Job Analysis

Job AnalysisJob Analysis

Kelly QuirinKelly Quirin

Penn State UniversityPenn State University

February 19, 2001February 19, 2001

OverviewOverview

• What is job analysis?What is job analysis?• How can you use this tool in your How can you use this tool in your

organization?organization?• Methods of job analysisMethods of job analysis• How it worksHow it works• Real world exampleReal world example• An exerciseAn exercise• SummarySummary

What is job analysis?What is job analysis?

• A systematic approach to collect A systematic approach to collect information about a job such as information about a job such as tasks, responsibilities and the skills tasks, responsibilities and the skills required to perform those tasksrequired to perform those tasks

• An important part of Human An important part of Human Resources (HR) planningResources (HR) planning

How can it be used in your How can it be used in your organization?organization?

• Job analysis assists HR in Job analysis assists HR in determining:determining:– Necessity of the jobNecessity of the job– Equipment neededEquipment needed– Skills requiredSkills required– SupervisionSupervision– Working conditionsWorking conditions– Management/employee interactionManagement/employee interaction

How can it be used in your How can it be used in your organization?organization?

• RecruitingRecruiting– Keyword searches on resumes that Keyword searches on resumes that

match job requirementsmatch job requirements

• SelectionSelection• AppraisalAppraisal• Salaries and IncentivesSalaries and Incentives• Training and DevelopmentTraining and Development

The Multifaceted Nature of The Multifaceted Nature of the Job Analysisthe Job Analysis

Job Analysis

Job Description

Job Specifications

Recruiting Selection

Strategic HR

Planning

Employee Training

Employee Development

Career Development

Performance Appraisal

Compensate

Safety and Health

Labor Relations *DeCenzo and Robbins, p.

145

Nuts and boltsNuts and bolts

• What is analyzed?What is analyzed?– Work activitiesWork activities– Working conditionsWorking conditions

• Supervisors Supervisors • LocationLocation• ScheduleSchedule

– Machines and equipmentMachines and equipment

Nuts and BoltsNuts and Bolts

• Who is involved in the job analysis?Who is involved in the job analysis?– ManagementManagement– SupervisorsSupervisors– Job analystsJob analysts– Job incumbentJob incumbent– UnionsUnions– ConsultantsConsultants

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Job Analysis Information Job Analysis Information HierarchyHierarchy

Element

Task

Duty

Position

Job

Job Family

Occupation

CareerJob analysis is nothing but an accurate recording of the activities involved. For these recording we are simply gathering information to specific job attributes. The hierarchy of JA Info are shown beside:

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• Job analysis is nothing but an accurate recording of the activities Job analysis is nothing but an accurate recording of the activities involved. For these recording we are simply gathering information involved. For these recording we are simply gathering information to specific job attributes. These attributes are as follows:to specific job attributes. These attributes are as follows:

– Element: A job element is the smallest unit into which work can be Element: A job element is the smallest unit into which work can be divided. Ex-Scanning picturedivided. Ex-Scanning picture

– Task: A Distinct work activity carried out for a distinct purpose. Ex- Task: A Distinct work activity carried out for a distinct purpose. Ex- preparing lecture, typing letter preparing lecture, typing letter

– Duty: Is a number of tasks. Counseling students is a duty for instructorDuty: Is a number of tasks. Counseling students is a duty for instructor

– Position: Referes to one or more duties performed by one person in an Position: Referes to one or more duties performed by one person in an organization. Individual employee can hold a position. Asstt. Prof. – organization. Individual employee can hold a position. Asstt. Prof. – Business AdministrationBusiness Administration

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– Job: Job is a type of position within the organization. Example: Job: Job is a type of position within the organization. Example: Asstt. Professor. May be 25 Asstt. Prof. In an organization but the Asstt. Professor. May be 25 Asstt. Prof. In an organization but the job is one-Asstt. Prof.job is one-Asstt. Prof.

– Job Family: Group of two or more jobs that either call for similar Job Family: Group of two or more jobs that either call for similar worker characteristics or contain parallel work tasks. Manager, worker characteristics or contain parallel work tasks. Manager, Sales and Manager, marketing may be a job familySales and Manager, marketing may be a job family

– Occupation: Is a group of jobs found across organization. Occupation: Is a group of jobs found across organization. Accountant, Lift man etc.Accountant, Lift man etc.

