job description’s main duties and
responsibilities.
F. Duty: Accurately Posting Accounts Payable
1. Post all invoices received within the same working day.
2. Route all invoices to the proper department managers for approval no later than
the day following receipt.
3. Commit an average of no more than three posting errors per month.
G. Trends Shaping HR: Digital and Social Media
H. Know Your Employment Law: Writing Job Descriptions That Comply with the
ADA—the job duties list is crucial to employers’ efforts to comply with the
Americans with Disabilities Act (ADA).
I. HR Tools for Line Managers and Small Businesses—the U.S. Department of Labor’s
online occupational information network that is free to use is O*NET
(http://online.onecenter.org). The steps in using O*NET to facilitate writing a job
description is:
1. Review your Plan
2. Develop an Organization Chart
3. Use a Job Analysis Questionnaire
4. Obtain Job Duties from O*NET
5. List the Job’s Human Requirements from O*NET
6. Finalize the Job Description
J. The New Normal: When Jobs Change, Change the Job Description

V. Writing Job Specifications—takes the job description and answers the question, “what human
traits and experience are required to do this job effectively?”

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 Chapter 4: Job Analysis and the Talent Management Process 4-6

A. Specifications for Trained versus Untrained Personnel—writing job specifications for

trained employees is relatively straightforward because they are likely to focus on traits
like length of previous service, quality of relevant training, and previous job
performance. Writing job specifications for untrained employees is more complex
because they are more likely to specify qualities such as physical traits, personality,
interests, or sensory skills that imply some potential for performing or being trained to
perform on the job.
B. Specifications Based on Judgment—job specifications may come from educated guesses
or judgments, or from competencies listed in Web-based job descriptions like those listed
at www.jobdescription.com or O*Net online (http://online.onetcenter.org).
C. Diversity Counts: Getting the Job Specification Right
D. HR and the Gig Economy: Do Gig Workers Need Job Specifications? – Hiring
nonemployee gig workers doesn’t mean the employer doesn’t need job descriptions and
job specifications. The employer must still ensure that the workers at least fit certain
minimum requirements.
E. Job Specifications Based on Statistical Analysis
1. Basing job specifications on statistical analysis is more defensible, but it is a more
difficult approach than the judgmental approach.
2. The aim of the statistical approach is to determine statistically the relationship
between (1) some predictor or human trait, such as height, intelligence, or finger
dexterity, and (2) some indicator or criterion of job effectiveness.
3. The five steps in statistical analysis are: (a) analyze the job and decide how to
measure job performance; (b) select personal traits like finger dexterity that you
believe should predict successful performance; (c) test candidates for these traits; (d)
measure these candidates’ subsequent job performance; and (e) statistically analyze
the relationship between the human trait and job performance.
F. The Job Requirements Matrix—a popular way to use job descriptions and specifications.
The job matrix lists the information in five columns: main job duties, task statements,
importance of each main job duty, time spent on each, and the knowledge skills and
abilities and other human characteristics (KSAO) related to each main job duty.
G. Employee Engagement Guide for Managers
The human resource consulting company Development Dimensions International
identified characteristics that predicted whether someone would be engaged. These traits
included adaptability, passion for work, emotional maturity, positive disposition, self-
advocacy, and achievement orientation. A suggestion is to seek out people who have
records of being engaged employees. Because past behavior is often the best predictor of
future behavior, one suggestion is to look for examples of engagement in other areas of
life.

VI. Using Competencies Models—profiles giving the knowledge, skills, and experience someone
needs to do the job. Such models or profiles (see Figure 4-9) list the competencies employees
must be able to exhibit to get their jobs done.
A. The Strategic Context: Apple’s Leadership Competencies—Apple is organized around
functions such as Engineering, Software, and Design. Its functional organization reflects
the strategic vision of Steve Jobs, Apple’s founder.

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 Chapter 4: Job Analysis and the Talent Management Process 4-7

B. How to Write Competency Statements—the idea competency statement will include three
elements: the name of a brief description, description of the observable behaviors, and
proficiency levels (1, 2, and 3).

Chapter Review

Chapter Section Summaries:

4-1. Employers today often view all the staff-train-reward activities as part of a single
integrated talent management process.
4-2. Job analysis is the procedure through which you determine the duties of the department’s
positions and the characteristics of the people to hire for them.
4-3. There are various methods for collecting job analysis information.
4-4. Managers should know how to write job descriptions.
4-5. In writing job specifications, it’s important to distinguish between specifications for
trained verses untrained personnel.
4-6. With competencies models and profiles, the aim is to create descriptions of what is
required for exceptional performance in a given role or job, in terms of required
competencies, knowledge, and experience.

