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Interactive Assignment #3: Work Flow and Job Analysis
The senior leadership of your company has decided that your department needs
additional employees based on the increased work load determined by a companywide work audit and needs assessment conducted last year. As the manager of the
department, you need to research and collect information from which you and the
HR specialist will write the job description for the new position in your department.
Using your current job, desired job, or a previous job (if you aren’t currently
working) as the starting point for this assignment, do the following to prepare for
writing the job description.
1. Create a work flow analysis of the job, using Figure 4.1 on page 103 of your
textbook.
2. Create a job analysis of the position, using one of the forms listed in the
Week 4 Module and the following websites:
•
•
Dept. of Labor’s O-net Resource Center = http://www.onetcenter.org/
Bureau of Labor Statistics Occupational Outlook Website =
http://www.bls.gov/oco/
3. Find two (2) articles and statistical data that describe the education, work
activities/tasks, short-term and long-term outlook for job demand, and salary
ranges for the position you are creating.
•
The above list is not exclusive; include other elements that are necessary
for the position you are creating.
4. Create a simple, bullet-list job description for the new position (see format on
the following page) based on the information collected from your research in
Step 2 (provide links to each article/data) and the information developed in
Step 1 above.
•
Consult pages 102 to 129 in your textbook for ideas and possible wording.
~ continued on next page ~
Job Description format
•
•
•
•
•
•
•
A job title and level in the organization
Department, supervisor’s name
Statement of the job’s purpose
Essential knowledge, skills, abilities, and other characteristics (KSAOs) the
person needs to perform the job
o NOTE: KSAs are different from tasks, duties and responsibilities
Essential duties of the job
o List in order of importance to the department’s mission in support of
the company’s goals
Additional responsibilities
Salary range
JOB ANALYSIS FORM
PARTICIPANT
____________________________________
JOB TRAINER ________________________________________
COMPANY _________________________________________
CO. PHONE _________________________________________
ADDRESS __________________________________________
CONTACT____________________________________________
DATE JOB BEGINS __________________________________
SITE _________________________________________________
JOB TITLE
IMMED SUPERVISOR__________________________________
PROJECT YEAR _____________________________________
CORE WORK TASKS:
EPISODIC WORK TASKS:
(Identified by employer)
(Identified by employer)
JOB-RELATED TASKS:
IMPORTANT CULTURAL ASPECTS:
(Identified during Job Negotiation)
(Possible accommodations based on info in Profile)
JOB DETAILS:
___________________________________________________________________________________________________
___________________________________________________________________________________________________
RATE OF PAY: __________
HOURS PER WEEK: __________
WORK DAYS: __________
BENEFITS: ____________________________________________________________________________________
HOLIDAYS/LEAVE TIME: _____________________
BREAKS/LUNCH: ___________________________
WORK HOURS EACH DAY: ____________________
OVERTIME/WEEKEND: _____________________
ATTACH JOB SUMMARY ON SEPARATE SHEET
Section 4/ Job Negotiation & Analysis
Job Analysis Form/Revised 9/7/04
1
I. THE WAY IN WHICH THE JOB TASKS ARE TYPICALLY PERFORMED:
A.
Method: The facilitator should observe the manner in which typical employees in the setting perform each job.
This is accomplished by assuming an unobtrusive observation position and carefully watching the employee(s)
perform their duties. The facilitator should strive to make a “mental video tape” to be used later as a standard of
correct performance and as a way to assist the supported employee to perform in a natural manner.
Job observed
Employee Observed
Date & Time
1.
2.
3.
4.
5.
B.
Content: The employment facilitator should ask if the employer has step-by-step procedures for the job tasks
observed above. If so, these procedures should serve as the initial content task analysis for each task. If not, the
facilitator should write content steps, which would be appropriate for an average employee in the work site. These
content steps should be presented to an appropriate decision-maker in the company for approval and refinement.
Attach step-by step-procedures to this form.
Specific Requirements Identified by Employer (Check only critical items; fully describe the extent of the demand
and outline possible adaptations/accommodations it felt to be problematic for targeted employee)
PHYSICAL DEMANDS:
SENSORY/COMMUNICATION
DEMANDS:
Lifting
Standing
Continuous Movement
Rapid Movement
Walking
Climbing
Stooping
Crawling
Section 4/ Job Negotiation & Analysis
Job Analysis Form/Revised 9/7/04
Vision
Hearing
Speaking
Judgment
ACADEMIC DEMANDS:
Reading
Writing
Math
2
C.
GENERAL STRENGTH/ENDURANCE REQUIREMENTS:
D.
PACE OF WORK:
E.
POTENTIALLY DANGEROUS COMPONENTS OF JOB:
F.
CRITICALLY IMPORTANT COMPONENTS OF JOB:
G.
ESTABLISHED LEARNING CURVE OR PROBATIONARY PERIOD FOR JOB:
H.