– Career: Sequence of positions, jobs, or occupations that a person Career: Sequence of positions, jobs, or occupations that a person has over his or her working life.has over his or her working life.

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Nature of Job AnalysisNature of Job Analysis

Position Description

Qualification Standard

Resources

BQnet: http://www.apwu.org/dept/ind-rel/bqnet/bq_alpha.cfmO*NET: http://www.onetonline.org/

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• IdentificationIdentification– Job titleJob title– Reporting relationshipsReporting relationships– DepartmentDepartment– LocationLocation– Date of analysisDate of analysis

• General SummaryGeneral Summary– Describes the job’s Describes the job’s

distinguishing distinguishing responsibilities and responsibilities and componentscomponents

• Essential Functions and Essential Functions and DutiesDuties– Lists major tasks, Lists major tasks,

duties and duties and responsibilitiesresponsibilities

• Others:Others:– Signature of Signature of

approvalsapprovals– Working ConditionWorking Condition– HazardsHazards

Position Description

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Nature of Job AnalysisNature of Job AnalysisPosition Description

http://www.apwu.org/dept/ind-rel/bqnet/requirements.cfm?criteria=quals&OccCode=23016106

POSTMASTEROCCUPATION CODE: 2301-6106

BQnet

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• Qualification standards for occupations in the Federal Qualification standards for occupations in the Federal government.government.

1.1. General Schedule positions - The Office of Personnel General Schedule positions - The Office of Personnel Management (OPM) Operating Manual for Qualification Management (OPM) Operating Manual for Qualification StandardsStandards

2.2. Trades and Labor Occupations - Handbook X-118C Job Trades and Labor Occupations - Handbook X-118C Job Qualification SystemQualification System


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• Outline the necessary basic eligibility qualification requirements for Outline the necessary basic eligibility qualification requirements for a particular occupation or a group of occupations. a particular occupation or a group of occupations.

• Specifies the minimum quality level and amount of experience Specifies the minimum quality level and amount of experience required required

• Often allows education to substitute for lack of experience.Often allows education to substitute for lack of experience.• • Used to evaluate internal and external candidates' qualifications for positions. Used to evaluate internal and external candidates' qualifications for positions.

• Used to eliminate those persons who are not eligible for further consideration Used to eliminate those persons who are not eligible for further consideration because they fail to meet the "basic" requirements for the occupation. because they fail to meet the "basic" requirements for the occupation.

• Does not, in and of itself, identify the criteria for determining the "best Does not, in and of itself, identify the criteria for determining the "best qualified" candidate. qualified" candidate.


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• Qualification requirements for basic eligibility may Qualification requirements for basic eligibility may include, but is not limited to any or a combination of the include, but is not limited to any or a combination of the following: following:

• General and/or specialized experience General and/or specialized experience

• High school education High school education

• Vocational/technical training Vocational/technical training

• College/university education (e.g., formal degrees) College/university education (e.g., formal degrees)

• Specific major fields or courses of study Specific major fields or courses of study

• Specific registrations, licensure, or certifications Specific registrations, licensure, or certifications


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• POSTMASTERPOSTMASTEROCCUPATION CODE: 2301-6106OCCUPATION CODE: 2301-6106

http://www.apwu.org/dept/ind-rel/bqnet/requirements.cfm?http://www.apwu.org/dept/ind-rel/bqnet/requirements.cfm?criteria=posdesc&OccCode=23016106criteria=posdesc&OccCode=23016106


BQnet

Methods of Job AnalysisMethods of Job Analysis

• ObservationObservation• InterviewInterview

– IndividualIndividual– GroupGroup

• QuestionnairesQuestionnaires– PAQPAQ

• DiaryDiary• Technical ConferenceTechnical Conference• Critical Incident TechniqueCritical Incident Technique


• Observation MethodObservation Method– Analyst observes incumbent Analyst observes incumbent

• DirectlyDirectly• VideotapeVideotape

– Useful when job is fairly routineUseful when job is fairly routine– Workers may not perform to Workers may not perform to

expectations expectations


• Interview MethodInterview Method– IndividualIndividual

• Several workers are interviewed Several workers are interviewed individuallyindividually

• The answers are consolidated into a The answers are consolidated into a single job analysissingle job analysis

