Job Analysis

Kelly Quirin
Penn State University
February 19, 2001
 Overview
• What is job analysis?
• How can you use this tool in your
organization?
• Methods of job analysis
• How it works
• Real world example
• An exercise
• Summary
 What is job analysis?
• A systematic approach to
collect information about a job
such as tasks, responsibilities
and the skills required to
perform those tasks
• An important part of Human
Resources (HR) planning
 How can it be used in
your organization?
• Job analysis assists HR in
determining:
– Necessity of the job
– Equipment needed
– Skills required
– Supervision
– Working conditions
– Management/employee interaction
 How can it be used in
your organization?
• Recruiting
– Keyword searches on resumes that
match job requirements
• Selection
• Appraisal
• Salaries and Incentives
• Training and Development
The Multifaceted Nature
of the Job Analysis
*DeCenzo and
Labor Relations Recruiting Selection Robbins, p.
145

Safety and Strategic

Health Job Analysis HR
Planning
Job Description
Employee
Compensate Job Specifications Training

Performance Career Employee

Appraisal Development Development
 Nuts and bolts
• What is analyzed?
– Work activities
– Working conditions
• Supervisors
• Location
• Schedule
– Machines and equipment
 Nuts and Bolts
• Who is involved in the job
analysis?
– Management
– Supervisors
– Job analysts
– Job incumbent
– Unions
– Consultants
Job Analysis Information
Hierarchy
Job analysis is nothing but an Career
accurate recording of the activities
Occupation
involved. For these recording we
are simply gathering information to Job Family
specific job attributes. The Job
hierarchy of JA Info are shown
beside: Position
Duty
Task
Element

9
 Job Analysis Information
Hierarchy
• Job analysis is nothing but an accurate recording of the
activities involved. For these recording we are simply gathering
information to specific job attributes. These attributes are as
follows:

– Element: A job element is the smallest unit into which work can be
divided. Ex-Scanning picture

– Task: A Distinct work activity carried out for a distinct purpose. Ex-
preparing lecture, typing letter

– Duty: Is a number of tasks. Counseling students is a duty for

instructor

– Position: Referes to one or more duties performed by one person in

an organization. Individual employee can hold a position. Asstt.
Prof. – Business Administration
10
Job Analysis Information
Hierarchy

– Job: Job is a type of position within the organization.

Example: Asstt. Professor. May be 25 Asstt. Prof. In an
organization but the job is one-Asstt. Prof.

– Job Family: Group of two or more jobs that either call for
similar worker characteristics or contain parallel work tasks.
Manager, Sales and Manager, marketing may be a job family

– Occupation: Is a group of jobs found across organization.

Accountant, Lift man etc.

– Career: Sequence of positions, jobs, or occupations that a

person has over his or her working life.

11
Nature of Job Analysis

Position Description

Qualification Standard

Resources

BQnet: http://www.apwu.org/dept/ind-rel/bqnet/bq_alpha.cfm
O*NET: http://www.onetonline.org/

12
Nature of Job Analysis
Position Description

• Identification • Essential Functions

– Job title and Duties
– Reporting – Lists major tasks,
relationships duties and
– Department responsibilities
– Location • Others:
– Date of analysis – Signature of
• General Summary approvals
– Describes the job’s – Working Condition
distinguishing
responsibilities and – Hazards
components

13
 Nature of Job Analysis
Position Description

POSTMASTER
OCCUPATION CODE: 2301-6106

BQnet
http://www.apwu.org/dept/ind-rel/bqnet/requirements.cfm?criteria=quals&OccCode=23016106

14
Nature of Job Analysis
Qualification Standard

• Qualification standards for occupations in the

Federal government.

1. General Schedule positions - The Office of Personnel

Management (OPM) Operating Manual for Qualification
Standards

2. Trades and Labor Occupations - Handbook X-118C Job

Qualification System

15
Nature of Job Analysis
Qualification Standard

• Outline the necessary basic eligibility qualification requirements for a

particular occupation or a group of occupations.

• Specifies the minimum quality level and amount of experience required

• Often allows education to substitute for lack of experience.

•
• Used to evaluate internal and external candidates' qualifications for
positions.

• Used to eliminate those persons who are not eligible for further
consideration because they fail to meet the "basic" requirements for the
occupation.

• Does not, in and of itself, identify the criteria for determining the "best
qualified" candidate.

