MHR 523 LECTURE 2 JOB ANALYSIS AND DESIGN Job Analysis ...
MHR 523 LECTURE 2 JOB ANALYSIS AND DESIGN Job Analysis Systematic study of a job to discover its specifications and skill requirements Used for: wage-setting, recruitment, training, or job-simplification, etc. Job Analysis Terminology Job - Group of related activities and duties - May be held by one or several employees Position - Collection of tasks and responsibilities performed by an individual Job vs Position -
In a dental office with 3 dentists, 4 hygienists, 6 dental assistants, 1 receptionist and 2 office assistants, there are ____ jobs and ____ positions
-
In a restaurant with 2 chefs, 1 pastry chef, 4 sous-chefs, 10 servers, 1 maitre d’, 1 bartender, there are ____ jobs and ____ positions
-
In a law firm with 10 partners, 15 associates, 5 articling clerks and 10 support staff, 1 receptionist, there are ____ jobs and ____ positions
HRM Activities That Rely on Job Analysis
•
Improve productivity
•
Avoid discrimination in employment
•
Attract and select applicants
•
Person-job matching
•
HR Planning
•
Training
•
Compensation
•
Performance standards
•
Re-design of jobs
•
Performance appraisal
Steps in Job Analysis •
Phase 1: Preparation for Job Analysis
•
Phase 2: Collection of Job Analysis Information
•
Phase 3: Use of Job Analysis Information
Phase 1: Preparation
•
Step 1: Familiarization with the organization and its jobs
•
Step 2: Determine uses of job analysis information
•
Step 3: Identify jobs to be analysed
Phase 2: Collection of Information
•
Step 4: Determine sources of job data –
•
Step 5: Data collection instrument design –
•
Human and nonhuman sources
Job analysis questionnaires: Functional Job Analysis (FJA), Position Analysis Questionnaire (PAQ)
Step 6: Choice of data collection method –
Interviews
–
Focus groups
–
Questionnaires
–
Employee log
–
Observation
–
Combinations
Phase 3: Use of Information
•
Job Descriptions
•
Job Specifications
•
Job Performance Standards
•
Job Design
Job Description A recognized list of functions, tasks, accountabilities, working conditions, and competencies for a particular occupation or job –
Job identity e.g. job title, location, code, grade, status
–
Job summary and duties e.g. what the job is
–
Working conditions e.g. hours of work, hazards
–
Approvals
Job Specifications •
A written statement that explains what a job demands of jobholders and the human skills and factors required
•
Indicates the human knowledge, skills, abilities, and other characteristics (KSAOs) needed
•
Includes specific tools, actions, experiences, education and training
•
Includes physical and mental demands on jobholders
National Occupational Classification [NOC] •
Reference tool for writing job descriptions and job specifications
•
Compiled by the federal government (HRSDC)
•
Contains comprehensive, standardized descriptions of about 40,000 job titles in 500 occupational group descriptions and the requirements for each
•
NOC and it counselling component, The Career Handbook, both focus on occupations rather than jobs
•
An occupation is a collection of jobs that share some or all of a set of main duties
A 4-digit code can be assigned to each job:
First digit of the NOC code indicates skill levels Example: 0 = Management Occupations Second digit of the NOC code indicates occupational groups Example: 1 = business, finance and administration occupations A third digit is added at the minor group level Example: 011 = administrative services managers Example: 112 = human resources and business service professionals A fourth digit is added at the unit group level Example: 1121 = Human Resources Professionals http://www5.hrsdc.gc.ca/NOC/English/NOC/2011/QuickSearch.aspx?val65=1121 Example: 0112 = Human Resources Managers http://www5.hrsdc.gc.ca/NOC/English/NOC/2011`/QuickSearch.aspx? val65=0112 See HRSDC website at: http://www5.hrsdc.gc.ca/noc/english/noc/2011/Welcome.aspx for more information.