– GroupGroup• Employees are interviewed Employees are interviewed

simultaneouslysimultaneously• Group conflict may cause this method to Group conflict may cause this method to

be ineffectivebe ineffective


• QuestionnairesQuestionnaires– Employees answer questions about Employees answer questions about

the job’s tasks and responsibilitiesthe job’s tasks and responsibilities– Each question is answered using a Each question is answered using a

scale that rates the importance of scale that rates the importance of each taskeach task


• Questionnaires (ctnd.)Questionnaires (ctnd.)– Position Analysis Questionnaire (PAQ)Position Analysis Questionnaire (PAQ)

• A structured, behavioral questionnaireA structured, behavioral questionnaire• 194 items in 6 categories194 items in 6 categories

– Information inputInformation input– Mental processesMental processes– Work outputWork output– RelationshipsRelationships– Job contextJob context– Other characteristicsOther characteristics


• Diary MethodDiary Method– Employees record information into Employees record information into

diaries of their daily tasksdiaries of their daily tasks• Record the time it takes to complete tasksRecord the time it takes to complete tasks

– Must be over a period of several Must be over a period of several weeks or monthsweeks or months


• Critical Incident Technique (CIT)Critical Incident Technique (CIT)– Takes past incidents of good and bad Takes past incidents of good and bad

behaviorbehavior– Organizes incidents into categories Organizes incidents into categories

that match the job they are related to that match the job they are related to

• Involves 4 stepsInvolves 4 steps


• CIT stepsCIT steps– Brainstorm and create lists of Brainstorm and create lists of

dimensions of job behaviorsdimensions of job behaviors– List examples of effective and List examples of effective and

ineffective behavior for each ineffective behavior for each dimensiondimension

– Form a group consensus on whether Form a group consensus on whether each incident is appropriately each incident is appropriately categorizedcategorized

– Rate each incident according to its Rate each incident according to its value to the companyvalue to the company

How It WorksHow It Works

• Conducting the job analysisConducting the job analysis– Know the purposeKnow the purpose– Gather Information about jobs to be Gather Information about jobs to be

analyzedanalyzed• BooksBooks• ChartsCharts• Trade union literatureTrade union literature• Government agency literatureGovernment agency literature

– Use employee inputUse employee input

How It WorksHow It Works

• Conducting the job analysis (ctnd.)Conducting the job analysis (ctnd.)– Choose an efficient method of Choose an efficient method of

collecting information collecting information – Gather information from Gather information from

employee/supervisor about the jobemployee/supervisor about the job– Draft a job descriptionDraft a job description– Obtain supervisor approvalObtain supervisor approval

A Real World ExampleA Real World Example

• The Department of LaborThe Department of Labor– Job analyst uses observation and Job analyst uses observation and

interview methods to gather interview methods to gather information about an employeeinformation about an employee

– Information organized into 3 Information organized into 3 categoriescategories• DataData• PeoplePeople• ThingsThings

A Real World ExampleA Real World ExampleWork Functions

Data People Things

0. Synthesizing 0. Mentoring 0. Setting up

• Coordinating 1. Negotiating 1. Precision work

• Analyzing 2. Instructing 2. Operating

• Compiling 3. Supervision 3. Driving

• Computing 4. Diverting 4. Manipulating

• Copying 5. Persuading 5. Tending

• Comparing 6. Speaking 6. Feeding

7. Serving 7. Handling

8. Helping

*U.S. Department of Labor, Dictionary of Occupational Titles, 4th ed. Revised (Washington, D.C.: Government Printing Office, 1991), p.xix.

A Real World ExampleA Real World Example

• Job titles are listed in the Job titles are listed in the Dictionary Dictionary of Occupational Titlesof Occupational Titles

• Each job is given a codeEach job is given a code– Ex. A recruiter might be assigned the Ex. A recruiter might be assigned the

code 2, 6, 7 if the job entails analyzing code 2, 6, 7 if the job entails analyzing data (2), speaking to people (6), and data (2), speaking to people (6), and handling different things (7)handling different things (7)• See previous tableSee previous table

An ExerciseAn Exercise

• Bruce Spuhler, customer service Bruce Spuhler, customer service manager at BGS Sports, wants to manager at BGS Sports, wants to conduct a job analysis on how his conduct a job analysis on how his employees interact with customers employees interact with customers and other employees.and other employees.

• What steps should Bruce take to What steps should Bruce take to implement a successful job implement a successful job analysis, and what method should analysis, and what method should he use to analyze his employees?he use to analyze his employees?


