job analysis_evaluation_grading_process and tools

JOB ANALYSIS, EVALUATION AND –GRADING – PROCESSES AND TOOLS

CHARLES COTTER

www.slideshare.net/CharlesCotter

BIRCHWOOD HOTEL AND CONFERENCE CENTRE

3-4 APRIL 2017

http://www.slideshare.net/CharlesCotter

TRAINING PROGRAMME OVERVIEW –DAY 1

• Defining the fundamental concepts

• Building a business case for Job Analysis – the utility and functional value thereof

• Unpacking the key components of Job Analysis process

• Diagnosis of current Job Analysis practices:

Efficiency

Methods/techniques

• Applying the 5-step, Job Analysis process:

Developing a Job Description

Developing a Job Specification

• Case study: Job Analysis (Excitor)

TRAINING PROGRAMME OVERVIEW –DAY 2

• Defining the fundamental concepts

• Building a business case for Job Evaluation – the utility and functional valuethereof

• Review and application of Job Evaluation systems:

Hay Group Peromnes JE Manager T.A.S.K. Paterson EQUATE Towers Watson GGS

• Case study: Job Evaluation (World Vision)

• Integration of job analysis, -evaluation and compensation structure

INTRODUCTORY ACTIVITY

• Complete the following statement by inserting oneword only. In order to be an effective Job Analyst, Ineed to/to be………………………………………………………

• Jot this word down and find other learners who havewritten down the same word.

• Write this word down on the flip-chart.

• You’ll be given the opportunity to substantiate yourchoice of word.

SUB-COMPONENTS OF COMPETENCE

COMPETENCE

• “Applied Competence is the union of practical, foundational and reflexivecompetence”

• Practical Competence - the demonstrated ability to perform a set of tasks in anauthentic context. A range of actions or possibilities is considered and decisionsare made about which actions to follow and to perform the chosen action.

• Foundational Competence - the demonstrated understanding of what the learneris doing and why. This underpins the practical competence and therefore theactions taken.

• Reflexive Competence - the learner demonstrates the ability to integrate orconnect performance with understanding so as to show that s/he is able to adaptto changed circumstances appropriately and responsibly, and to explain the reasonbehind an action.

• Thus competence is understood as including the individual’s learning,understanding and ability to transfer and apply learned skills and knowledgeacross a wide range of work contexts.

THE PURPOSE AND INTENTION OF A JOB ANALYSIS

• What is the need of the job to exist?

• What physical and mental activities does theworker undertake?

• When is the job to be performed?

• Where is the job to be performed?

• How does the job performed by an employee?

• What qualities and qualifications are requiredto perform the job?

PRINCIPLES OF JOB ANALYSIS

• The purpose of job analysis is to identify and describe,in a systemic and comprehensive manner;

• Job analysis is not a study of the workers, but of theiractivities and what is required to perform thoseactivities;

• Job titles should not lead the analyst into assumptionsabout job duties; and

• In a job that involves the use of machinery, the analystshould distinguish between what the worker does andwhat “gets” done.

UTILITY AND FUNCTIONAL VALUE OF JOB ANALYSIS – APPLIED TO HR VALUE CHAIN

LEARNING ACTIVITY 1

• Group discussion

• Build a business case for Job Analysis.

Describe the utility and functional value, applied tothe HR Value Chain.

Do the benefits of Job Analysis outweigh the costs?

Is Job Analysis viable, feasible and sustainable.

• Provide feedback in the form of summary

JOB DATA

• The job’s context/environment

• The job’s tasks and duties

• Performance standards

• Tools and Equipment

• Relationships

• Job Requirements (KSAE)

QUALITATIVE METHODS OF JOB DATA COLLECTION

LEARNING ACTIVITY 2


• Diagnosis of current Job Analysis practices/processes.

Review your current organizational Job Analysis practices andprocesses and indicate the efficiency and effectiveness. Identify gapsand recommend improvement strategies.

• Diagnosis of current Job Analysis data collectionmethods/techniques.

