Fall, 2005 Applied
Psychology 651.185
Course Outline:
Job Analysis
Instructor: Elliot D. Lasson, Ph.D.
Class Meets: Wednesdays 8:15-10:45 PM in Room 408 AC
Office Hours: Wednesdays 5:00 to 5:30 PM
E-mail (preferred): elasson@ubalt.edu or elasson@dbm.state.md.us
Office and Voice Mail: Room 209G AC and 410-837-5281 (mailbox
“5")
Office Fax: 410-837-4059
Required Text:
Brannick, M. T., & Levine, E. L. (2002). Job Analysis.
Other
McIntire, S. A., Bucklan, M. A., & Scott, D. R. (1995). Job analysis kit (Manual).
Additional readings to be assigned. Most of these will be distributed by the
instructor.
Course
Description
A survey of job analysis methodology and issues, using
experiential projects. Includes tools used in conducting a job analysis: data
gathering techniques, legal and technical standards, and the Occupational
Information Network. Emphasis is on variation in approach dependent on
subsequent application of the results. (ref: UB Catalog)
Course
Overview
This
course, now required in the program, will include a treatment of job analysis
from theoretical and applied perspectives.
Students will learn the importance and rationale for job analyses as
well as be exposed to various job analytic approaches and techniques. Secondly, students will have the chance to
perform job analyses using these techniques and approaches. Finally, students will have the opportunity
to use job analytic data in the development of a selection instrument such as a
written exam or structured interview.
Please
note that there is much in the course, which will be autonomous project work,
mostly working in collaborative teams of other classmates. In addition, it is important that students
stay current with the various readings for which they are responsible.
Course
Structure and Grading
Much
of the course will be project-based.
Once students have a foundation about job analysis, they will spend time
completing the projects in a timely fashion.
Therefore, some class time will be devoted to discussion about the
project progress and meetings with students for discussion purposes.
Part
of the project component will have teams of two or more students meeting with
people from organizations. It is
expected that the teams will work in a collaborative manner with each team
member equally contributing toward the effort and final product. Teams are expected to manage these
responsibilities equitably. If there are
any difficulties in this regard, team members should express this to the
instructor.
In
the course, there will be three job analysis projects, including one warm-up
and two more full-scale projects. Also
required will be a selection instrument development project that will be a
written test/inventory or structured interview. There will be a cumulative
final exam. It will consist of
multiple-choice items and will take place on December 14. The breakdown of the final grade will include
the following:
Job
Analysis Warm-up 15%
Job
Analysis Kit Project 20%
WRIPAC
Job Analysis Project 25%
Selection
Instrument 10%
Final
Exam 30%
Policies
There
will be no make-up final exams, unless I am contacted in advance of the
test. All no-shows will get a zero
on the exam. Written assignments will
not be accepted late. All work is to be
turned-in at the start of class on the due date indicated. Failure to do so will result in points
deducted from that assignment.
Attendance for the course is expected.
In the event of extenuating circumstances, students who must miss class
should contact the instructor or leave a message prior to the class meeting.
Over
the course of the semester, students will be expected to go out into the field
to conduct job analytic interviews and to work on assignments. Students should keep apprised of when this
will occur.
For
issues of Academic Dishonesty, the course will be conducted as per the
Please
note that wireless phones should either be turned off or set to some form of “quiet
mode”
prior to the start of class.
Resources
As
part of the course, students will be expected to utilize available resources to
help with the job analysis assignments (especially the JA Kit and WRIPAC). There are two such outlets of
information. First, there is the Job
Analysis Listserv. This is a discussion
list with which job analysis professionals all over the world participate. Students should feel comfortable introducing
themselves and the information they want.
The second is the new O*Net Online, which contains helpful information
on most jobs that exist today. Please
sign-on to the Listserv and browse O*Net Online.
Job Analysis
Listserv
Students
in the class should subscribe to the Job Analysis Listserv out of Virginia
Tech.