• Possible Answer:Possible Answer:1.1. Determine the Purpose- to reinforce Determine the Purpose- to reinforce

good behavior among employees good behavior among employees and provide better customer serviceand provide better customer service

2.2. Gather as much information as Gather as much information as possible about retail and customer possible about retail and customer service, including past experiences service, including past experiences with customerswith customers


3. Choose best method of job 3. Choose best method of job analysisanalysis

-Critical Incident Technique-Critical Incident Technique

-This would allow Bruce to -This would allow Bruce to discuss with his employees discuss with his employees past past incidents and whether they were incidents and whether they were effective or noteffective or not

-Assign values of effectiveness-Assign values of effectiveness

4. Gather information from workers 4. Gather information from workers and other managers about the joband other managers about the job


5. Draft a behavioral job 5. Draft a behavioral job descriptiondescription

6. Identify areas that need 6. Identify areas that need improvement, and implement improvement, and implement training programs to improve training programs to improve those areasthose areas

SummarySummary

• Job analysis is an effective Job analysis is an effective approach to gathering information approach to gathering information about jobsabout jobs

• There are 6 popular techniques to There are 6 popular techniques to conducting job analysesconducting job analyses

• Job analysis is directly related to Job analysis is directly related to nearly every function of Human nearly every function of Human Resource departments in Resource departments in organizationsorganizations

ReferencesReferences

Cascio, Wayne F. Cascio, Wayne F. Managing Human Resources.Managing Human Resources. New York: New York: McGraw-Hill, Inc., 1992.McGraw-Hill, Inc., 1992.

DeCenzo, David A. and Stephen P. Robbins. DeCenzo, David A. and Stephen P. Robbins. Human Resource Human Resource Management. Management. New York: John Wiley & Sons, 1999.New York: John Wiley & Sons, 1999.

Gomez-Mejia, Luis R. and David B. Balkin. Gomez-Mejia, Luis R. and David B. Balkin. Managing Human Managing Human Resources.Resources. Upper Saddle River: Prentice- Hall, Inc., 2001. Upper Saddle River: Prentice- Hall, Inc., 2001.

U.S. Department of Labor. U.S. Department of Labor. Dictionary of Occupational Titles, Dictionary of Occupational Titles, 44thth ed. Revised ed. Revised (Washington, D.C.: Government Printing (Washington, D.C.: Government Printing Office, 1991), p. xix.Office, 1991), p. xix.

Guidelines Oriented Job Analysis Guidelines Oriented Job Analysis (GOJA) (GOJA)

Uniform Guidelines on Employee Uniform Guidelines on Employee

Selection Procedures (1978)Selection Procedures (1978)

These documents are instructions to employers regarding the legality of These documents are instructions to employers regarding the legality of practices, procedures, and tests used for hiring and promotion. They are practices, procedures, and tests used for hiring and promotion. They are a joint publication of …a joint publication of …

• Equal Employment Opportunity Commission (29 CFR 1607)Equal Employment Opportunity Commission (29 CFR 1607)• Office of Personnel Management (5 CFR 300)Office of Personnel Management (5 CFR 300)• U.S. Department of Justice (28 CFR, Ch. 1, Part 50),U.S. Department of Justice (28 CFR, Ch. 1, Part 50),• U.S. Treasury Department (31 CFR, Ch. 1, Part 51), U.S. Treasury Department (31 CFR, Ch. 1, Part 51), • Office of Federal Contract Compliance Programs (41 CFR, Ch. 60, Part 68-Office of Federal Contract Compliance Programs (41 CFR, Ch. 60, Part 68-

3). 3).

See www.uniformguidelines.comSee www.uniformguidelines.com


• The GOJA Process is a comprehensive job analysis method that has been The GOJA Process is a comprehensive job analysis method that has been used by hundreds of employers since its original development in 1975. used by hundreds of employers since its original development in 1975.

• Based on the requirements of the Guidelines (1978), the Principles Based on the requirements of the Guidelines (1978), the Principles (2003), and the ADA(2003), and the ADA

• GOJA is designed to help employers build customized job analysis and GOJA is designed to help employers build customized job analysis and selection procedures that are fair, valid, effective, and defensible.selection procedures that are fair, valid, effective, and defensible.