University Professors 4011 – Main Duties • • • • • • • • •
Teach one or more university subjects to undergraduate and graduate students Prepare and deliver lectures to students and conduct laboratory sessions or discussion groups Prepare, administer and grade examinations, laboratory assignments and reports Advise students on course and academic matters and career decisions Direct research programs of graduate students and advise on research matters Conduct research in field of specialization and publish findings in scholarly journals or books May serve on faculty committees dealing with such matters as curriculum planning and degree requirements, and perform a variety of administrative duties May represent their universities as speakers and guest lecturers. May provide professional consultative services to government, industry and private individuals.
Employment Requirements • A doctoral degree in the field of specialization is required for university professors. • A master's degree in the field of specialization is required for university lecturers. • Licences or professional certification may be required for professors teaching future practitioners in certain professionally regulated fields, such as medicine, engineering, architecture, psychology or law. Job Performance Standards • The work performance expected from an employee on a particular job – Objectives or targets for employee efforts – Criteria for measuring job success • Sources of standards – Job analysis information – Alternative sources e.g. industry standards
Competency Models • Competency – Knowledge, skills, ability, or characteristic associated with superior job performance – Broader in scope than KSAOs e.g. communication, team orientation, leadership, etc. • Competency model (competency framework) – Describes a group of competencies required in a particular job • Competency matrix – A list of the level of each competency required for each of a number of jobs Competency Matrix and Job Design: Key Considerations (CHECK PPT WEEK 2 JAN 22, SLIDE 22 and 23) Organizational Considerations • Efficiency – Achieving maximal output with minimal input – Scientific management & industrial engineering principles – Stresses efficiency in effort, time, labour costs, training, and employee learning time • Work flow – Sequence of and balance between jobs in an organization needed to produce the firm’s goods or services Ergonomic Considerations • Considers the physical relationship between the worker and the work • Fitting the task to the worker rather than forcing employees to adapt to the task • Can lead to significant improvements: – Efficiency and productivity – Workplace safety Employee Considerations (CHECK SLIDE 26 OF WEEK 2 JAN 22) Increasing Quality of Work Life • Job Rotation • Job Enlargement • Job Enrichment • Employee Involvement and Work Teams
Environmental Considerations • Workforce Availability – Abilities and availability of the people who will do the work • Social Expectations – Expectations of larger society and workers • Work Practices – Set ways of performing work
Meeting Job Analysis Challenges Challenge to keep up-to-date due to global competition, changing technology and worker profiles, rapid increases in knowledge requirements • Adopt a future-oriented style when describing job activities and specifications • Focus on new competencies required • Will continue to be relevant for legal compliance and defensibility Team Effectiveness: “Fundamental Concepts of Group Behaviour” Team Project Handbook pages 2 – 9 A group is defined as two or more freely interacting individuals who share collective norms and goals and have a common identity. - Formal - Informal What are the keys to success, when working in a student team? Team Effectiveness (Overview) 1. Define the task and create a psychological contract 2. Create common goals and mutual rewards 3. Establish team member roles (task and relationship) 4. Seven basic rules and accountability 5. Manage the stages of team development Define the Task(s) and Create a Psychological Contract • • •
Clear objectives at the outset of the project Clear timelines and progress report Psychological contract: assigning responsibilities, establishing deadlines, achieving full participation by group members, documenting group norms, values, and rules
Create Positive Interdependence: Common Goals and Mutual Rewards a. Create a vision and common goal b. Establish a mutual reward system (peer evaluation) c. Establish team member roles Establish Team Member Meeting Roles Task Roles enable the work group to define, clarify, and pursue a common purpose. Task roles keep the group on track. A project group member is performing a task role when s/he says at an update meeting, “What is the real issue here? We don't seem to be getting anywhere.” Maintenance Roles foster supportive and constructive interpersonal relationships. Maintenance roles keep the group together. Another individual who says, “Let's hear from those who oppose this plan,” is performing a maintenance role. Task and Maintenance Roles (CHECK SLIDES 37 AND 38 OF PPT WEEK 2, JAN 22)