Review your current organizational Job Analysis quantitative andqualitative methods and techniques and indicate their effectiveness,reliability and validity. Identify gaps and recommend improvementstrategies.


5-STEP, JOB ANALYSIS PROCESS

PHASES OF JOB ANALYSIS (P-D-C-A)

STEP 1: PLANNING THE JOB ANALYSIS

• The key actions of step 1 are listed below:

Identify the purpose of a Job Analysis

Identify the objectives of a Job Analysis

Obtain top management support

STEP 2: PREPARING FOR AND INTRODUCING JOB ANALYSIS


Identify jobs

Identify methods and techniques

Review existing job documentation

Developing Implementation (Action) Plan

Communicate process to management andemployees

JOB ANALYSIS IMPLEMENTATION (ACTION) PLAN

LEARNING ACTIVITY 3


• Apply steps 1 and 2 (PLAN) of the Job Analysisprocess to a defined organizational context:

Step 1: Planning the Job Analysis

Step 2: Preparing for and Introducing Job Analysis


STEP 3: CONDUCTING JOB ANALYSIS

STEP 3: CONDUCTING JOB ANALYSIS


Gather job analysis data

Analyze and interpret data

Review, verify & compile data

STEP 3: DEVELOPING A JOB ANALYSIS MATRIX - FOCAL POINTS

STEP 3: CONDUCTING JOB ANALYSIS -PROCESS

STEP 4: DEVELOPING JOB DESCRIPTIONS AND JOB SPECIFICATIONS


Draft Job Descriptions and Job Specifications

Review drafts with managers and employees

Finalize job descriptions and recommendations

STEP 4: DEVELOPING JOB DESCRIPTIONS AND JOB SPECIFICATIONS

• Writing Job Descriptions

• The process of job writing

• Who is involved in the process of job description writing?

• Planning the job writing process

• Preparing for the interview

• Putting the interviewee at ease

• Gathering all the administrative details and contextual information

• Gathering all the appropriate information regarding the purpose, functions and tasks of the job

• Summary of Do’s and Don’ts

LEARNING ACTIVITY 4


• Identify a critical job in your organization. Applysteps 3-4 (DO) of the Job Analysis process to adefined organizational context.

Job Description

Job Specification


STEP 5: MAINTAINING AND UPDATING JOB DESCRIPTIONS AND JOB SPECIFICATIONS

STEP 5: MAINTAINING AND UPDATING JOB DESCRIPTIONS AND JOB SPECIFICATIONS

• The key activities of step 5 are:

Update job descriptions and job specifications asthe organization changes

Periodically review all jobs

LEARNING ACTIVITY 5


• By referring to the identified, critical job inyour organization, apply step 5 (CHECK andACT) of the Job Analysis process.


LEARNING INTEGRATION – CASE STUDY 1

• Syndicate group case analysis and feedback:

• Apply the theoretical principles to the Excitorcase study.

CASE STUDY 1: DEVELOPING A COMPLETE PLAN FOR JOB ANALYSIS (EXCITOR)

• 1. Identify the purpose and objectives of the job analysis.

• 2. Identify some of the 2.1) elements and 2.2) practical considerations thatinfluence the choice/selection of the job analysis method/s.

• 3. Do you believe that the consultant’s proposed hybrid of job analysismethods is appropriate (best fit)? Justify your response.

• 4. Identify a few sources of job analysis data utilized by the consultant.

• 5. Identify the primary data collection methods utilized by the consultant. Doyou believe that the consultant strike the right balance of quantitative(analytical) and qualitative (non-analytical) methods? Justify your response.

• 6. Do you believe that the consultant’s sample size and composition (ofemployees and managers) and related rationale is sensible, given therequirements of viability, feasibility, practicality and the need to comply with thescientific principles of reliability and representivity? Justify your response.

CASE STUDY 1: DEVELOPING A COMPLETE PLAN FOR JOB ANALYSIS (EXCITOR)

• 7. Do you regard the consultant’s data collection, collation, analysis,interpretation, validation and reporting 7.1) efficient and 7.2) effective?Justify your response.