• Steps to the GOJA ProcessSteps to the GOJA Process


Step 1: Assemble and Train the Panel Step 1: Assemble and Train the Panel • A panel of qualified Job Experts meeting the following criteriaA panel of qualified Job Experts meeting the following criteria

(1) Represent the demographics of the employee population (with respect to (1) Represent the demographics of the employee population (with respect to

gender, age, race, years of experience, etc.) - over-sampling.gender, age, race, years of experience, etc.) - over-sampling.

(2) Be experienced and active in the position they represent - include relatively inexperienced Job (2) Be experienced and active in the position they represent - include relatively inexperienced Job experts for “newcomer’s perspective.” With at least one year of active job experience. experts for “newcomer’s perspective.” With at least one year of active job experience.

(3) Represent the various “functional areas” and/or shifts of the position. (3) Represent the various “functional areas” and/or shifts of the position.

(4) Consist of between 10 – 20% supervisors for a given position. (4) Consist of between 10 – 20% supervisors for a given position.

• At least 7 – 10 Job Experts for providing judgments At least 7 – 10 Job Experts for providing judgments

(5) Train the Panel - Overview of what will be required of them, the KSA rating system, information on (5) Train the Panel - Overview of what will be required of them, the KSA rating system, information on how to write job duties, etc.how to write job duties, etc.


• The table below provides some guidance regarding the number of Job The table below provides some guidance regarding the number of Job Experts necessary to obtain reliable and accurate information about the Experts necessary to obtain reliable and accurate information about the job.job.


Step 2: Write Job Duties Step 2: Write Job Duties

Job Experts complete the Job Analysis Booklet (Part 5)Job Experts complete the Job Analysis Booklet (Part 5)a.a. General information (name, demographics, experience, establish credibility)General information (name, demographics, experience, establish credibility)

b.b. Job overview – informal job description, materials usedJob overview – informal job description, materials used

c.c. Supervisory responsibilities and independence of the Job Expert Supervisory responsibilities and independence of the Job Expert

d.d. Independently write duties (typically start with action words. (e.g., Analyze, Independently write duties (typically start with action words. (e.g., Analyze, Coordinate, Evaluate, Repair, Arrange, Delegate))Coordinate, Evaluate, Repair, Arrange, Delegate))

– FrequencyFrequency– Importance Importance – % of time spent% of time spent– Does performance on this duty differentiate best from minimal employee Does performance on this duty differentiate best from minimal employee – Whether removing the duty fundamentally changes the jobWhether removing the duty fundamentally changes the job– Assignable to others without fundamentally changing the jobAssignable to others without fundamentally changing the job


Step 3: Consolidate Duties into a Master Duty List Step 3: Consolidate Duties into a Master Duty List

• After the Job Experts have independently recorded duties, a master list is After the Job Experts have independently recorded duties, a master list is developed.developed.

• The list reflects the majority opinion of the group. The list reflects the majority opinion of the group. • Using a 70% consensus rule (e.g., 7 out of 10) Using a 70% consensus rule (e.g., 7 out of 10)


Step 4: Write KSAPCs, Physical Requirements, Tools & Step 4: Write KSAPCs, Physical Requirements, Tools & Equipment, Other Requirements, and Standards Equipment, Other Requirements, and Standards

• Job Experts repeat the process described in Step 2, but for the KSAPCs, Physical Job Experts repeat the process described in Step 2, but for the KSAPCs, Physical

Requirements, Tools & Equipment, Other Requirements, and Standards.Requirements, Tools & Equipment, Other Requirements, and Standards.

• Job Experts list the knowledge, skills and abilities that are needed to accomplish Job Experts list the knowledge, skills and abilities that are needed to accomplish each duty. each duty.


Step 6: Provide Ratings (Including KSAPC to Duty Linkage Step 6: Provide Ratings (Including KSAPC to Duty Linkage Ratings) for Duties, KSAPCs, and Physical Requirements Ratings) for Duties, KSAPCs, and Physical Requirements

The Job Experts and supervisors provide ratings on the final list of The Job Experts and supervisors provide ratings on the final list of duties and KSAPCs. duties and KSAPCs.

