UNDERSTANDING JOB

ANALYSIS AND JOB

COMPETENCY MODELS
LEARNING OUTCOMES
After reading this chapter you should:
☑ Understand the importance of job analysis and the role it plays in recruitment and selection
☑ Be able to describe guidelines for conducting analyses employing a variety of job analysis
techniques
☑ Be able to use standard tools and techniques to conduct a job analysis 
☑  Recognize processes for identifying job specifications to be used in recruitment and selection
of human resources
☑ Understand what competencies are and the role competencies play in recruitment and
selection
☑ Know how to identify competencies 
☑ Understand the need to validate competency- based systems
☑ Be able to distinguish competency-based HR models from those based on job analysis
Recognize best practices in competency modelling
 WHAT IS WORK AND JOB ANALYSIS?
 WORK ANALYSIS: any systematic gathering, documenting, and analyzing of
information about the content of work performed

 JOB ANALYSIS: the process of collecting information about jobs “by any method
for any purpose” 

 ANALYSIS DATA: includes a description of the duties of the job, including job
responsibilities and working conditions, information about the knowledge, skills,
abilities, and other attributes required in its performance.

 JOB ANALYSIS DATA support several HR activities (e.g., recruitment, selection,

training and development, performance management). HR activities are concerned
with matching people to jobs within a specific organizational context.
KEY TERMS
 JOB DESCRIPTION: a written description of what job occupants are required
to do; how they are supposed to do it; and the rationale for any required job
procedures

 JOB SPECIFICATION: the knowledge, skills, abilities, and other attributes or

competences that are needed by a job incumbent to perform well on the job

 JOB: a collection of positions that are similar in their significant duties

 POSITION: a collection of duties assigned to individuals in an organization at a

given

 JOB FAMILY: a set of different, but related jobs that rely on the same set of
KSAOs 
 SUBJECT-MATTER EXPERTS
  SUBJECT-MATTER EXPERTS (SMES): people who are most knowledgeable about a job and how it
is currently performed Data collected from job incumbents and their immediate supervisors

JOB ANALYSIS AND EMPLOYMENT LAW- A

REPRISE
Employment decisions must be based on job-related information

 Job analysis: a legally acceptable way of determining job-relatedness

 A good job analysis ensures that accurate information on skill, effort, responsibility, and working

conditions is specified, reducing the likelihood of job analysis-impediments to equitable employment

access. It provides objective evidence of the skills and abilities required for effective performance on

the job, involved in the selection of the candidates. 

JOB ANALYSIS METHODS

 Three criteria in choosing a method:

1. Goal of job analysis includes the description of observable work

behaviors and analysis of their products

2. Results of a job analysis should describe the work behaviour, not the
personal characteristics of the individual

3. Any job analysis must produce outcomes that are verifiable and
replicable
 KSAOs
 KSAOs: the knowledge, skills,

abilities, and other attributes

necessary for a new incumbent

to do well on the job

 Also referred to as a job,

employment, or worker

specifications 
WORK- AND WORKER- ORIENTED
JOB ANALYSIS

 WORK-ORIENTED JOB ANALYSIS: techniques that emphasize

work outcomes and descriptions of tasks performed to
accomplish those outcomes

 WORKER-ORIENTED JOB ANALYSIS: techniques that emphasize

general aspects of jobs; describes perceptual, interpersonal,
sensory, cognitive, and physical activities 
SURVEY OF WORK-ORIENTED JOB
ANALYSIS METHODS
 Interviews
 Direct Observation
 Self-Monitoring
 Data Rating Task Statements; and KSAOs
 Structured Job Analysis Questionnaires and Inventories
 Task Inventories
 Functional Job Analysis
 Critical Incident Technique
INTERVIEWS

  Interview: involves questioning individuals, small groups,

and/or supervisors; designed to ask all interviewees the
same job-related questions

 Most common technique used

 May be structured or unstructured

 Should be well planned and carefully conducted

 DIRECT OBSERVATION
 Direct observation: a job analyst watches employees as they carry out their job
activities (or job shadowing)

 This method is most useful when the job analysis involves easily observable
activities 

SELF-MONITORING
 Self-monitoring: a job analyst may ask incumbents to monitor their own work behavior

 Advantages: Less time consuming and less expensive; Can be used when the conditions
of work do not easily facilitate direct observation by another person; and Can provide
information on otherwise unobservable cognitive and intellectual processes involved in
the job 
RATING TASK STATEMENTS AND KSAOs
 All tasks are not equal

