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PART TWO RECRUITMENT, PLACEMENT & TALENT MANAGEMENT
C H A P T E R T F o u r
Job Analysis & the Talent
Management Process
4
Lecture Outline
Strategic Overview
The Talent Management Process
What is Talent Management?
The Basics of Job Analysis
Uses of Job Analysis Information
Conducting a Job Analysis
Job Analysis Guidelines
Methods of Collecting Job Analysis Information
The Interview
Questionnaires
Observation
Participant Diary/Logs
Quantitative Job Analysis Techniques
Internet-based Job Analysis
Writing Job Descriptions
Job Identification
Job Summary
Relationships
Responsibilities and Duties
Standards of Performance & Working
Conditions
Duty: Accurately Posting Accounts Payable
Using the Internet for Writing Job Descriptions
Writing Job Specifications
Specifications for Trained Versus Untrained
Personnel
Specifications Based on Judgment
Job Specifications Based on Statistical Analysis
Using Task Analysis
Profiles in Talent Management
Competencies & Competency-Based Job
Analysis
How to Write Job Competencies-Based Job
Descriptions
In Brief: The human resource
management process really begins
with deciding what the job entails.
The uses of job analysis information
and the methods of conducting a job
analysis are detailed. The tasks of
writing job descriptions and job
specifications are also outlined, and
Internet resources are examined.
Strategies to make the organization
more responsive to competition,
including enriching and competency-
based job analysis are discussed.
And finally, explaining job analysis
in a “worker-empowered” world is
covered in this chapter.
Interesting Issues: Technology and
the Internet can serve as a resource
for companies to streamline their job
analysis processes. Some
organizations have shifted to HR
systems that don’t use job
descriptions. Competency-based
analysis can support the flexibility
needed by high performance
organizations.
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
48

LEARNING OUTCOMES
1. Explain why talent management is important.
2. Discuss the nature of job analysis, including what it is and how it’s used.
3. Use at least three methods of collecting job analysis information, including interviews,
questionnaires, and observation.
4. Write job descriptions, including summaries and job functions, using the Internet and
traditional methods.
5. Write a job specification.
6. Explain competency-based job analysis, including what it means and how it’s done in
practice.
ANNOTATED OUTLINE
I. The Talent Management Process
A. What is Talent Management?
Talent management is the goal-oriented and integrated process of
planning, recruiting, developing, managing, and compensating
employees. Five things set talent management apart from other
recruiting, training, etc. activities.
1. Talent management tasks are parts of a single interrelated process.
2. Talent management decisions are goal-directed.
3. Consistently use the same “profile” of competencies, traits,
knowledge and experience for formulating recruitment plans for a job
as you do for making selection, training, appraisal, and payment
decisions for it.
4. Actively segment and manage employees.
5. Integrate/coordinate all the talent management functions.
II. The Basics of Job Analysis
Job analysis – The procedure for determining the duties and skill
requirements of a job and the kind of person who should be hired for the job
by collecting the following types of information: work activities; human
behaviors; machines, tools, equipment, and work aids; performance
standards; job context; and human requirements.
Job description – A list of a job’s duties, responsibilities, reporting
relationships, working conditions, and supervisory responsibilities – one
product of a job analysis.
Job specification – A list of a job’s “human requirements”: the requisite
education, skills, knowledge, and so on – another product of a job analysis.
A. Uses of Job Analysis Information
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1. Recruitment and Selection – Job descriptions and job specifications
are formed from the information gathered from a job analysis, and
help management decide what sort of people to recruit and hire.
2. EEO Compliance – The U.S. Federal Agencies’ Uniform Guidelines
on Employee Selection stipulate that job analysis is a crucial step in
validating all major personnel activities.
3. Performance Appraisal – Managers use job analysis to determine a
job’s specific activities and performance standards.
4. Compensation – The estimated value and the appropriate
compensation for each job is determined from the information
gathered from a job analysis.
5. Training – Based on the job analysis, the job description should
show the job’s required activities and skills.