Discussion Questions:

4-1. Why, in summary, should managers think of staffing, training, appraising and paying
employees as a talent management process?

Students’ answers may vary but all answers should include something related to the
importance of maintaining and fostering quality employees. These different HR areas can
be used to select employees with high performing potential and continuously grow and
develop them.

4-2. What items are typically included in the job description?

While there is no standard format, most descriptions contain sections that cover job
identification, a job summary, a listing of responsibilities and duties, the job incumbent’s
authority, and performance standards. It may also contain information regarding the job’s
working conditions and the job specifications. Many employers use Internet sources such
as www.jobdescription.com to facilitate writing job descriptions.

4-3. We discussed several methods for collecting job analysis data—questionnaires, the
position analysis questionnaire, and so on. Compare and contrast these methods,
explaining what each is useful for and listing the pros and cons of each.

Interviews are probably the most widely used method of collecting information for job
analysis. The interview allows the incumbent to report activities that might not otherwise

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 Chapter 4: Job Analysis and the Talent Management Process 4-8

come to light (mental activities and activities that occur only occasionally). Observation is
useful for jobs that consist mainly of physical activity that is clearly observable.

Questionnaires are a quick and efficient way of obtaining information from a large number
of employees; however, development costs can be high. Participant diary/logs can provide
a comprehensive picture of a job, especially when supplemented with interviews; however,
many employees do not respond well to the request to record all their daily activities.

Quantitative job analysis techniques, such as PAQ, DOL, and Functional Job Analysis, are
more appropriate when the aim is to assign a quantitative value to each job so that jobs can
be compared for pay purposes.

4-4. Describe the types of information typically found in a job specification.

It should include a list of the human traits and experience needed to perform the job. These
might include education, skills, behaviors, personality traits, work experience, sensory
skills, or others.

4-5. Explain how you would conduct a job analysis.

There are six major steps in a well-conducted job analysis: (1) Determine how the job
analysis information will be used and how to collect the necessary information; (2) Collect
background information such as organization charts, process charts, and job descriptions;
(3) Select representative positions to be analyzed; (4) Collect job analysis information; (5)
Review the information with the participants; (6) Develop job descriptions and job
specifications.

4-6. Do you think companies can really do without detailed job descriptions? Why or why
not?

Students can discuss this topic in small groups.

4-7. Explain how you would create a job requirements matrix for a job.

The first step in creating the job requirements matrix is to write one task statement for each
of the jobs’ tasks. Each task statement shows what the worker does on a particular job task,
how the worker does the task, the knowledge, skills, and aptitudes required to do the task,
and the purpose of the task. Each task should identify the knowledge skills and abilities
and other characteristics needed to perform the job.

Second, the job analysis takes the resulting task statements for the jobs and groups them
into four or five main job duties. Finally, the job analyst compiles all this information in a
job requirements matrix for a particular job.

The job matrix lists the following information: each of the jobs’ main duties, task
statements associated with each job or duty, the relative importance of each main job duty,

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 Chapter 4: Job Analysis and the Talent Management Process 4-9

the time spent on each main job duty, and the knowledge, skills, abilities, and other
characteristics or competencies related to each main job duty. This type of job matrix
provides a more complete picture of what a worker does on the job and how and why he or
she does the job more completely than just a job description.

4-8. In a company with only 25 employees, is there less need for job descriptions? Why or
why not?

It is clearly more difficult to write job descriptions for positions that may have broad
responsibilities because of the organization’s size. This does not, however, mean that it is
less important. Look for sound arguments and reasoning. Again, the ADA applies to
companies with as few as 15 employees. What other ways can a small employer
successfully document the “essential functions” of a job?

Individual and Group Activities:

4-9. Working individually or in groups, obtain copies of job descriptions for clerical
positions at the college or university where you study, or the firm where you work.
What types of information do they contain? Do they give you enough information to
explain what the job involves and how to do it? How would you improve on the
descriptions?

Based on our experience, it is very likely that at least some of the job descriptions will not
contain all the information that is supposed to be there. Use this as an opportunity to
discuss the problems that may be created by the missing information.