• 8. Do you believe that the consultant excelled with the crafting anddrafting of the 8.1) Job Description and 8.2) Job Specificationdocuments? Justify your response.

• 9. Do you believe that the consultant complied with and followed theclient’s brief and ultimately, met their needs and expectations? Justifyyour response.

• 10. Do you believe that the consultant applied the 5-step Job Analysisprocess effectively? Justify your response. Would you recommend anyimprovements to their methodology and/or process?

• 11. As a job analyst and/or HR Manager what are the lessons that youcan extract from this case study.

CONCLUSION – DAY 1

• Key points

• Summary

• Questions

DEFINITION, PURPOSE AND OBJECTIVES OF JOB EVALUATION

• Job Evaluation is the process of determining as systematically andobjectively as possible, the worth of one job relative to anotherwithout regard for personalities or existing structures.

• It tries to make a systematic comparison between jobs to assesstheir relative worth for the purpose of establishing a rational paystructure.

• The purpose is to achieve and maintain an equitable distributionof basic wages and/or salaries according to level of position.

• The main objectives of such an exercise can be stated as “theestablishment of internal equity with a graded hierarchy of jobswithin the organization and of external equity with the externalmarket rate for equivalent jobs”.

CRITICAL SUCCESS FACTORS AND BEST PRACTICE PRINCIPLES OF JOB EVALUATION

• Selection of a system of job evaluation

• Selling the concept and the system to management and employees

• Designing the job description forms in accordance with companyrequirements

• Deciding on how job descriptions are to be written

• Training those people who will write job descriptions and theGrading Committee

• Monitoring the quality of job descriptions

JOB EVALUATION PROCESS

• Stage 1 is the inflexible part of the process. Although thereis a degree of flexibility in any job evaluation method, onemust observe the grading rules if the system is to retain itscredibility. This stage consists of:

Writing the job descriptions in an agreed formatGrading of the job description by a trained representative

committee using the job evaluation rules

• Stage 2 is where flexibility must be built into theremuneration system. This stage consists of:

Development of wage and salary structuring, benefits andincentives within the framework of the market rates, companypolicy and ability to pay.

JOB EVALUATION PROCESS -ILLUSTRATED

CRITERIA INFORMING THE SELECTION OF THE JOB EVALUATION SYSTEM – 3E’s

• Management and staff must understand it; becommitted to it and accept it - EMPOWERED

• Implementation can be quick - EXPEDIENCY

• Updating and maintaining the system will bequick and easy - EFFICIENCY

PROMINENT JOB EVALUATION SYSTEMS

• Hay Group

• Peromnes

• JE Manager/Decision Tree

• T.A.S.K.

• Paterson

• EQUATE

• Towers Watson GGS

HAY JOB EVALUATION METHOD

• Hay Group pioneered the “factor comparison” job evaluation method andmodified it in its Guide Charts in the early 1950’s.

• Organizations use the Hay methodology to evaluate jobs against a set ofcommon factors that measure:

Inputs (required knowledge, skills, and capabilities), Throughputs (processing of inputs to achieve results) Outputs (end result expectations from applying inputs constructively)

• During the evaluation process, each job’s content is analyzed relative toeach factor and represented by a numerical value. These factor values arethen totaled to determine the overall job “size.”

• The input-throughput-output model is reflected in the Hay Method asKnow-How, Problem Solving and Accountability. Each grouping can befurther broken down into eight elements for the work value assessment.

HAY JOB EVALUATION FACTORS

• Accountability (has three dimensions):

Freedom to Act Scope Impact

• Know-How (has three dimensions):

Technical/Specialized Skills Managerial Skills Human Relations Skills

• Problem Solving (has two dimensions):

Thinking Environment Thinking Challenge

HAY JOB EVALUATION FACTORS -ILLUSTRATED

HAY JOB EVALUATION GUIDE CHARTS

• The Guide Charts enable consistent work evaluations. Each of the factors—Know-How, Problem Solving, and Accountability— has its own Guide Chart that reflectsthe identified sub elements.