7 Basic Rules For Effective Teams 1. Know your team members. 2. Communicate accurately and unambiguously. 3. Accept and support one another. 4. Check for understanding. 5. Share ideas and understanding. 6. Check for agreement. 7. Resolve conflicts constructively and quickly. Manage the Stages of Team Development (CHECK SLIDE 40 OF WEEK 2, JAN 22)
In a dental office with 3 dentists, 4 hygienists, 6 dental assistants, 1 receptionist and 2 office assistants, there are ____ jobs and ____ positions
-
In a restaurant with 2 chefs, 1 pastry chef, 4 sous-chefs, 10 servers, 1 maitre d’, 1 bartender, there are ____ jobs and ____ positions
-
In a law firm with 10 partners, 15 associates, 5 articling clerks and 10 support staff, 1 receptionist, there are ____ jobs and ____ positions
HRM Activities That Rely on Job Analysis
•
Improve productivity
•
Avoid discrimination in employment
•
Attract and select applicants
•
Person-job matching
•
HR Planning
•
Training
•
Compensation
•
Performance standards
•
Re-design of jobs
•
Performance appraisal
Steps in Job Analysis •
Phase 1: Preparation for Job Analysis
•
Phase 2: Collection of Job Analysis Information
•
Phase 3: Use of Job Analysis Information
Phase 1: Preparation
•
Step 1: Familiarization with the organization and its jobs
•
Step 2: Determine uses of job analysis information
•
Step 3: Identify jobs to be analysed
Phase 2: Collection of Information
•
Step 4: Determine sources of job data –
•
Step 5: Data collection instrument design –
•
Human and nonhuman sources
Job analysis questionnaires: Functional Job Analysis (FJA), Position Analysis Questionnaire (PAQ)
Step 6: Choice of data collection method –
Interviews
–
Focus groups
–
Questionnaires
–
Employee log
–
Observation
–
Combinations
Phase 3: Use of Information
•
Job Descriptions
•
Job Specifications
•
Job Performance Standards
•
Job Design
Job Description A recognized list of functions, tasks, accountabilities, working conditions, and competencies for a particular occupation or job –
Job identity e.g. job title, location, code, grade, status
–
Job summary and duties e.g. what the job is
–
Working conditions e.g. hours of work, hazards
–
Approvals
Job Specifications •
A written statement that explains what a job demands of jobholders and the human skills and factors required
•
Indicates the human knowledge, skills, abilities, and other characteristics (KSAOs) needed
•
Includes specific tools, actions, experiences, education and training
•
Includes physical and mental demands on jobholders
National Occupational Classification [NOC] •
Reference tool for writing job descriptions and job specifications
•
Compiled by the federal government (HRSDC)
•
Contains comprehensive, standardized descriptions of about 40,000 job titles in 500 occupational group descriptions and the requirements for each
•
NOC and it counselling component, The Career Handbook, both focus on occupations rather than jobs
•
An occupation is a collection of jobs that share some or all of a set of main duties
A 4-digit code can be assigned to each job:
First digit of the NOC code indicates skill levels Example: 0 = Management Occupations Second digit of the NOC code indicates occupational groups Example: 1 = business, finance and administration occupations A third digit is added at the minor group level Example: 011 = administrative services managers Example: 112 = human resources and business service professionals A fourth digit is added at the unit group level Example: 1121 = Human Resources Professionals http://www5.hrsdc.gc.ca/NOC/English/NOC/2011/QuickSearch.aspx?val65=1121 Example: 0112 = Human Resources Managers http://www5.hrsdc.gc.ca/NOC/English/NOC/2011`/QuickSearch.aspx? val65=0112 See HRSDC website at: http://www5.hrsdc.gc.ca/noc/english/noc/2011/Welcome.aspx for more information.
University Professors 4011 – Main Duties • • • • • • • • •
Teach one or more university subjects to undergraduate and graduate students Prepare and deliver lectures to students and conduct laboratory sessions or discussion groups Prepare, administer and grade examinations, laboratory assignments and reports Advise students on course and academic matters and career decisions Direct research programs of graduate students and advise on research matters Conduct research in field of specialization and publish findings in scholarly journals or books May serve on faculty committees dealing with such matters as curriculum planning and degree requirements, and perform a variety of administrative duties May represent their universities as speakers and guest lecturers. May provide professional consultative services to government, industry and private individuals.