All Job Experts who participated in the rating processAll Job Experts who participated in the rating process

a.a. KSAPCsKSAPCsLink to dutiesLink to duties

FrequencyFrequency

Importance Importance

Minimum versus helpful qualificationMinimum versus helpful qualification

Does performance on this duty differentiate best from minimal employee Does performance on this duty differentiate best from minimal employee

Level needed for successLevel needed for success

Level needed upon entryLevel needed upon entry




All Job Experts who participated in the rating processAll Job Experts who participated in the rating process

b.b. Physical requirementsPhysical requirementsLink to dutiesLink to duties

FrequencyFrequency

Importance Importance

Minimum versus helpful qualificationMinimum versus helpful qualification

Does performance on this duty differentiate best from minimal employee Does performance on this duty differentiate best from minimal employee

Level needed upon entryLevel needed upon entry

c.c. Tools and equipmentTools and equipment




Evaluating inter-rater reliability and eliminating outliersEvaluating inter-rater reliability and eliminating outliers

Wrg-max = 1- (Observed variance/maximum possible variance)Wrg-max = 1- (Observed variance/maximum possible variance)

Alpha if rater deletedAlpha if rater deleted

Review for accuracy and completenessReview for accuracy and completeness

Compute average rating for each duty and KSAPCCompute average rating for each duty and KSAPC

Level of criticality (Importance) ratings are required by section 14C(2) of the Level of criticality (Importance) ratings are required by section 14C(2) of the Uniform Guidelines on Employee Selection Procedures.Uniform Guidelines on Employee Selection Procedures.


Optional Step (for positions held by large numbers of employees): Distribute Optional Step (for positions held by large numbers of employees): Distribute Job Analysis Survey to Additional Job Experts for Ratings Job Analysis Survey to Additional Job Experts for Ratings

US Postal Service Example - Job Analysis Survey (JAS)US Postal Service Example - Job Analysis Survey (JAS)


Step 7: Have Two Supervisors Review the Completed Job Analysis Step 7: Have Two Supervisors Review the Completed Job Analysis and Assign Supervisor Ratings and Assign Supervisor Ratings

– Convene two supervisors for the “Supervisor Only” job analysis ratingsConvene two supervisors for the “Supervisor Only” job analysis ratings

– Can have served as Job Experts in the first six steps of the process, or be new to the GOJA Can have served as Job Experts in the first six steps of the process, or be new to the GOJA ProcessProcess

– For duty ratings, they assign: Percentage of Time, Best Worker, Fundamental, and For duty ratings, they assign: Percentage of Time, Best Worker, Fundamental, and Assignable.Assignable.

– For KSAPCs and Physical Requirements, they assign: Minimum v. Helpful Qualification, Best For KSAPCs and Physical Requirements, they assign: Minimum v. Helpful Qualification, Best Worker, Level Needed for Success (knowledges only), and Level Needed Upon Entry. Worker, Level Needed for Success (knowledges only), and Level Needed Upon Entry.

– Supervisors meet, confer, and agree upon the final supervisor ratings for the job duties, Supervisors meet, confer, and agree upon the final supervisor ratings for the job duties, KSAPCs, and KSAPCs, and

– Physical Requirements. Physical Requirements.

– If consensus cannot be reached with two supervisors for any specific ratings, an additional If consensus cannot be reached with two supervisors for any specific ratings, an additional supervisor should be recruited to provide “tie-breaker” ratings for the areas of supervisor should be recruited to provide “tie-breaker” ratings for the areas of disagreement. disagreement.


Step 8: Prepare Final Job Analysis Document, Including Descriptive Step 8: Prepare Final Job Analysis Document, Including Descriptive Statistics for Ratings Statistics for Ratings

Descriptive statistics (e.g., means and standard deviations) for each rated Descriptive statistics (e.g., means and standard deviations) for each rated item. item.

The final data (e.g., duties, KSAPCs, etc.) is entered directly into the GOJA The final data (e.g., duties, KSAPCs, etc.) is entered directly into the GOJA manual, along with the means and standard deviations manual, along with the means and standard deviations

Guide for Writing Functional Guide for Writing Functional CompetenciesCompetencies

Section 1: Overview of CompetenciesSection 1: Overview of Competencies

What are Competencies?What are Competencies?• General Definition of a Competency General Definition of a Competency

• A competency is a characteristic of an employee that A competency is a characteristic of an employee that

1.1. contributes to successful job performance contributes to successful job performance

2.2. the achievement of organizational results. the achievement of organizational results.

