Job Analysis and Competency Models

2013 by Nelson Education

Chapter 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

2013 by Nelson Education

Chapter Learning Outcomes (continued)

Recognize processes for identifying job specifications to be used in recruitment and selection of human resources Understand what competencies are Understand the role competencies play in recruitment and selection
Know how to identify competencies

2013 by Nelson Education

Chapter Learning Outcomes (continued)

Understand the need to validate competencybased systems Be able to distinguish competency-based HR models from those based on job analysis Recognize best practices in competency modelling

2013 by Nelson Education

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

2013 by Nelson Education

Work and Job Analysis 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

2013 by Nelson Education

Work and Job Analysis Key Terms

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 time
Job family: a set of different, but related jobs that rely on the same set of KSAOs

2013 by Nelson Education

Class Activity
1.

Do you have a current job description in your full-time, part-time or contract position?
Why are job descriptions important in the recruiting process?

2.

2013 by Nelson Education

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

2013 by Nelson Education

Job Analysis and Employment Law A Reprise

Employment decisions must be based on job-related information Job analysis: a legally (thorough Complete Properly ) acceptable way of determining job-relatedness

2013 by Nelson Education

10

Job Analysis Methods

Three criteria in choosing a method:

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

2013 by Nelson Education

11

KSAOs

KSAOs: the knowledge, skills, abilities, and other attributes necessary for a new incumbent to do well on the job
specifications

Also referred to as a job, employment, or worker

2013 by Nelson Education

12

National Occupational Classification (NOC) System

National Occupational Classification System: systematically describes occupations in the Canadian labour market based on extensive occupational research
A NOC profile presents both a description and specification of the job or occupation

2013 by Nelson Education

13

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

2013 by Nelson Education

14

Survey of Work-Oriented Job Analysis Methods

Interviews Direct Observation Self-Monitoring Data Rating Task Statements and KSAOs

2013 by Nelson Education

15

Survey of Work-Oriented Job Analysis Methods (continued)

Structured Job Analysis Questionnaires and Inventories Task Inventories Functional Job Analysis Critical Incident Technique

2013 by Nelson Education

16

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

2013 by Nelson Education

17

Recruitment and Selection Notebook 4.1

Guidelines for a Job Analysis Interview

1. Announce the job analysis well ahead of the interview date 2. Participation in interviews should be voluntary, and job incumbents should be interviewed only with the permission of their supervisors 3. Interviews should be conducted in a private location free from the trappings of status

2013 by Nelson Education

18

Recruitment and Selection Notebook 4.1(continued)

4. Open the interview by establishing rapport and explaining the purpose of the interview 5. Ask open-ended questions, using language that is easy to understand, and allow ample time for the employees responses 6. Guide the session without being authoritative or overbearing 7. Explain that records of the interviews will identify them only by confidential codes

2013 by Nelson Education

19

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

2013 by Nelson Education

20

Self-Monitoring

Self-monitoring: a job analyst may ask incumbents to monitor their own work behaviour
Advantages:
Less time consuming and less expensive Can be used when the conditions of work do not easily facilitate direct observation by another person Can provide information on otherwise unobservable cognitive and intellectual processes involved in the job

2013 by Nelson Education

21

Employee Specifications for a Job

Knowledge Skill Ability Other Attributes

2013 by Nelson Education

22

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

2013 by Nelson Education

23

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)

2013 by Nelson Education

24

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

2013 by Nelson Education

25

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

2013 by Nelson Education

26

Critical Incident Technique

Critical incident technique: highlights examples of effective and ineffective work behaviours
Related to superior or inferior performance Generates behaviourally focused descriptions of work activities

2013 by Nelson Education

27

Worker-Oriented Job Analysis Methods

Position Analysis Questionnaire (PAQ) Common-Metric Questionnaire (CMQ) Work Profiling System (WPS) Threshold Traits Analysis System Fleishman Job Analysis Survey (F-JAS) Job Element Method (JEM) Cognitive Task Analysis (CTA)

2013 by Nelson Education

28

Part II: The Role of Competencies in Recruitment and Selection

Competencies: groups of related behaviours that are needed for successful job performance in an organization; measurable attributes that distinguish outstanding performers from others

2013 by Nelson Education

29

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 organizations strategy and vision

2013 by Nelson Education

30

 2013 by Nelson Education

31

 2013 by Nelson Education

32

Competency Profile

Competency profile: a set of proficiency ratings related to a function, job, or employee

2013 by Nelson Education

33

 2013 by Nelson Education

34

Recruitment and Selection Notebook 4.4

Steps in Developing a Competency-Based Management Framework

1. Obtain executive-level support, including sufficient human and financial resources 2. Review the organizations mission, vision, and values statements 3. Adopt a competency definition that meets the needs of the organization

2013 by Nelson Education

35

Recruitment and Selection Notebook 4.4 (continued)

4. Determine the HR functions for which competencies will be used 5. Determine the architecture of the competency model 6. Develop the competency dictionary 7. Define the profiling methodology 8. Identify reliable and valid assessment strategies to determine employee competency profiles

2013 by Nelson Education

36

Recruitment and Selection Notebook 4.4 (continued)

9. Document all steps in the development and implementation of the system 10.Evaluate the system on an ongoing basis to ensure that the competency profiles continue to predict successful job performance

2013 by Nelson Education

37

 2013 by Nelson Education

38

Great Eight Competencies and Their Definitions and Likely Predictors (continued)

2013 by Nelson Education

39

Great Eight Competencies and Their Definitions and Likely Predictors (continued)

2013 by Nelson Education

40

Summary

An understanding of job analysis and its relevance to employee recruitment and selection is crucial
There are several job analysis methodologies Competency-based models are increasing in importance

2013 by Nelson Education

41

Discussion Questions
1.

What are the major differences between a competency-based selection system and one developed through job analysis?
What is a competency? Defend your answer.

2.

2013 by Nelson Education

42

Discussion Questions (continued)

3.

Discuss why you might not wish to fly in an airplane if the pilot was selected on the basis of only core competencies.
What is the difference, or similarity, between a proficiency level and a skill?

4.

2013 by Nelson Education

43