B. Conducting a Job Analysis
1. Decide how the information will be used because that will determine
what data will be collected and how it should be collected.
2. Review relevant background information, such as organization
charts, process charts, and job descriptions.
3. Select representative positions to analyze because there may be
many similar jobs, and it may not be necessary to analyze all of
them.
4. Analyze the job by collecting data on job activities, required
employee behaviors, working conditions, and human traits and
abilities needed to perform the job.
5. Verify the job analysis information with job incumbents and
supervisors to confirm that it is factually correct and complete.
6. Develop a job description and job specification from the information.
Increasingly, these steps are being streamlined through the use of
collaboration software.
C. Job Analysis Guidelines
1. Make the job analysis a joint effort by a human resources specialist,
the worker, and the worker’s supervisor.
2. Make sure the questions and process are clear to the employees.
3. Use several different tools for job analysis.
 NOTES Educational Materials to Use
50

III. Methods for Collecting Job Analysis Information
An HR specialist (an HR specialist, job analyst, or consultant), a worker, and
the worker’s supervisor usually work together in conducting the job analysis.
Job analysis data is usually collected from employees and supervisors
familiar with the job (subject matter experts) using interviews and
questionnaires. The data is then averaged, taking into account the
departmental context of the employees, to determine how much time a
typical employee spends on each of several specific tasks. It is important to
make sure that surveys and questions are clear and understandable, and
that respondents are observed and questioned early in the process to allow
time for adjustments, if needed.
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?” Figure 4-3 gives an example of a job analysis
questionnaire for developing job descriptions.
2. Structured Interviews – You can also use a structured or checklist
format to guide the interview. Figure 4-3 presents an example of a
job analysis information sheet.
4. Pros & 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.
5. 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 (see Figure 4-3). 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 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.
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E. Quantitative Job Analysis Techniques
1. Position Analysis Questionnaire (PAQ) is a questionnaire used to
collect quantifiable data concerning the duties and responsibilities of
various jobs, (see Figure 4-5) on five basic activities: 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 Procedure (DOL) is a standardized method for
rating, classifying, and comparing virtually every kind of job based on
data, people, and things. Table 4-1 shows a set of basic activities,
and Figure 4-6 gives a sample summary.
F. Internet-Based Job Analysis - Standardized questionnaires are frequently
distributed, with instructions, via the Internet or intranet. The danger is
that important points may be missed or misunderstood, clouding results.
The Department of Labor’s O*NET method can help overcome these
difficulties. Figure 4-7 shows selected general work activities.
III. Writing Job Descriptions
Figures 4-7 and 4-8 present a sample form of a job description.
A. Job Identification – contains the job title, the 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 describe the general nature of the job and include
only 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 – The job analysis itself will provide
information about what employees are doing on the job. The DOL’s
Dictionary of Occupational Titles or other online sources can be used for
itemizing the job’s duties and responsibilities.
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 – Post all invoices received
on the same working day, route all invoices to proper department for
approval and there should be no more than 3 errors per month.
G. Using the Internet for Writing Job Descriptions – Internet sites such as
www.jobdescription.com and O*NET found at
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http://online.onetcenter.org/ are useful Web tools for developing job
descriptions.
IV. Writing Job Specifications
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. 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.
D. Using Task Statements – Traditionally, organizations use job descriptions
and job specifications, but task statements are becoming more popular.
VI. Profiles in Talent Management
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The aim of creating profiles (or “competency” or “success” profiles) is to create detailed
descriptions of what is required for exceptional performance in a given role or job, in terms of
required competencies (necessary behaviors), personal attributes (traits, personality, etc.),
knowledge (technical and/or professional), and experience (necessary educational and work
achievements). Each job’s profile then becomes the anchor for creating recruitment, selection,
training, and evaluation and development plans for each job.
A. Competencies and Competency-Based Job Analysis - Employers are shifting towards
newer approaches for describing the behaviors required for successful completion of the
job, Competencies are usually skills that are observable.