• These include measurable or assessable knowledge, skills, and abilities plus These include measurable or assessable knowledge, skills, and abilities plus other characteristics such as values, motivation, initiative, and self-control that other characteristics such as values, motivation, initiative, and self-control that distinguish superior performers from average performersdistinguish superior performers from average performers

• (Shippmann et.al. 2000; Spencer, McClelland, & Spencer 1994) (Shippmann et.al. 2000; Spencer, McClelland, & Spencer 1994)



What are the Types of Competencies?What are the Types of Competencies?

A. Organizational CompetencyA. Organizational Competency – An organizational competency is an – An organizational competency is an aspect of the business believed to have the greatest strategic value. aspect of the business believed to have the greatest strategic value.

An organizational competency is measured at the An organizational competency is measured at the level of the level of the organizationorganization rather than at the level of the individual rather than at the level of the individual

Organizational Competency Examples:Organizational Competency Examples:

OrganizationOrganization CompetencyCompetency– Wal-mart Wal-mart Value pricingValue pricing– Nordstrom Nordstrom Customer serviceCustomer service– McDonald’s McDonald’s Quick serviceQuick service– Toyota Toyota ReliabilityReliability




B. Foundational Competency (Rear Wheel Competencies)B. Foundational Competency (Rear Wheel Competencies) – A – A foundational competency represents a set of skills, knowledge, and foundational competency represents a set of skills, knowledge, and attitudes/attributes necessary for broad job functions. These are supporting attitudes/attributes necessary for broad job functions. These are supporting level competencies linked to successful performance, and are desirable level competencies linked to successful performance, and are desirable regardless of an individual’s area of expertise or role.regardless of an individual’s area of expertise or role.

Foundational Competency Examples:Foundational Competency Examples:

– TeamworkTeamwork– Oral CommunicationOral Communication– Customer FocusCustomer Focus– AdaptabilityAdaptability– InitiativeInitiative– ProfessionalismProfessionalism




C. Functional Competency (Front Wheal Competencies)C. Functional Competency (Front Wheal Competencies) – A functional – A functional competency is a competency is a specificspecific knowledge or skill area that relates to successful knowledge or skill area that relates to successful performance in the job.performance in the job.

Functional Competency Examples:Functional Competency Examples:

– Financial Specialists need the functional competencies of financial analysis and setting Financial Specialists need the functional competencies of financial analysis and setting up accounting systems. up accounting systems.

– – Information System Analysts need the functional competencies of programming and Information System Analysts need the functional competencies of programming and

systems analysis.systems analysis.–– Contract specialists need the functional competencies of acquisition planning, contract Contract specialists need the functional competencies of acquisition planning, contract

formation, and contract administration.formation, and contract administration.



How May Competencies be Used?How May Competencies be Used?

• Recruit - position vacancy announcementsRecruit - position vacancy announcements

• Select - possession of a set of competencies may be a determining factor in Select - possession of a set of competencies may be a determining factor in

who is selected for a position. who is selected for a position.

• Train & Develop – Individual Development Plans (IDPsTrain & Develop – Individual Development Plans (IDPs

• AppraiseAppraise

• Draft Position Descriptions (PDs)Draft Position Descriptions (PDs)

• Assess - Assessment tools may be competency-based. Assess - Assessment tools may be competency-based.



Who Should Write Competencies?Who Should Write Competencies?

Subject Matter Experts (SMEs) should write the functional Subject Matter Experts (SMEs) should write the functional competencies.competencies.


Section 1: Overview of CompetenciesSection 1: Overview of Competencies What is the Process for Writing Competencies?What is the Process for Writing Competencies?

Subject Matter Experts (SMEs) should write the functional Subject Matter Experts (SMEs) should write the functional competencies.competencies.


Section 3: Writing Task Statements & KSAPsSection 3: Writing Task Statements & KSAPs

• What is a task?What is a task?

– Task – A task is a unit of work or set of activities needed to produce some Task – A task is a unit of work or set of activities needed to produce some result. result.

– A task is described by a statement consisting of an action verb (what the A task is described by a statement consisting of an action verb (what the worker does), the object of the verb (to whom or what it is done), and a worker does), the object of the verb (to whom or what it is done), and a phrase explaining why and how the work is done.phrase explaining why and how the work is done.



• What is a task?What is a task?