• Each Guide Chart scale is expandable to account for the complexity and size of theorganization to which it is applied, and the scale descriptions can be modifiedwhen appropriate.

• An important distinction is that the Hay Methodology can be calibrated to thevalue systems of other organizations within Hay’s compensation databases. Thisenables a wide range of benchmarking activities, potentially improving theaccuracy of market pricing and increasing confidence in job evaluation results.

• Guide Charts expedite the job evaluation process, but considerable expertise isrequired to understand the work’s nature to determine the degree to whichelements exist for each factor.

• The power is not only in the tool, but also in the evaluator’s knowledge and skilland the consistency in the tool’s application across the organization.

PEROMNES

• Peromnes grades show the rank order of jobs withinan organization and allow jobs to be compared bygrade with other jobs both inside and outside theorganization.

• Peromnes evaluates and scores jobs in terms of eightfactors. These factors are intrinsic to jobs, do notmeasure aspects outside the job and are applicable toall jobs in terms of function and level in organization.

• The first six evaluate tasks, skills, responsibilities andrelationships (job content) and the last two evaluateeducation and further training and experience (jobrequirements).

PEROMNES JOB EVALUATION FACTORS

• Factor 1: Problem Solving

• Factor 2: Consequence of Judgments

• Factor 3: Pressure of Work

• Factor 4: Knowledge

• Factor 5: Job Impact

• Factor 6: Comprehension

• Factor 7: Educational Qualifications

• Factor 8: Further Training/Experience:

JE MANAGER/DT

• JE Manager is a computerized system designed to eliminate human bias and hasvarious checks and controls to ensure consistency of results.

• It is transparent as it involves the job holder; the incumbent (where the post isoccupied) to personally answers questions required by the system.

• The system is also non-discriminatory in that the same set of factors, questions,and parameters are used to measure each job regardless of the incumbent.

• The JE Manager process empowers employees in that they are directly involved intheir own evaluations together with their line managers.

• The system also takes into account the individual and the individual’s role inadding value to the organization more than other job evaluation system.

• The system recognizes applied competencies acquired formally or informallywithout placing an undue emphasis on either.

JE MANAGER/DT

• It also avoids placing an undue emphasis on hierarchical positions ortheoretical number of people supervised and the system specificallyrecognizes the specialist roles.

• The system is designed for maximum flexibility allowing fullcustomization to fit the culture, value system and organization structure.

• JE Manager supports flexible pay structures and can be linked tocompetencies and performance management systems.

• The system substantially reduces evaluation time. It reduces the timespan between a request for an evaluation and the evaluation itself.

• No job evaluation committee is required and the time spent on eachevaluation is considerably less than traditional methods.

JE MANAGER/DT FACTORS

• Hay Group’s Decision Tree is a powerful, reliable and user-friendly web-based toolthat simplifies the overall JE process.

• The Decision Tree system helps organizations to build a database of job profiles,evaluate and validate jobs (online checks and balances), maintain, share, exportand archive information and produce a wide-range of value-add reports.

• The JE Manager measures six factors each on a bi-dimensional basis (X & Y):

Factor 1: Judgment

Factor 2: Planning and leadership

Factor 3: Communication

Factor 4: Job impact

Factor 5: Acquisition and application of knowledge

Factor 6: Skills acquisition and practice

JE MANAGER/DT PROCESS

• Evaluation is done by a trained evaluator on a question and answer basis prompted by theprogram. In attendance at the evaluation are the following role-players:

The incumbent ; The incumbents line manager ; The evaluator ; and The incumbents representative (e.g. from a union), if so requested by the incumbent.

• After the evaluation, the results are sent, without alteration, to be audited by an audit committee.The purpose of the audit is to validate the evaluation result and to ensure internal equity of jobswithin the organization.

• The audit committee is empowered to increase or decrease the evaluation scores, based on soundreason, in terms of the aforementioned objectives of validity and equity.