B. How to Write Job Competency-Based Job Descriptions – Defining and writing the job’s
competencies involves a process similar to traditional job analysis and includes
interviewing incumbents and their supervisors, identifying job responsibilities and
Activities, accomplish their goals. This interesting shift should be one
that could generate discussion in the class. Ask class members
questions such as:
“So how do you know if you are doing your job?”
“How would performance appraisals be done?”
“How do you ensure fairness between employees?”
“How do you keep your employee doing what he or she should?
DISCUSSION QUESTIONS
1. Why, in summary, should managers think of staffing-training-appraising and paying
employees as a talent management process?
Student 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. (LO 4.1; AACSB: Reflective Thinking Skills; Learning Outcome: Explain the process of
job analysis)
2. Explain to the head of a company how he or she could use the talent management
approach to improve his or her company’s performance.
The answers here will be similar to the previous question. The important thing to look for in
student responses is a thorough understanding of the advantages of keeping employees
happy and productive through quality selection, appraisal and development processes. (LO
4.1; AACSB: Communication Skills; Learning Outcome: Explain the process of job analysis)
3. What items are typically included in the job description?
A job description is a written statement of what the jobholder actually does, how he or she
does it, and under what conditions the job is performed. There is no standard format for
writing job descriptions, but most descriptions include sections on:
 job identification
 job summary
 relationships, responsibilities, and duties
 authority of incumbent
 standards of performance
 working conditions
 job specifications
(LO 4.3; AACSB: Reflective Thinking Skills; Learning Outcome: Explain the process of job
analysis)
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4. What is job analysis? How can you make use of the information it provides? Job
analysis is the procedure through which you determine the duties and nature of jobs and the
kinds of people who should be hired for them. You can utilize the information it provides to
write job descriptions and job specifications, which are then used in recruitment and
selection, compensation, performance appraisal, and training. (LO 4.2; AACSB: Reflective
Thinking Skills; Learning Outcome: Explain the process of job analysis)
5. 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 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. (LO 4.3; AACSB: Analytic Skills; Learning Outcome: Explain the process of job
analysis)
6. 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, etc.
(LO 4.5; AACSB: Communication Skills; Learning Outcome: Explain the process of job
analysis)
7. 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. (LO 4.2; AACSB: Communication Skills;
Learning Outcome: Explain the process of job analysis)
8. Do you think companies can really do without detailed job descriptions? Why or why
not? Either side is an acceptable position to take. The key to grading this answer is the
quality of the “why or why not” explanations. Look for students to clearly explain their position
in terms of the effects of the lack of job descriptions on the performance, motivation, and
capabilities of the people doing the job. In light of the Americans with Disabilities Act,
discussions should also touch upon how an organization can adequately identify the
“essential functions” of jobs without job descriptions. (LO 4.4; AACSB: Analytic Skills;
Learning Outcome: Explain the process of job analysis)
9. 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? (LO 4.4; AACSB: Analytic Skills; Learning
Outcome: Explain the process of job analysis)
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Teaching Tip: Small and large employers are often willing to speak to a class about their
experiences, for example, how they develop and use job descriptions
within their organizations. If you do not know an employer to call, the local
Chamber of Commerce in your community can be a resource.
INDIVIDUAL AND GROUP ACTIVITIES
1. 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. (LO 4.4;
AACSB: Analytic Skills; Learning Outcome: Explain the process of job analysis)
2. Working individually or in groups, use O*Net to develop a job description for your
professor in this class. Based on that, use your judgement 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 Web site 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. (LO 4.4; AACSB: Analytic Skills &
Use of Information Technology; Learning Outcome: Explain the process of job analysis)
3. The HRCI “Test Specifications” appendix at the end of this book lists the knowledge
someone studying for the HRCI certification exam needs to know in each area of
human resource management (such as in Strategic Management, Workforce Planning,
and Human Resource Development). In groups of 4-5 students, do four things: (1)
review that appendix now; (2) identify the material in this chapter that relates to the
required knowledge the appendix lists; (3) write four multiple-choice exam questions
on this material that you believe would be suitable for inclusion in the HRCI exam; and
(4) if time permits, have someone from your team post your team’s questions in front
of the class, so the students on other teams can take each other’s exam questions.