Go
to: http://harvey.psyc.vt.edu/JobAnalysis/jamailinglist.html
O*Net Online
http://online.onetcenter.org
APPL 651.185:
Job Analysis
Fall 2005
Tentative Course Schedule
(subject to change)
|
Date |
Agenda |
Preparation Required for Class |
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8/31 |
Pick up
Syllabus and Introduction
to Job Analysis |
Cascio & Aguinis Chapter 9; Gatewood & Feild Chapter 7 |
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9/7 |
Introduction
to Job Analysis (cont.) History of
Job Analysis Instructions for JA Warm-ups
Distributed |
Job Analysis
Kit Manual, Chapter 1; Brannick Chapter 1 |
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9/14 |
Job Analysis
Methodologies and Research Introduction
to the Job Analysis Kit System |
Brannick
Chapters 2-4 Job Analysis
Kit Manual Chapters 2-3 |
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9/21 |
Job Analysis
Methodologies and Research (cont.) Job Analysis Warm-ups Due (informally
presented) |
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9/28 |
Writing Task
Statements & KSAO’s Task-to-KSAO
Linkages O*NET and
e-Applications of JA |
Gatewood & Feild, Chapter 8 |
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10/5 |
Work on JA
Kit Assignments |
Job Analysis
Kit Manual Chapters 4-7 |
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10/12 |
No Class |
*** |
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10/19 |
Informal Presentations
of Notebooks/Discussion Other
Applications of JA Job Analysis Kit Notebooks Due |
Brannick
Chapter 7 |
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10/26 |
WRIPAC Job
Analysis System WRIPAC JA Assignment Distributed
|
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11/2 |
Developing
the Selection Plan/Instrument |
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11/9 |
Work on
WRIPAC JA Exercise |
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11/16 |
JA
Documentation Selection
Instrument Development |
Job Analysis
Kit Manual Ch. 8; Brannick Chapter 9 Gatewood & Feild Chapter 9 |
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11/23 |
Thanksgiving Break: No Class WRIPAC JA
Exercise Due (by 11/22) |
*** |
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11/30 |
Selection
Instrument Development (cont.) |
Brannick
Chapter 7 |
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12/7 |
Future of
Job Analysis Selection Instruments Due |
Brannick
Chapter 10 |
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12/14 |
Final Exam |
*** |
Warm-up
Job Analysis Exercise
Job analysis is the
systematic approach to documenting job requirements. There have been various techniques which have
been used to accomplish this. The most
common technique is interviewing someone with a good working knowledge about
the job. The purpose of this exercise is
to gain experience in conducting a job analysis using the interview
method. The final result will be
documented in the format below.
In this exercise, you
will be paired up with a partner (to be assigned). The process should begin by your partner
writing a brief job description
containing information about his/her organization, position, and scope (how
many employees is he/she responsible for) and providing it to you for your
review. You may choose to open the
interview by asking an open-ended question like, "On a typical day, what
do you find yourself doing from the time you come in the office until the time
you leave". Using this as a start,
probe into each major activity in order to get a handle on what he/she does and
the characteristics that are necessary to perform the job adequately (see 2a
and 2b below). Also, you may want to ask
if there are any seldomly done activities (e.g.,
organize Christmas party) that may have been overlooked initially. In addition to the "planned
questions" asked, there should be additional discussion between the
parties, in which the job analyst (interviewer) summarizes what the incumbent
(or supervisor) has said and asking for approval ("So you do X, Y, & Z
on a typical day, right?"). This
interview should be viewed as an iterative process, so the interview can be broken up into a few time periods. See the next page for other issues to address
when considering the job during the interview.