16
Nature of Job Analysis
Qualification Standard

• Qualification requirements for basic eligibility may include, but is

not limited to any or a combination of the following:

• General and/or specialized experience

• High school education

• Vocational/technical training

• College/university education (e.g., formal degrees)

• Specific major fields or courses of study

• Specific registrations, licensure, or certifications

17
Nature of Job Analysis
Qualification Standard

• POSTMASTER
OCCUPATION CODE: 2301-6106

BQnet
http://www.apwu.org/dept/ind-rel/bqnet/requirements.cfm?
criteria=posdesc&OccCode=23016106

18
Methods of Job Analysis

• Observation
• Interview
– Individual
– Group
• Questionnaires
– PAQ
• Diary
• Technical Conference
• Critical Incident Technique
Methods of Job Analysis
• Observation Method
– Analyst observes incumbent
• Directly
• Videotape
– Useful when job is fairly routine
– Workers may not perform to
expectations
Methods of Job Analysis
• Interview Method
– Individual
• Several workers are interviewed
individually
• The answers are consolidated into a
single job analysis
– Group
• Employees are interviewed
simultaneously
• Group conflict may cause this method
to be ineffective
Methods of Job Analysis
• Questionnaires
– Employees answer questions about
the job’s tasks and responsibilities
– Each question is answered using a
scale that rates the importance of
each task
Methods of Job Analysis
• Questionnaires (ctnd.)
– Position Analysis Questionnaire
(PAQ)
• A structured, behavioral questionnaire
• 194 items in 6 categories
– Information input
– Mental processes
– Work output
– Relationships
– Job context
– Other characteristics
Methods of Job Analysis
• Diary Method
– Employees record information into
diaries of their daily tasks
• Record the time it takes to complete
tasks
– Must be over a period of several
weeks or months
Methods of Job Analysis
• Critical Incident Technique (CIT)
– Takes past incidents of good and
bad behavior
– Organizes incidents into categories
that match the job they are related
to
• Involves 4 steps
Methods of Job Analysis
• CIT steps
– Brainstorm and create lists of
dimensions of job behaviors
– List examples of effective and
ineffective behavior for each
dimension
– Form a group consensus on
whether each incident is
appropriately categorized
– Rate each incident according to its
value to the company
 How It Works
• Conducting the job analysis
– Know the purpose
– Gather Information about jobs to
be analyzed
• Books
• Charts
• Trade union literature
• Government agency literature
– Use employee input
 How It Works
• Conducting the job analysis
(ctnd.)
– Choose an efficient method of
collecting information
– Gather information from
employee/supervisor about the job
– Draft a job description
– Obtain supervisor approval
 A Real World Example
• The Department of Labor
– Job analyst uses observation and
interview methods to gather
information about an employee
– Information organized into 3
categories
• Data
• People
• Things
 A Real World Example
Work Functions
Data People Things
0. Synthesizing 0. Mentoring 0.
Setting up
• Coordinating 1. Negotiating 1. Precision work
• Analyzing 2. Instructing 2. Operating
• Compiling 3. Supervision 3. Driving
• Computing 4. Diverting 4. Manipulating
• Copying 5. Persuading 5. Tending
• Comparing
*U.S. Department of Labor, Dictionary of 6. Speaking 6. Feeding
Occupational Titles, 4th ed. Revised
(Washington, D.C.: Government Printing
Office, 1991), p.xix.
7. Serving 7. Handling
 A Real World Example
• Job titles are listed in the
Dictionary of Occupational Titles
• Each job is given a code
– Ex. A recruiter might be assigned
the code 2, 6, 7 if the job entails
analyzing data (2), speaking to
people (6), and handling different
things (7)
• See previous table
 An Exercise
• Bruce Spuhler, customer service
manager at BGS Sports, wants
to conduct a job analysis on
how his employees interact with
customers and other employees.
• What steps should Bruce take to
implement a successful job
analysis, and what method
should he use to analyze his
employees?
 An Exercise
• Possible Answer:
1. Determine the Purpose- to
reinforce good behavior among
employees and provide better
customer service
2. Gather as much information as
possible about retail and
customer service, including past
experiences with customers
 An Exercise
3. Choose best method of job
analysis
-Critical Incident Technique
-This would allow Bruce to
discuss with his employees past
incidents and whether they were
effective or not
-Assign values of effectiveness
4. Gather information from workers
and other managers about the job
 An Exercise
5. Draft a behavioral job
description
6. Identify areas that need
improvement, and implement
training programs to improve
those areas
 Summary
• Job analysis is an effective
approach to gathering
information about jobs
• There are 6 popular techniques
to conducting job analyses
• Job analysis is directly related
to nearly every function of
Human Resource departments in
organizations
 References
Cascio, Wayne F. Managing Human Resources. New
York: McGraw-Hill, Inc., 1992.