4-10. Working individually or in groups, use O*Net to develop a job description for your
professor in this class. Based on that, use your judgment to develop a job
specification. Compare your conclusions with those of other students or groups. Were
there any significant differences? What do you think accounted for the differences?

The students should go to the O*Net website at http://online.onetcenter.org to find sample

job descriptions in order to create a job description for you. Once they create a job
description, they should develop a job specification.

4-11. Appendices A and B at the end of this book list the knowledge someone studying for
the HRCI (Appendix A) or SHRM (Appendix B) certification exam needs to have in
each area of human resource management (such as in Strategic Management and
Workforce Planning). In groups of several students, do four things: (1) review
Appendix A and/or B; (2) identify the material in this chapter that relates to the
Appendix A and/or B required knowledge lists; (3) write four multiple-choice exam
questions on this material that you believe would be suitable for inclusion in the
HRCI exam and/or SHRM exam; and (4) if time permits, have someone from your
team post your team’s questions in front of the class, so the students in all teams can
answer the exam questions created by the other teams.

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 Chapter 4: Job Analysis and the Talent Management Process 4-10

Topics covered in this chapter include job analysis; how to write job descriptions and
develop job competencies; identification and documentation of essential job functions for
positions; and establishing hiring criteria based on the competencies needed.

Experiential Exercise: The Instructor’s Job Description

Purpose: The purpose of this exercise is to give you experience in developing a job description
by developing one for your instructor.

Required Understanding: You should understand the mechanics of job analysis and be
thoroughly familiar with the job analysis questionnaires. (See Figures 4-4 and 4-9).

How to Set up the Exercise/Instructions: Set up groups of several students for this exercise. As
in all exercises in this book, the groups should be separated and should not converse with each
other. Half the groups in the class will develop a job description using the job analysis
questionnaire (Figure 4-4), and the other half of the groups will develop it using the job
description questionnaire (Figure 4-9). Each student should review his or her questionnaire (as
appropriate) before joining his or her group.

4-12. Each group should do a job analysis of the instructor's job: Half of the groups will
use the Figure 4-4 job analysis questionnaire for this purpose, and half will use the
Figure 4-9 job description questionnaire.

4-13. Based on this information, each group will develop its own job description and job
specification for the instructor.

4-14. Next, each group should choose a partner group, one that developed the job
description and job specification using the alternate method. (A group that used the
job analysis questionnaire should be paired with a group that used the job description
questionnaire.)

4-15. Finally, within each of these new combined groups, compare and critique each of the
two sets of job descriptions and job specifications. Did each job analysis method
provide different types of information? Which seems superior? Does one seem more
advantageous for some types of jobs than others?

Application Case: The Flood

4-16. Should Phil and Linda ignore the old timers' protests and write up the job
descriptions as they see fit? Why? Why not? How would you go about resolving the
differences?

In all likelihood, the old timers are accurate in their descriptions. There are several of them,
and it appears that all of their descriptions agree. Also, since they were the ones actually
doing the work, it is likely that they were the only ones who knew what was actually being
done. One way to resolve the differences would be to examine the specific items that Phil
and Maybelline feel the old timers are padding their jobs with. Ask for evidence from the

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 Chapter 4: Job Analysis and the Talent Management Process 4-11

old timers that they did these functions, and ask for evidence from Phil and Maybelline that
someone else carried out those tasks.

4-17. How would you have conducted the job analysis? What should Phil do now?

Other options may have been to conduct personal interviews instead of using the
questionnaires. However, it is unlikely that the resulting disagreement would have been
avoided by using another method. The method they used was a good one. Phil has several
courses of action available to him. The best may be to allow the process to go on with the
old timers’ job descriptions.

Continuing Case: Carter Cleaning Company

4-18. What should be the format and final form of the store manager’s job description?

Students may recommend that Jennifer include a standard of performance section in the job
description. This lists the standards the employee is expected to achieve under each of the
job description’s main duties and responsibilities, and would address the problem of
employees not understanding company policies, procedures, and expectations. In addition,
students may recommend that Jennifer instead take a competency-based approach, which
describes the job in terms of the measurable, observable, and behavioral competencies that
an employee doing that job must exhibit. Because competency analysis focuses more on
“how” the worker meets the job’s objectives or actually accomplishes the work, it is more
worker-focused.

4-19. Is it practical to specify standards and procedures in the body of the job description,
or should these be kept separate?