Write up the results
according to the formats below:
The final product
should include:
(1) a cover page with your
name, the job title of job analyzed, the organization name for job analyzed (or
at least the type of organization; e.g., insurance agency)
(2) a job analytic summary (report) with two components (see
below)
(a)
a chart of task statements divided into
"Data", "People", and "Things" with an indication
of frequency and criticality (on a high, medium, low continuum). Each task statement (functional description)
should begin with an "action verb" in the present tense and contain a
preposition of "for", "with", etc. indicating the
"object" of the statement; then, include the answers to
"how" and "why" questions as appropriate; for example,
"proofreads memos for CEO to circulate" or "updates software on
network for customers"; try to keep the statements as succinct as possible
(Note: The activities included on the "Data", "People",
"Things" page are D.O.T. categories, included for reference purposes only. Use your own action verbs as
appropriate.) You should also make an
assessment for the job as to the relative percentages of "Data",
"People", and "Things" (out of 100%).
(b)
the knowledge, skills, abilities, and other
characteristics (KSAO's) necessary to satisfactorily perform the job; this will
take the form of a series of properly written KSAO statements and an indication
of required upon entry (asterisk) for
each statement.
(Note: The accompanying two pages should
be used as a template, so work should not be turned-in directly on the pages.)
(3) a job description- a one or two paragraph narrative about
the job, based on 2a and 2b. Make sure
to capture the main tasks and responsibilities.
Keep the focus on the position
and not the person occupying it.
(4) a position announcement which you would expect to see in the
Employment Classified section of the Baltimore
Sun (you can take this opportunity to be creative here). Here too, make sure to include (for the job
seeker) the main tasks and responsibilities.
The same process will be conducted for the other member of
the pair.
Keep
in Mind...
Scheduling
Requirements- are there times when one must
be on-site?; are there optional times, flex-times,
telecommuting conditions?; are there unusual scheduling
requirements, like night shift, Saturdays, Sundays etc.?
Extended
Communication- is one required to be "on-call"?;
requirement to be in constant contact with pager or cell phone?
Pressures/Dangers- are there physical dangers associated with the job (e.g.
working with volatile individuals, medical waste, HIV, fire, police work)?; are there job-related stressors (e.g., a counselor for
domestic-abuse crisis hotline)?
Computer/Technological Literacy; does one need to know computer packages (if
so, which ones?)?; is there other technology in which
one needs to be proficient?
Educational/Training
Requirements- college degree, graduate work, certification, license
On-Going
Certification or Education Requirements- does the person have to attend
conferences, training, periodically to maintain work with organization,
continuing education or re-certification
Physical
Strength and/or Dexterity Requirement (not already covered)
Interpersonal/Communication Skills- verbal and written; writing reports,
proposals
APPL 651.185
Job Analysis
Fall 2005
Semester
Basic Format
of Job Analysis Kit and WRIPAC Assignments
For
Assignments 2 and 3, the final product should be in the form of a “notebook”,
preferably with sections and tabs. A
binder may be used, but come other form of notebook is also acceptable.
The
notebooks should be clearly labeled in terms of the position being analyzed,
the name of the organizations and the name(s) of the student(s) submitting the
report.
The
assignments will utilize observations, interviews, and follow-up discussions
with subject matter experts. This will
enable the collection of the relevant data which will be used to carry out the
Job Analysis Kit and the WRIPAC. In
addition, it may be helpful to collect and review job-related materials, such
as existing job descriptions, policy manuals, and other documentation relevant
to the job under analysis. Other sources
of information will include O*NET and correspondence from the JA listserv.
As for the final product. At the beginning of the notebook, there
should be some sort of information about the organization. A paragraph or two will suffice here, where
there is a description of what the organization does and where the department
in which the position exists fits into the overall organizational scheme. There should also be an organizational chart,
containing the position being studied.
In addition, the information generated from O*NET for this job should be
included in the notebook. If an exact
match cannot be found, a job which closely approximates the job studies should
be used.
Next,
there should be a one or two paragraph job description. The content of the job description should be
taken from the major KSAO’s and tasks
which have been developed during the assignment. Some sort of statement should reference the
job title from O*NET.