DeCenzo, David A. and Stephen P. Robbins. Human

Resource Management. New York: John Wiley &
Sons, 1999.

Gomez-Mejia, Luis R. and David B. Balkin. Managing

Human Resources. Upper Saddle River: Prentice- Hall,
Inc., 2001.

U.S. Department of Labor. Dictionary of Occupational

Titles, 4th ed. Revised (Washington, D.C.: Government
Printing Office, 1991), p. xix.
 Guidelines Oriented Job
Analysis (GOJA)

Uniform Guidelines on Employee

Selection Procedures (1978)

These documents are instructions to employers regarding the legality

of practices, procedures, and tests used for hiring and promotion.
They are a joint publication of …

• Equal Employment Opportunity Commission (29 CFR 1607)

• Office of Personnel Management (5 CFR 300)
• U.S. Department of Justice (28 CFR, Ch. 1, Part 50),
• U.S. Treasury Department (31 CFR, Ch. 1, Part 51),
• Office of Federal Contract Compliance Programs (41 CFR, Ch. 60,
Part 68-3).

See www.uniformguidelines.com
 Guidelines Oriented Job
Analysis (GOJA)

• The GOJA Process is a comprehensive job analysis method that

has been used by hundreds of employers since its original
development in 1975.

• Based on the requirements of the Guidelines (1978), the Principles

(2003), and the ADA

• GOJA is designed to help employers build customized job analysis

and selection procedures that are fair, valid, effective, and
defensible.

• Steps to the GOJA Process

 Guidelines Oriented Job
Analysis (GOJA)

Step 1: Assemble and Train the Panel

• A panel of qualified Job Experts meeting the following criteria

(1) Represent the demographics of the employee population (with respect to

gender, age, race, years of experience, etc.) - over-sampling.

(2) Be experienced and active in the position they represent - include relatively inexperienced
Job experts for “newcomer’s perspective.” With at least one year of active job
experience.

(3) Represent the various “functional areas” and/or shifts of the position.

(4) Consist of between 10 – 20% supervisors for a given position.

• At least 7 – 10 Job Experts for providing judgments

(5) Train the Panel - Overview of what will be required of them, the KSA rating system,
information on how to write job duties, etc.
 Guidelines Oriented Job
Analysis (GOJA)

• The table below provides some guidance regarding the number of

Job Experts necessary to obtain reliable and accurate information
about the job.
 Guidelines Oriented Job
Analysis (GOJA)

Step 2: Write Job Duties

Job Experts complete the Job Analysis Booklet (Part 5)

a. General information (name, demographics, experience, establish credibility)
b. Job overview – informal job description, materials used
c. Supervisory responsibilities and independence of the Job Expert
d. Independently write duties (typically start with action words. (e.g., Analyze,
Coordinate, Evaluate, Repair, Arrange, Delegate))

– Frequency
– Importance
– % of time spent
– Does performance on this duty differentiate best from minimal employee
– Whether removing the duty fundamentally changes the job
– Assignable to others without fundamentally changing the job
 Guidelines Oriented Job
Analysis (GOJA)

Step 3: Consolidate Duties into a Master Duty List

• After the Job Experts have independently recorded duties, a master

list is developed.

• The list reflects the majority opinion of the group.

• Using a 70% consensus rule (e.g., 7 out of 10)
 Guidelines Oriented Job
Analysis (GOJA)

Step 4: Write KSAPCs, Physical Requirements, Tools &

Equipment, Other Requirements, and Standards
 
• Job Experts repeat the process described in Step 2, but for the KSAPCs,
Physical Requirements, Tools & Equipment, Other Requirements, and
Standards.