Topics covered in this chapter would include job analysis 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. (LO 4.1-6;
AACSB: Analytic Skills; Learning Outcome: Explain the process of job analysis)
EXPERIENTIAL EXERCISES & CASES
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. (LO 4.4; AACSB: Analytic Skills; Learning Outcome:
Explain the process of job analysis)
Required Understanding: Students should understand the mechanics of job analysis and be
thoroughly familiar with the job analysis questionnaires (see Figure 4-3 and the job description
questionnaire, Figure 4-9)
How to Set Up the Exercise/Instructions:
 First, set up an even number of groups, preferably with each group consisting of four to
six students. The groups should be separated and should not converse with each
56

other. Half the groups in the class will develop a job description for the instructor’s
position using the job analysis questionnaire (Figure 4-3), and the other half of the
groups will develop it using the job description questionnaire (Figure 4.10). Each
student should first review the appropriate questionnaire.
 Next, each group will develop its own job specification for the instructor.
 Next, each group should choose a partner group, one that developed the job description
and job specification using the alternate method. (i.e., a group that used the job
analysis questionnaire should be paired with a group that used the job description
questionnaire)
 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
1. 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 old
timers that they did these functions, and ask for evidence from Phil and Maybelline that
someone else carried out those tasks. (LO 4.4; AACSB: Multicultural and Diversity
Understanding; Learning Outcome: Explain the process of job analysis)
2. 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. (LO 4.3; AACSB: Reflective Thinking Skills; Learning Outcome: Explain the
process of job analysis)
Continuing Case: Carter Cleaning Company - The Job Description
1. What should be the format and final form of the store manager’s job description? The
format noted in Figure 4-7 could be a reasonable format to use. Students may recommend
that Jennifer include a standards 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. (LO 4.4; AACSB:
Reflective Thinking Skills; Learning Outcome: Explain the process of job analysis)
2. Is it practical to specify standards and procedures in the body of the job description,
or should these be kept separately? 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 procedures manual. (LO 4.4; AACSB: Reflective Thinking Skills; Learning Outcome:
57

3. 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, and
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. (LO 4.3;
AACSB: Reflective Thinking Skills; Learning Outcome: Explain the process of job analysis)
4. What, in your opinion, should the store manager’s job description look like and
contain? 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. (LO 4.4; AACSB: Reflective Thinking Skills; Learning Outcome:
Translating Strategy into HR Policies and Practice Case: The Hotel Paris
Job Descriptions – The continuing case study of Hotel Paris is discussed here. In this example,
students develop a job description for the front desk clerk position and identify important
employee behaviors for Hotel Paris’ staff based on hotel strategy.
1. Based on the hotel’s stated strategy, list at least four important employee
behaviors for Hotel Paris’ staff. (LO 4.4; AACSB: Analytic Skills; Learning Outcome:
Student 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
2. If time permits, spend some time prior to class observing the front desk clerk at a
local hotel. In any case, develop a job description for a Hotel Paris front desk clerk.
(LO 4.3; AACSB: Analytic Skills & Use of Information Technology; Learning Outcome:
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.”
KEY TERMS
talent management The goal-oriented and integrated process of planning, recruiting,
developing, managing, and compensating employees.
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.
58

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;" that is, the requisite
education, skills, personality, and so on – another product of a
job analysis.
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.
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 Redesigning business processes, usually by combining steps,
engineering 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 responsibilities, thus
increasing the number of activities they perform.
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.
position analysis A questionnaire used to collect quantifiable data concerning
questionnaire (PAQ) the duties and responsibilities of various jobs.
Standard Occupational Classifies all workers into one of 23 major groups of jobs, which
Classification (SOC) are subdivided into minor groups of jobs and detailed
occupations.
competency-based Describing the job in terms of the measurable, observable,
job analysis behavioral competencies (knowledge, skills, and/or behaviors)
that an employee doing that job must exhibit to do the job well.
59

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