• The audit committee is composed of the following four members:

A Chairman, from the Human Resources Department; A Human Resources evaluation officer; A representative from the department whose post is being audited; and A representative from one other department (but not from the Human Resources Department).

JE MANAGER/DT PROCESS

• Should the incumbent consider that the post has beeninappropriately graded, he/she may appeal against the evaluation.

• An appeal committee will be constituted to consider the appeal.

• The appeal committee may not be composed of members whoaudited the post originally.

• The appeal committee, after hearing the appeal, may recommendthe following:

No change to the grade(status quo) ; Re-evaluate the job ; and Revise the grade.

T.A.S.K. JOB EVALUATION

• Tuned Assessment of Skills and Knowledge(T.A.S.K.)

• A Patterson plan derivative, the T.A.S.K.system that uses a point system with anumber of factors for sub grading (skill level,knowledge, complexity, influence, pressureto address the problem of sub grading.

T.A.S.K. JOB EVALUATION PROCESS

• The T.A.S.K. job evaluation system evaluates jobs from grade 1 upto grade 26, where grade 1 will be the lowest job and grade 26 thehighest job.

• The T.A.S.K. system is based on the skill level requirements of jobsat all levels and in all functions in an organization.

• All jobs, throughout an organization, can be classified into skilllevels according to established standards.

• To arrive at a job grade the following procedure must be follow:

Determine the skill level of the job; Determine the points ranges for each of the four factors - Complexity,

Knowledge, Influence and Pressure; and Determine actual points per range by answering sub factor questions.

T.A.S.K. JOB EVALUATION SKILL LEVELS

• The T.A.S.K. job evaluation system categorizesjobs in 5 skill levels:

Level 1: Basic Skills

Level 2: Discretionary Skills

Level 3: Specialized Skills

Level 4: Tactical Skills

Skill 5: Strategic skills

T.A.S.K. JOB EVALUATION FACTORS

• After the skill level of a post has beendetermined, the post is then rated against fourfactors:

Complexity

Knowledge

Influence

Pressure

PATERSON GRADING SYSTEM

• The basic premise of the method is that all jobs, regardless of level,industry or country, can be compared in terms of the number andweight of decisions that must be made by the job incumbent.

• From this comparison a pay structure can be established.

• Paterson maintains that an organization’s pay structure shouldreflect the organization and responsibility levels within theorganization, and that responsibility should be measured andcompared in terms of a single factor common to all jobs, namely,decision-making.

• Paterson defines six kinds of Bands of decision, which are found inany company. Any job can be defined in terms of these Bands ofdecision and the authority relationships, which are involved.

PATERSON GRADING SYSTEM BANDS OF DECISIONS

• BAND F: Policy Making Decisions (Top Management)

• BAND E: Programming Decisions (Senior Management)

• BAND D: Interpretive Decisions (Middle Management and HighLevel Specialists)

• BAND C: Routine/Process/System Decisions (Specialist or SkilledEmployees)

• BAND B: Automatic/Operative/Sub-system (Partially skilledemployees)

• BAND A: Defined Decisions (Basic Skilled Employees)

PATERSON FACTORS

• Factor 1: Decision-making/responsibility/judgment (Used forBanding)

• Factor 2: Supervision/coordination of people/work (Used for sub-Banding)

• Factor 3: Complexity of tasks (Used for sub-Banding)

• Factor 4: Variety of tasks (Used for sub-Banding)

• Factor 5: Degree of precision required (Used for sub-Banding)

• Factor 6: Work pressure/physical effort (Used for sub-Banding)

BANDS KIND OF DECISION LEVEL DESCRIPTOR 11 SUB-GRADES KIND OF GRADE

F Policy Making Top Management 11

10

Co-ordinating or Supervisory Policy

Policy

E Programming Senior Management 9

8

Co-ordinating or Supervisory

Programming

Programming

D Interpretive/

Probabilistic

Middle

Management

(Expert)

(Specialist)

(Professional)