• Job Experts list the knowledge, skills and abilities that are needed to
accomplish each duty.
 Guidelines Oriented Job
Analysis (GOJA)

Step 6: Provide Ratings (Including KSAPC to Duty Linkage

Ratings) for Duties, KSAPCs, and Physical Requirements

The Job Experts and supervisors provide ratings on the final list of
duties and KSAPCs.
All Job Experts who participated in the rating process
a. KSAPCs
Link to duties
Frequency
Importance
Minimum versus helpful qualification
Does performance on this duty differentiate best from minimal employee
Level needed for success
Level needed upon entry
 Guidelines Oriented Job
Analysis (GOJA)

Step 6: Provide Ratings (Including KSAPC to Duty Linkage

Ratings) for Duties, KSAPCs, and Physical Requirements

The Job Experts and supervisors provide ratings on the final list of
duties and KSAPCs.
All Job Experts who participated in the rating process
b. Physical requirements
Link to duties
Frequency
Importance
Minimum versus helpful qualification
Does performance on this duty differentiate best from minimal employee
Level needed upon entry
c. Tools and equipment
 Guidelines Oriented Job
Analysis (GOJA)

Step 6: Provide Ratings (Including KSAPC to Duty Linkage

Ratings) for Duties, KSAPCs, and Physical Requirements

The Job Experts and supervisors provide ratings on the final list of
duties and KSAPCs.

Evaluating inter-rater reliability and eliminating outliers

Wrg-max = 1- (Observed variance/maximum possible variance)

Alpha if rater deleted

Review for accuracy and completeness

Compute average rating for each duty and KSAPC

Level of criticality (Importance) ratings are required by section 14C(2) of the

Uniform Guidelines on Employee Selection Procedures.
 Guidelines Oriented Job
Analysis (GOJA)

Optional Step (for positions held by large numbers of employees):

Distribute Job Analysis Survey to Additional Job Experts for
Ratings

US Postal Service Example - Job Analysis Survey (JAS)

 Guidelines Oriented Job
Analysis (GOJA)

Step 7: Have Two Supervisors Review the Completed Job

Analysis and Assign Supervisor Ratings

– Convene two supervisors for the “Supervisor Only” job analysis ratings

– Can have served as Job Experts in the first six steps of the process, or be new to the
GOJA Process

– For duty ratings, they assign: Percentage of Time, Best Worker, Fundamental, and
Assignable.

– For KSAPCs and Physical Requirements, they assign: Minimum v. Helpful Qualification,
Best Worker, Level Needed for Success (knowledges only), and Level Needed Upon
Entry.

– Supervisors meet, confer, and agree upon the final supervisor ratings for the job duties,
KSAPCs, and
– Physical Requirements.

– If consensus cannot be reached with two supervisors for any specific ratings, an
additional supervisor should be recruited to provide “tie-breaker” ratings for the areas of
disagreement.
 Guidelines Oriented Job
Analysis (GOJA)

Step 8: Prepare Final Job Analysis Document, Including

Descriptive Statistics for Ratings

Descriptive statistics (e.g., means and standard deviations) for each

rated item.

The final data (e.g., duties, KSAPCs, etc.) is entered directly into the
GOJA manual, along with the means and standard deviations
 Guide for Writing Functional
Competencies

Section 1: Overview of Competencies 

What are Competencies?
• General Definition of a Competency

• A competency is a characteristic of an employee that

1. contributes to successful job performance

2. the achievement of organizational results.

• These include measurable or assessable knowledge, skills, and abilities

plus other characteristics such as values, motivation, initiative, and self-
control that distinguish superior performers from average performers

• (Shippmann et.al. 2000; Spencer, McClelland, & Spencer 1994)

 Guide for Writing Functional
Competencies

Section 1: Overview of Competencies 

What are the Types of Competencies?

A. Organizational Competency – An organizational competency is an

aspect of the business believed to have the greatest strategic value.
 
An organizational competency is measured at the level of the
organization rather than at the level of the individual

Organizational Competency Examples:

Organization Competency
– Wal-mart Value pricing
– Nordstrom Customer service
– McDonald’s Quick service
– Toyota Reliability
 Guide for Writing Functional
Competencies

Section 1: Overview of Competencies 

What are the Types of Competencies?

B. Foundational Competency (Rear Wheel Competencies) – A foundational

competency represents a set of skills, knowledge, and
attitudes/attributes necessary for broad job functions. These are
supporting level competencies linked to successful performance, and are
desirable regardless of an individual’s area of expertise or role.
Foundational Competency Examples:

– Teamwork
– Oral Communication
– Customer Focus
– Adaptability
– Initiative
– Professionalism
 Guide for Writing Functional
Competencies

Section 1: Overview of Competencies 

What are the Types of Competencies?