Special
Instructions:
(1)
Job Analysis Kit
-
worksheets can be duplicated electronically and
included in the sections in lieu of the paper forms (Worksheet #4 may also be
transcribed electronically)
-
Worksheet #5 is not needed
(2)
WRIPAC
Hybrid
of short and long forms (as instructed) should be used
-
task and KSAO statements should be numbered beginning
with “101, 102, 103…….”
These
assignments should be turned in at the beginning of the class on the due date.
Functional
Job Analytic Table (“Task Approach”) [2a]
Person:
Organization:
Position
(Job Title):
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Task
Category |
Task
Statement (action verb, object of verb, using what tools, for what purpose) |
Criticality (H,
M, or L) |
Frequency (H,
M, or L) |
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Data
(indicate overall % out of 100%) |
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People
(indicate overall % out of 100%) |
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Things
(indicate overall % out of 100%) |
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The
"Task-Oriented" Approach to Job Analysis:
Dictionary
of Occupational Titles (DOT) Designations
Data,
People and Things
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Data Synthesizing Coordinating Analyzing Compiling Computing Copying Comparing |
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People Mentoring Negotiating Instructing Supervising Diverting Persuading Speaking-Signaling Serving Taking Instructions Helping |
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Things Setting Up Precision Working Operating-Controlling Driving-Operating Manipulating Tending Feeding-Offbearing Handling |
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Note:
Use the above task categories as appropriate.
Data-
includes activities involving decision-making, judgment, or thought
processes
People-
incudes activities where there is human interaction
Things-
includes activities that are directly tangible or require manual manipulation
Worker-Oriented
(KSAO) Job Analysis [2b]
Person:
Organization:
Position (Job Title):
KSAO's
Required to Satisfactorily Perform the Job
[indicate those KSAOs needed
at entry with an asterisk]
Knowledge necessary for
the position
Skills necessary for the
position
Abilities necessary for
the position
Personality and other
characteristics necessary for the position
KSAO’s: Definitions and Examples
KSAOs are knowledges,
skills, abilities, and other
characteristics, required to perform the job adequately.
Knowledge-
body of related information or an understanding of an occupational discipline
that the worker needs to perform job tasks; usually involves some type of
structured training or instruction, such as classroom training or course work;
this information is typically of a factual or procedural nature that makes for
the successful performance of a task.
Examples:
‚ knowledge of computer software programs or systems
‚ knowledge of rules and regulations relating to emergency
treatment
‚ knowledge of a companys products
and services
Skills- groups of
observable and measurable behaviors that a worker needs to perform a variety of
job tasks; usually acquired through on-the-job experience and practice,
although people can be taught strategies to improve performance in certain
skills (similar to nurture, in Psychology terms); an individuals level of
proficiency or competency in performing a specific task; usually expressed in
numerical terms.
Examples:
‚ skill in planning and prioritization of the days
work activities
‚ skill in remaining calm during emergency situations
‚ skill in listening to others and understanding key points
Abilities-
physical of mental competency that a worker needs to perform job tasks;
abilities are based on innate
characteristics that cannot be learned or taught; however, abilities may be
developed or refined through proper instruction (similar to nature, in Psychology terms); a more general, enduring trait or
capability that an individual has when he/she first begins to perform a task.
Examples:
‚ ability to remain seated for extended periods of time
‚ ability to lift 50 pounds
‚ ability to hear and understand telephone conversations
Other Characteristics-
personality characteristics, interests, or temperaments that a worker should
possess in order to endure job conditions; includes willingness or motivation
to deal with job conditions; also includes miscellaneous job requirements that
do not fall under "KSAs"; can also include special certifications necessary
to be held.
Examples:
‚ willingness to work night shifts
‚ maintaining
Emergency Medical Technician (EMT) certification
‚ willingness to deal with irate customers
Guidelines to
Writing KSAO Statements
<
KSA statements should demonstrate the degree or level needed
for successful task performance. Instead
of stating “Typing Skill”, be more
specific: “types at the rate of 50 words per minute”.