7

6

Supervisory

Interpretive

Interpretive

C Routine/Process/

System

Skilled

(Specialist)

(Professional)

5

4

Supervisory

Skilled

Skilled

B Automatic/

Operative/

Sub-system

Partially

Skilled

3

2

Supervisory

Partially skilled

Partially skilled

A Defined Basic Skilled 1 Defined

6 BROAD

BANDS

11

SUB-GRADES

28

SUB-GRADES

F

11 Policy Co-ordinating F5

F4

10 Policy F3

F2

F1

E

9 Programming Co-ordinating E5

E4

8 Programming E3

E2

E1

D

7. Interpretive Co-ordinating D5

D4

6 Interpretive D3

D2

D1

C

5. Skilled/Specialist Co-ordinating C5

C4

4 Skilled/Specialist C3

C2

C1

B

3. Partially skilled Co-ordinating B5

B4

2 Partially skilled B3

B2

B1

A

1. Basic skilled No Co-ordinating

Sub-division

A3

A2

A1

EQUATE FACTORS

• Responsibility

• Thinking Demands

• Communication and Contacts

• Knowledge

• Environmental Demands

TOWERS WATSON GLOBAL GRADING SYSTEM (GGS)

• Towers Watson’s systematic approach to job leveling helps organizations managethe opportunities and challenges of talent and reward program design includingaligning jobs located in multiple regions or across different lines of business, orcreating a career framework that integrates employees after a merger, acquisitionor other structural change.

• Job leveling is an analytical process that can determine the relative value of jobs inyour organization, and it provides a foundation for reward and talentmanagement programs

• The Global Grade calculator allows you to grade jobs following the proprietaryTowers Watson Global Grading methodology using three key steps:

Scope of the business Band for the job Grade for the job

• The Global Grades generated by the calculator correlate with those included in theTowers Watson compensation surveys providing a valuable reference whenassessing the competitiveness of reward packages.

JOB EVALUATION SYSTEMS -COMPARISON

APPLYING PATERSON JOB EVALUATION AND GRADING PROCEDURE

• Writing the Job Description

• Job Grading – Band the Job Descriptions (Step 1)

• Grading of Supervisory Tasks (Step 2)

• Sub-grading of Jobs (Step 3):

variety and complexity of tasks

precision

pressure of work/physical effort

LEARNING ACTIVITY 7


Evaluate the relative merits of each of theprominent Job Evaluation systems. Which one doyou favour? Justify your decision.

Apply the selected/preferred Job Evaluationsystem to an identified position.


LEARNING INTEGRATION – CASE STUDY

• Syndicate group case analysis and feedback:

• Apply the theoretical principles to the WorldVision case study.

CASE STUDY 2: JOB EVALUATION AT WORLD VISION (BY MEANS OF JE MANAGER)

• 1. Identify the purpose and objectives of conducting the jobevaluation at World Vision.

• 2. By reviewing the old/previous system, perform a gap analysis i.e.identify the required areas of improvement at World Vision.

• 3. Evaluate the effectiveness of the Hay Group JE Manager system inadequately addressing these gaps (identified in question 2).

• 4. Identify at least three (3) job factors of the Hay Group JE Managersystem which are used to evaluate and grade jobs at World Vision.

• 5. List at least five (5) benefits that accrued to World Vision fromapplying the JE Manager job evaluation system. Which benefit wouldyou regard as the most significant (highest value)? Justify your view.

• 6. As a job evaluator and/or HR Manager what are the lessons thatyou can extract from this case study.

LEARNING ACTIVITY 8

• Syndicate group discussion

• Develop a strategic HRM framework in whichyour organization can harmonize the jobanalysis, -evaluation and compensationstructure processes.

• Present your framework in the form ofsummarized feedback.

CONCLUSION – DAY 2

• Key points

• Summary

• Questions

• Certification

CONTACT DETAILS

• Charles Cotter

• (+27) 84 562 9446

• [email protected]

• LinkedIn

• Twitter: @Charles_Cotter

• http://www.slideshare.net/CharlesCotter

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