msdm materi bab 3
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t e n t h e d i t i o n
GaryGary
DesslerDessler
PartPart 22 Recruitment and Placement Recruitment and PlacementChapter Chapter 44
Job AnalysisJob Analysis
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The Nature of Job Analysis
• Job analysis – The procedure for determining the duties and
skill requirements of a job and the kind ofperson who should be hired for it.
• Job description – A list of a job’s duties, responsibilities,
reporting relationships, working conditions, andsuperisory responsibilities!one product of a
job analysis.
• Job speci"cations – A list of a job’s #human requirements,$ that is,
the requisite education, skills, personality, andso on!another product of a job analysis.
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Types of %nformation&ollected
• 'ork actiities
• (uman behaiors
• )achines, tools, equipment, andwork aids
• *erformance standards
• Job conte+t• (uman requirements
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ses of Job Analysis%nformation
• -ecruitment and election
• &ompensation
• *erformance Appraisal• Training
• /iscoering nassigned /uties
• 001 &ompliance
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ses of Job Analysis %nformation
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!igure 4–"
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teps in Job Analysis
• Step 1: /ecide how you’ll use theinformation.
• Step 2: -eiew releant background
information.• Step 3: elect representatie positions.
• Step 4: Actually analy2e the job.
• Step 5: 3erify the job analysis information.
• Step 6: /eelop a job description and jobspeci"cation.
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*rocess &hart for Analy2ing a Job’s 'ork4ow
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!igure 4–2
t t
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et o s o o ect ng oAnalysis %nformation5 The
%nteriew• %nformation sources – %ndiidual employees
– 6roups of employees
– uperisors with
knowledge of the job• Adantages
– 7uick, direct way to"nd oerlookedinformation.
• /isadantages
– /istorted information
• %nteriew formats
– tructured8&hecklist9
– nstructured
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%nteriew 6uidelines
• The job analyst and superisor should work togetherto identify the workers who know the job best.
• 7uickly establish rapport with the interiewee.
• :ollow a structured guide or checklist, one that listsopen;ended questions and proides space foranswers.
• Ask the worker to list his or her duties in order of
importance and frequency of occurrence.• After completing the interiew, reiew and erify the
data.
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)ethods of &ollecting JobAnalysis %nformation5
7uestionnaires• %nformation source – (ae employees "ll
out questionnairesto describe their
job;related dutiesand responsibilities.
• 7uestionnaireformats
– tructuredchecklists
– 1pened;endedquestions
• Adantages
– 7uick and e
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)ethods of &ollecting JobAnalysis %nformation5
1bseration• %nformation source – 1bsering and
noting the physicalactiities of
employees as theygo about their jobs.
• Adantages
– *roides "rst;handinformation
– -educes distortion of
information
• /isadantages
– Time consuming
– /i
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)ethods of &ollecting JobAnalysis %nformation5
*articipant /iary=>ogs• %nformation source – 'orkers keep a
chronological diary=log of what they do
and the time spentin each actiity.
• Adantages
– *roduces a morecomplete picture of
the job
– 0mployeeparticipation
• /isadantages
– /istortion of
information – /epends upon
employees toaccurately recalltheir actiities
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'riting Job /escriptions•
A job description – A written statement of what the workeractually does, how he or she does it, andwhat the job’s working conditions are.
• ections of a typical job description – Job identi"cation
– Job summary
– -esponsibilities and duties
– Authority of incumbent
– tandards of performance
– 'orking conditions
– Job speci"cations
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The Job /escription 8cont’d9
• tandards ofperformance andworking conditions
–>ists the standards theemployee is e+pected toachiee under each ofthe job description’s
main duties andresponsibilities.
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'riting Job peci"cations
• peci"cations for trained personnel
– :ocus on traits like length of preiousserice, quality of releant training, and
preious job performance.• peci"cations for untrained personnel
– :ocus on physical traits, personality,
interests, or sensory skills that implysome potential for performing or for beingtrained to do the job.
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'riting Job peci"cations8cont’d9
• peci"cations ?ased on Judgment
– elf;created judgments 8common sense9
– >ist of competencies in 'eb;based jobdescriptions 8e.g.,www.jobdescription.com9
– 1@N0T online
– tandard 1ccupational &lassi"cation
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:rom peciali2ed to0nlarged Jobs
• Job enlargement
– Assigning workers additional same leelactiities, thus increasing the number of
actiities they perform.
• Job enrichment
– -edesigning jobs in a way that increases
the opportunities for the worker toe+perience feelings of responsibility,achieement, growth, and recognition.
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:rom peciali2ed to
0nlarged Jobs 8cont’d9• Job rotation – )oing a trainee from department to
department to broaden his or her
e+perience and identify strong andweak points to prepare the person foran enhanced role with the company
– ystematically moing workers fromone job to another to enhance workteam performance.
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'h ) A
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'hy )anagers Are/ejobbing Their
&ompanies• /ejobbing – ?roadening the
responsibilities ofthe company’s jobs
– 0ncouragingemployee initiatie.
• %nternal factorsleading to dejobbing
– :latter organi2ations
– 'ork teams
• 0+ternal factorsleading to dejobbing.
– -apid product andtechnologicalchange
– 6lobal competition
– /eregulation,
– *olitical instability,
– /emographicchanges
– -ise of a sericeeconomy.
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&ompetency;?ased JobAnalysis
• &ompetencies
– /emonstrable characteristics of a personthat enable performance of a job.
• &ompetency;based job analysis – /escribing a job in terms of the
measurable, obserable, behaioral
competencies 8knowledge, skills, and=orbehaiors9 an employee must e+hibit todo a job well.
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'hy se &ompetencyAnalysis
• To support (*'
– Traditional job descriptions 8with their lists of speci"cduties9 may actually back"re if a high;performancework system is the goal.
• )aintain a strategic focus – /escribing the job in terms of the skills, knowledge,
and competencies the worker needs is more strategic.
• )easuring performance
– )easurable skills, knowledge, and competencies arethe heart of any company’s performancemanagement process.
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*erformance )anagement
• *erformance management
– )anaging all elements of the organi2ationalprocess that aBect how well employees perform.
• Types of competencies – 6eneral competencies
• reading, writing, and mathematical reasoning.
– >eadership competencies
• leadership, strategic thinking, and teaching others. – Technical competencies
• speci"c technical competencies required for speci"ctypes of jobs and=or occupations.
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