Employment Requirements • A doctoral degree in the field of specialization is required for university professors. • A master's degree in the field of specialization is required for university lecturers. • Licences or professional certification may be required for professors teaching future practitioners in certain professionally regulated fields, such as medicine, engineering, architecture, psychology or law. Job Performance Standards • The work performance expected from an employee on a particular job – Objectives or targets for employee efforts – Criteria for measuring job success • Sources of standards – Job analysis information – Alternative sources e.g. industry standards
Competency Models • Competency – Knowledge, skills, ability, or characteristic associated with superior job performance – Broader in scope than KSAOs e.g. communication, team orientation, leadership, etc. • Competency model (competency framework) – Describes a group of competencies required in a particular job • Competency matrix – A list of the level of each competency required for each of a number of jobs Competency Matrix and Job Design: Key Considerations (CHECK PPT WEEK 2 JAN 22, SLIDE 22 and 23) Organizational Considerations • Efficiency – Achieving maximal output with minimal input – Scientific management & industrial engineering principles – Stresses efficiency in effort, time, labour costs, training, and employee learning time • Work flow – Sequence of and balance between jobs in an organization needed to produce the firm’s goods or services Ergonomic Considerations • Considers the physical relationship between the worker and the work • Fitting the task to the worker rather than forcing employees to adapt to the task • Can lead to significant improvements: – Efficiency and productivity – Workplace safety Employee Considerations (CHECK SLIDE 26 OF WEEK 2 JAN 22) Increasing Quality of Work Life • Job Rotation • Job Enlargement • Job Enrichment • Employee Involvement and Work Teams
Environmental Considerations • Workforce Availability – Abilities and availability of the people who will do the work • Social Expectations – Expectations of larger society and workers • Work Practices – Set ways of performing work
Meeting Job Analysis Challenges Challenge to keep up-to-date due to global competition, changing technology and worker profiles, rapid increases in knowledge requirements • Adopt a future-oriented style when describing job activities and specifications • Focus on new competencies required • Will continue to be relevant for legal compliance and defensibility Team Effectiveness: “Fundamental Concepts of Group Behaviour” Team Project Handbook pages 2 – 9 A group is defined as two or more freely interacting individuals who share collective norms and goals and have a common identity. - Formal - Informal What are the keys to success, when working in a student team? Team Effectiveness (Overview) 1. Define the task and create a psychological contract 2. Create common goals and mutual rewards 3. Establish team member roles (task and relationship) 4. Seven basic rules and accountability 5. Manage the stages of team development Define the Task(s) and Create a Psychological Contract • • •
Clear objectives at the outset of the project Clear timelines and progress report Psychological contract: assigning responsibilities, establishing deadlines, achieving full participation by group members, documenting group norms, values, and rules
Create Positive Interdependence: Common Goals and Mutual Rewards a. Create a vision and common goal b. Establish a mutual reward system (peer evaluation) c. Establish team member roles Establish Team Member Meeting Roles Task Roles enable the work group to define, clarify, and pursue a common purpose. Task roles keep the group on track. A project group member is performing a task role when s/he says at an update meeting, “What is the real issue here? We don't seem to be getting anywhere.” Maintenance Roles foster supportive and constructive interpersonal relationships. Maintenance roles keep the group together. Another individual who says, “Let's hear from those who oppose this plan,” is performing a maintenance role. Task and Maintenance Roles (CHECK SLIDES 37 AND 38 OF PPT WEEK 2, JAN 22)
7 Basic Rules For Effective Teams 1. Know your team members. 2. Communicate accurately and unambiguously. 3. Accept and support one another. 4. Check for understanding. 5. Share ideas and understanding. 6. Check for agreement. 7. Resolve conflicts constructively and quickly. Manage the Stages of Team Development (CHECK SLIDE 40 OF WEEK 2, JAN 22)