<
KSAO statements should specify the highest level required for
the job. For example, if statistical
skills are needed, there is no need to list knowledge of basic mathematics,
because that is assumed.
<
KSA Statements should be specific. General statements lack clarity as to what KSAO’s are required.
Specify by asking: What kind? To
what extent? To solve what type of problems? However, statements should not be so specific
that there is a KSAO generated for each task.
Ideally, a KSAO should underlie several tasks.
<
Adjective modifiers (e.g., “thorough”, “some”) should not be
used.
<
Emphasize those KSAO’s that
determine successful performance on the job.
UB Fall, 2005
Semester
Contact
Information for APPL 651.185
Please
indicate all applicable contact information.
I keep it on file should I need to get in touch with you during the
semester.
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Name |
Work
Phone/Fax |
Home
Phone/Fax |
E-mail
Address |
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APPL 651: Job Analysis
Fall, 2005 Semester
Selection Instrument Exercise
Instructions
This assignment is a
continuation of the job analysis exercise which you have completed. The objective is to develop a selection
device/instrument which could be used to select someone for the position in
question. This instrument can be based
on either of the last two job analysis assignments already completed JA Kit or
WRIPAC. Option #1 is an objective
psychometric instrument. Option #2 is a
structured interview. The
choice of which option may be based on what makes the most sense for the job in
question, and/or your personal preference.
The first option is a
test or inventory which measures some KSAO that is required for the target
position. If this option is selected,
the instrument should contain at least 10 items. This instrument could potentially be given to
applicants who have applied for the position.
This could take the form of a multiple choice test which has right and
wrong answers, measuring some knowledge or aptitude necessary for the
position. For example, a sales position
could have technical
product knowledge
measured by the test.
This option could
also be in the form of a personality inventory, which measures a relevant
construct, where there are no right and wrong answers per se. A reasonable format would be a Likert-type
scale of 1-5, perhaps ranging from "strongly disagree" to
"strongly agree". For example,
let's say a job analysis indicates that employee reliability is a desirable characteristic. Then, a scale of employee reliability would
be developed that could include an item like "Coming to work absolutely on
time daily is critical" (on a scale of 1-5).
For the test or
inventory option, there should be a cover page which has your names, the job
title, and the type of measure (i.e., what KSAO or construct it is designed to
measure). On the next page, there should
be a description of the construct or dimension which is to be measured by the
test with an indication of whether it is a knowledge, skill, ability, or other characteristic. This passage would be directed toward the
test administrator or other HR professional who will use the instrument. For example, if the test measures the ability to follow instructions, there should be a description of what this means, and how
it relates to the job in question. On
the next page, there should be instructions to the test-taker on how to
complete the instrument, as if someone was about to actually complete it as
part of the selection process. The
instrument should have at least 10 items and the correct responses (if applicable)
should be indicated.
The second option is
to develop an interview protocol and
scoring guide which could be used in interviewing candidates for the target
position. The interview protocol option
will take the form of an outline, structured in the form of an
"opening", body", and "closing". The opening will consist of introduction and
rapport steps. The body will consist of
3 behavioral and 3 situational questions, together with a scoring guide (on a
scale of 1-5 recommended) with anchor points as appropriate. The closing will include additional
information about the position and clearinghouse questions, and "future plan" (i.e., next contact point,
information on the rest of the selection process, and parting words).
For the interview
protocol, there should be a cover page indicating your names and the job that
for which the interview form will be used to select. On the next page, there should be
instructions on how to complete the instrument, as if someone was about to
actually use the protocol for the first time in an interview. For each behavioral and situational question,
there should be an indication of what the question represents (e.g. product
knowledge) and the rating scale on which the response is to be evaluated. This
guide should be included on separate pages.