– Action Verb (What the worker does) Action Verb (What the worker does)

Example: SortExample: Sort

– Object of the verb (To whom or what it is done)Object of the verb (To whom or what it is done)– Example: correspondence and reportsExample: correspondence and reports

– Why the work is done (Expected Output) Why the work is done (Expected Output) – Example: to facilitate filing them Example: to facilitate filing them

– How the work is done (Procedures, tools, equipment, work aids)How the work is done (Procedures, tools, equipment, work aids)– Example: alphabetically.Example: alphabetically.



• What are KSAPs? What are KSAPs?

– Knowledge –an organized body of information that a person mentally Knowledge –an organized body of information that a person mentally possesses as a result of formal education, training, or personal experience.possesses as a result of formal education, training, or personal experience.

• Example: Knowledge of transportation regulations, methods, and practicesExample: Knowledge of transportation regulations, methods, and practices

– SkillSkill –proficient manual, verbal, or mental manipulation of data or things –proficient manual, verbal, or mental manipulation of data or things • Examples: Skill in typing at the rate of 40 words per minute with less than 3 errors per 100 words Examples: Skill in typing at the rate of 40 words per minute with less than 3 errors per 100 words

typed.typed.

– AbilityAbility – is the natural aptitude or acquired proficiency to perform an – is the natural aptitude or acquired proficiency to perform an observable activity; e.g., ability to write reports, ability to analyze numerical observable activity; e.g., ability to write reports, ability to analyze numerical data, ability to plan and organize work. data, ability to plan and organize work.

• Example: Ability to speak before groups Example: Ability to speak before groups



• What are KSAPs? What are KSAPs?

Personal Characteristic/Attributes –Personal Characteristic/Attributes –• A predisposition on the part of an individual to behave in a certain way. A predisposition on the part of an individual to behave in a certain way.

• Personal characteristics represent what an individual wants to or will do, as opposed Personal characteristics represent what an individual wants to or will do, as opposed

to what the individual can do or has the capacity to do. to what the individual can do or has the capacity to do.

Examples: Patience, Tact, Willingness to travelExamples: Patience, Tact, Willingness to travel


Section 4: Step-by-Step Guide for Writing CompetenciesSection 4: Step-by-Step Guide for Writing Competencies

1.1. Review job and organization related informationReview job and organization related information– Strategic vision, mission statement, and organizational goalsStrategic vision, mission statement, and organizational goals

– Position descriptions, job announcements, sources of job analysis, work flow Position descriptions, job announcements, sources of job analysis, work flow charts, etc. charts, etc.

– Organization chartsOrganization charts

– Governing rules, regulations, policies, professional standards, laws, training Governing rules, regulations, policies, professional standards, laws, training manuals pertaining to the jobmanuals pertaining to the job

– Typical problems, turn-around time, internal/external customer complaints Typical problems, turn-around time, internal/external customer complaints related to the jobrelated to the job

– Work equipment/tools – technology/computers, software necessary for the Work equipment/tools – technology/computers, software necessary for the job job

2.2. Write major job tasks.Write major job tasks.


Section 4: Step-by-Step Guide for Writing CompetenciesSection 4: Step-by-Step Guide for Writing Competencies

3. 3. Write Knowledge, Skill, Ability, and Personal Write Knowledge, Skill, Ability, and Personal Characteristics/Attributes (KSAPs). Characteristics/Attributes (KSAPs).

4. Group related KSAPs to form a competency category. 4. Group related KSAPs to form a competency category.

5.5. Write Functional Competencies.Write Functional Competencies.Only write the functional competencies that are specific to the job under study. Only write the functional competencies that are specific to the job under study.

Functional competencies consist of three parts: Functional competencies consist of three parts:

1.1. a labela label

2.2. important job tasksimportant job tasks

3.3. the knowledge, skills, abilities, and personal characteristics necessary for successful job the knowledge, skills, abilities, and personal characteristics necessary for successful job performance.performance.

6. Develop a label for each functional competency based on related KSAP 6. Develop a label for each functional competency based on related KSAP groupings. groupings.

1.1. Check that each task is linked to at least one competency. Review your list of Check that each task is linked to at least one competency. Review your list of competencies to ensure that all of the important tasks have been recorded.competencies to ensure that all of the important tasks have been recorded.

2.2. Review competencies using the Functional Competency Checklist and revise if necessaryReview competencies using the Functional Competency Checklist and revise if necessary

Job Analysis

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