 Some are performed more frequently

 Some are more important

 Some require a degree of difficulty to perform

STRUCTURED JOB ANALYSIS QUESTIONNAIRES

AND INVENTORIES
 Require workers and other SMEs to respond to written questions about their jobs
Respondents are asked to make judgments (e.g., activities, tasks, tools, equipment,
working conditions)
TASK INVENTORIES
 Work-oriented surveys: break down jobs into their component tasks

 Inventory: comprises task statements that are objectively based descriptions of what
gets done on a job

 Tasks: worker activities that result in an outcome that serves some specified purpose

FUNCTIONAL JOB ANALYSIS

 Functional job analysis: defines task statements as verbal descriptions of activities that
workers do; it is what gets done on the job to facilitate recruitment, selection, and
compensation
CRITICAL INCIDENT TECHNIQUE
  Critical incident technique: highlights examples of effective and ineffective work behaviors

 Related to superior or inferior performance

 Generates behaviorally focused descriptions of work activities 

WORKER-ORIENTED JOB ANALYSIS METHODS

o Position Analysis Questionnaire (PAQ) o Fleishman Job Analysis Survey (F-JAS)

o Common-Metric Questionnaire (CMQ) o Job Element Method (JEM)
o Work Profiling System (WPS) o Cognitive Task Analysis (CTA)
o Threshold Traits Analysis System
THE ROLE OF COMPETENCIES IN
RECRUITMENT AND SELECTION
 COMPETENCIES: groups of related behaviors that are needed for
successful job performance in an organization; measurable attributes that
distinguish outstanding performers from others Competencies contain three
elements:

1. KSAOs that underlie effective and successful job performance;

2. the KSAOs must be observable or measurable;

3. the KSAOs must distinguish between superior and other performers 

COMPETENCY MODEL
 COMPETENCY MODEL: a collection
of competencies that are relevant to
performance in a particular job, job
family, or functional area

• Usually developed as a three-tiered

competency framework based on
an organization’s strategy and
vision
HOW ARE COMPETENCY MODELS USED?
Competency models are used for a variety of HR practices, including:

 RECRUITMENT – Fully developed competency models are often used for the
development of job postings. When they are well-defined and clear, organizations have a
better chance of finding more closely matched candidates.

 TALENT/PERFORMANCE MANAGEMENT – Defining what success should look like within

the organization boils down to the performance of the workforce; a competency model
can define what performance success should look like for each role within an
organization. This benchmark helps HR to connect the function of each job with
organizational goals and also ensure that the talent of employees is developed.

 PERFORMANCE APPRAISAL – Competency models provide the framework needed to

properly assess employees during a performance review; both the employee and
employer have a clearly defined list of behaviors and skills to work from.
Competency example:

• Title: Develop customer relationships

• Definition: As part of the Sales process, the ability to create a lasting

relationship with customers via interactions is integral to the role.

• Sub-competencies: Ability to communicate effectively with customers

• Behaviors: Emotional intelligence

• Proficiency Standards: Identify customer concerns and present

methods for addressing concerns.
STRATEGIES FOR BUILDING COMPETENCY
MODELS
In an organization with many different jobs there are two approaches for building
competency models – Universal and Multiple model approach.

 UNIVERSAL APPROACH -This is a one size fits all approach. It involves creating
a single model with one set of competencies applicable to all jobs. These are
less related to specific job or function and more related to values and skills.

 MULTIPLE APPROACH -This method creates multiple models depending on jobs

and levels. This method is used when all the jobs do not have anything in
common.
POTENTIAL USES OF THE MODEL
The model can be used for multiple reasons.

1.Competency modeling is an important innovation in that it is a way to get

organizations to pay attention to job-related information and employee skills in
the management of employees.

2.They are often intended to distinguish top performers from average performers
(e.g., Parry, 1996; Olesen, White, & Lemmer, 2007). They focus less on and may
even omit descriptors of tasks or KSAOs that do not help understand employee
performance (but cf., Lievens, Sanchez, & De Corte, 2004).

3.They often include descriptions of how the competencies change or progress

with employee level (e.g., Martone, 2003; Rodriguez et al.,2002).
4.The KSAOs are usually linked to the business objectives and strategies
(e.g., Green, 1999; Martone, 2003; Rodriguez et al., 2002).

5. They are developed top down rather than bottom up like job analysis.

6.Competency models may consider future job requirements either directly or

indirectly (e.g., Parry, 1996; Rodriguez et al., 2002; Schippmann et al., 2000).
They do not document the status quo but attempt to look into the future.

7.Competency models are usually presented in a manner that facilitates ease

of use. Designing for ease of use often includes the utilization of
organization-specific language.
GROUP 9 MEMBERS:
 DARLING MAE SABRIDO
 DONNA BACALSO
 JULIE ARNOSA
 JULIETMAE SYRELL ALILIN
 KRISHA KATE OCHEA