They do not need to be kept separately, and in fact both Jennifer and the employees would
be better served by incorporating standards and procedures into the body of the description.
The exception to this would be if the standards and procedures are so complex or involved
that it becomes more pragmatic to maintain a separate procedure manual.

4-20. How should Jennifer go about collecting the information required for the standards,
procedures, and job description?

She should first conduct the job analysis by collecting information about the work
activities, human behaviors, machines, tools, equipment, work aids, performance
standards, job context, and human requirements. The best methods for collecting this
information in this case are through interviews, questionnaires, observations, and employee
diaries/logs. In addition, she should ensure that she is identifying the essential functions of
the job, and that the descriptions are ADA-compliant.

4-21. What, in your opinion, should the store manager’s job description look like and
contain?

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 Chapter 4: Job Analysis and the Talent Management Process 4-12

The store manager’s job description should include a list of the job’s significant
responsibilities and duties. For example, the following duties should include quality
control, store appearance and cleanliness, customer relations, bookkeeping and cash
management, cost control and productivity, damage control, pricing, inventory control, etc.
The job description should also include any educational requirements as well as
information regarding working conditions.

Translating Strategy into HR Policies and Practices Case

Improving Performance at the Hotel Paris: The New Job Descriptions

4-22. Based on the hotel’s stated strategy, list at least four or more important employee
behaviors important for Hotel Paris’s staff to exhibit.

Students’ answers will vary. Important employee behaviors might include:

• The ability to project a positive attitude and put the customer’s needs first, even if the
customer is curt.
• Showing tact and discretion in responding to personal requests from a hotel guest.
• Being aware of the reactions of others and responding to those reactions in an
appropriate way.
• Being able to handle multiple priorities without getting “flustered.”
• The ability to resolve billing issues with discretion and a positive demeanor.

4-23. If time permits, spend some time prior to class observing the front desk clerk at a
local hotel. In any case, create a job description for a Hotel Paris front-desk clerk.

Use of O*NET is recommended. A full description of tasks and responsibilities is located

under the job title “Hotel, Motel, and Resort Desk Clerks.

Writing Assignments

4-24. What is job analysis? How can you make use of the information it provides?

Student responses will vary.

4-25. Explain what a competencies model is and what the model would look like for the job
of university professor.

Student responses will vary.

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 Chapter 4: Job Analysis and the Talent Management Process 4-13

Key Terms:

Talent Management—The goal-oriented and integrated process of planning, recruiting,

developing, managing, and compensating employees.

Organization Chart—A chart that shows the organization-wide distribution of work, with titles
of each position and interconnecting lines that show who reports to and communicates with
whom.

Job Analysis—The procedure for determining the duties and skill requirements of a job and the
kind of person who should be hired for it.

Job Description—A list of a job's duties, responsibilities, reporting relationships, working

conditions, and supervisory responsibilities—one product of a job analysis.

Job Specifications—A list of a job's “human requirements,ˮ that is, the requisite education,
skills, personality, and so on—another product of a job analysis.

Process Chart—A work flow chart that shows the flow of inputs to and outputs from a
particular job.

Workflow Analysis—A detailed study of the flow of work from job to job in a work process.

Business Process Reengineering—Redesigning business processes, usually by combining steps,

so that small multifunction process teams using information technology do the jobs formerly
done by a sequence of departments.

Job Enlargement—Assigning workers additional same-level activities.

Job Rotation—Systematically moving workers from one job to another.

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

Diary/Log—Daily listings made by workers of every activity in which they engaged along with
the time.

Position Analysis Questionnaire (PAQ)—A questionnaire used to collect quantifiable data

concerning the duties and responsibilities of various jobs.

Standard Occupational Classification (SOC)—Classifies all workers into one of 23 major

groups of jobs, which are subdivided into minor groups of jobs and detailed occupations.

Job-requirements Matrix—A more complete description of what the worker does and how and
why he or she does it; it clarifies each tasks purpose and each duty’s required knowledge, skills,
abilities, and other characteristics.

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 Chapter 4: Job Analysis and the Talent Management Process 4-14

Task Statement—Written item that shows what the worker does on one particular job task; how
the worker does it; the knowledge, skills, and aptitudes required to do it; and the purpose of the
task.

Competency-Based Job Analysis—Describing the job in terms of the measurable, observable,

behavioral competencies (knowledge, skills, and/or behaviors) that an employee doing that job
must exhibit to do the job well.

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