C. Functional Competency (Front Wheal Competencies) – A functional

competency is a specific knowledge or skill area that relates to successful
performance in the job.

Functional Competency Examples:

– Financial Specialists need the functional competencies of financial analysis and

setting up accounting systems.
–  
– Information System Analysts need the functional competencies of programming and
systems analysis.
–
– Contract specialists need the functional competencies of acquisition planning,
contract formation, and contract administration.
 Guide for Writing Functional
Competencies

Section 1: Overview of Competencies 

How May Competencies be Used?

• Recruit - position vacancy announcements

 
• Select - possession of a set of competencies may be a determining factor in
who is selected for a position.

• Train & Develop – Individual Development Plans (IDPs

• Appraise

• Draft Position Descriptions (PDs)

 
• Assess - Assessment tools may be competency-based.
 Guide for Writing Functional
Competencies

Section 1: Overview of Competencies 

Who Should Write Competencies?

Subject Matter Experts (SMEs) should write the functional

competencies.
 Guide for Writing Functional
Competencies

Section 1: Overview of Competencies 

What is the Process for Writing Competencies?

Subject Matter Experts (SMEs) should write the functional

competencies.
 Guide for Writing Functional
Competencies

Section 3: Writing Task Statements & KSAPs 

• What is a task?

– Task – A task is a unit of work or set of activities needed to produce

some result.
– A task is described by a statement consisting of an action verb (what
the worker does), the object of the verb (to whom or what it is done),
and a phrase explaining why and how the work is done.
 Guide for Writing Functional
Competencies

Section 3: Writing Task Statements & KSAPs 

• What is a task?

– Action Verb (What the worker does)

Example: Sort

– Object of the verb (To whom or what it is done)

– Example: correspondence and reports

– Why the work is done (Expected Output)

– Example: to facilitate filing them

– How the work is done (Procedures, tools, equipment, work aids)

– Example: alphabetically.
 Guide for Writing Functional
Competencies

Section 3: Writing Task Statements & KSAPs  

• What are KSAPs?

– Knowledge –an organized body of information that a person mentally

possesses as a result of formal education, training, or personal experience.
• Example: Knowledge of transportation regulations, methods, and practices

– Skill –proficient manual, verbal, or mental manipulation of data or things

• Examples: Skill in typing at the rate of 40 words per minute with less than 3 errors per 100 words
typed.

– Ability – is the natural aptitude or acquired proficiency to perform an

observable activity; e.g., ability to write reports, ability to analyze
numerical data, ability to plan and organize work.
• Example: Ability to speak before groups
 Guide for Writing Functional
Competencies

Section 3: Writing Task Statements & KSAPs 

• What are KSAPs?

Personal Characteristic/Attributes –
• A predisposition on the part of an individual to behave in a certain way.

• Personal characteristics represent what an individual wants to or will do, as

opposed to what the individual can do or has the capacity to do.

Examples: Patience, Tact, Willingness to travel

 Guide for Writing Functional
Competencies

Section 4: Step-by-Step Guide for Writing Competencies

1. Review job and organization related information
– Strategic vision, mission statement, and organizational goals

– Position descriptions, job announcements, sources of job analysis, work flow

charts, etc.

– Organization charts

– Governing rules, regulations, policies, professional standards, laws, training

manuals pertaining to the job

– Typical problems, turn-around time, internal/external customer complaints related

to the job

– Work equipment/tools – technology/computers, software necessary for the job

2. Write major job tasks.
 Guide for Writing Functional
Competencies

Section 4: Step-by-Step Guide for Writing Competencies

3. Write Knowledge, Skill, Ability, and Personal Characteristics/Attributes

(KSAPs).
4. Group related KSAPs to form a competency category.
5. Write Functional Competencies.
Only write the functional competencies that are specific to the job under study.
Functional competencies consist of three parts:
1. a label
2. important job tasks
3. the knowledge, skills, abilities, and personal characteristics necessary for successful
job performance.
6. Develop a label for each functional competency based on related KSAP
groupings.
1. Check that each task is linked to at least one competency. Review your list of
competencies to ensure that all of the important tasks have been recorded.
2. Review competencies using the Functional Competency Checklist and revise if
necessary
Guide for Writing Functional
Competencies
Guide for Writing Functional
Competencies
Guide for Writing Functional
Competencies