WORK SITE CONSIDERATIONS (SPECIAL CLOTHING, UNIFORMS, SAFETY EQUIPMENT
REQUIRED):
I.
TOOLS TO BE USED:
J.
EQUIPMENT TO BE OPERATED:
K.
MATERIALS TO BE HANDLED:
L.
SPECIAL TERMS USE AT WORK SITE:
M.
DESCRIPTION OF ENVIRONMENTAL CONDITIONS OF WORK SITE:
Section 4/ Job Negotiation & Analysis
Job Analysis/Revised 6/21/04
3
II.
THE MEANS USED BY THE EMPLOYER TO TRAIN AND SUPPORT NEW EMPLOYEES
A.
DESCRIPTION OF THE COMPANY’S ORIENTATION PROCEDURES: Ask to review any written documents,
which describe typical orientation procedures. Discuss with a supervisor or decision-maker the flow of typical
procedures. Ask employees about their experiences. If possible, and if it is felt to be necessary, ask to be taken
through an orientation.
B.
DESCRIPTION OF THE COMPANY’S PROCEDURES FOR INITIALLY TRAINING AND SUPPORTING
NEW EMPLOYEES: Follow the suggestions in IIA, above. Additionally, ask for training from the employer on
at least one of the tasks to be performed by the supported employer. Use this training as an opportunity to assess
the capacity and flexibility of the employer in reference to the needs of the supported employee.
C.
DESCRIPTION OF SPECIFIC STRATEGIES USED BY THE EMPLOYER
D.
1.
WHO TYPICALLY PROVIDES NEW EMPLOYEES WITH TRAINING?
2.
AVAILABILITY OF COMPANY TRAINER ASSIGNED TO EMPLOYEE:
3.
AVAILABILITY OF CO-WORKERS/SUPERVISORS AS TRAINERS:
4.
DESCRIPTION OF STRATEGIES USED BY EMPLOYER:
5.
IMPORTANT RULES STRESSED BY EMPLOYER & CO-WORKERS:
6.
UNWRITTEN RULES UNIQUE TO THE SETTING:
7.
POTENTIAL FOR USE OF ADAPTATIONS, MODIFICATIONS IN WORK SITE:
8.
WILLINGNESS OF CO-WORKERS/SUPERVISORS TO PROVIDE SUPPORT AND ASSISTANCE:
THE “CULTURE” OF THE WORK SITE
1.
EMPLOYER’S CONCERN FOR QUALITY:
Section 4/ Job Negotiation & Analysis
Job Analysis/Revised 6/21/04
4
2.
EMPLOYER’S CONCERN NEED FOR PRODUCTIVITY:
3.
FLEXIBILITY/RIGIDITY OBSERVED:
III. PERSONNEL: MANAGERS, SUPERVISORS, AND CO-WORKERS
A.
SUPERVISORS OF EMPLOYEE
1. ________________________________ TITLE _____________________
2. ________________________________
B.
TITLE _____________________
CO-WORKERS OF EMPLOYEE
1. _______________________________
POSITION ______________________
2. _______________________________
POSITION ______________________
3. _______________________________
POSITION ______________________
4. _______________________________
POSITION ______________________
C.
EMPLOYEE SOCIAL GROUPS AND NON-WORK ACTIVITIES:
D.
LEADERS AND POTENTIAL ALLIES AMONG CO-WORKERS AND SUPERVISORS:
IV. JOB DESCRIPTION
A.
SCHEDULE:
# OF DAYS OF WORK PER WEEK ___________________________
DAYS: ___________________________
HRS_________- _________
___________________________
Section 4/ Job Negotiation & Analysis
Job Analysis/Revised 6/21/04
HRS_________- _________
5
B.
___________________________
HRS_________- _________
___________________________
HRS_________- _________
___________________________
HRS_________- _________
SEQUENTIAL CHRONOLOGY OF TYPICAL WORK DAY: (Include all job tasks)
1.
TYPE OF JOB TASK (Core, episodic, job-related)__________________________________
___________________________________________________________________________
___________________________________________________________________________
2.
NAME OF JOB TASK ________________________________________________________
3.
HOW OFTEN PERFORMED: __________________________________________________
C.
CONTENT STEPS/SKILLS, STRATEGY FOR FACILITATION
Including instructional and natural cues and adaptations)
D.
NAME OF JOB TASK __________________________________
CONTENT STEPS/SKILLS
STRATEGY FOR FACILITATION
(including instructional and natural cues and adaptations
Section 4/ Job Negotiation & Analysis
Job Analysis/Revised 6/21/04
6
Job Analysis Template
This template includes the instructions and worksheets provided in steps 1 through 8 of
Appendix G in the Delegated Examining Operations Handbook
(DEOH, KWWS ZZZ RSP JRY 3ROLF2YHUVLJKW +LULQJ$XWKRULWLHV &RPSHWLWLYH+LULQJ ‘(2B+DQGERRN SGI).
You can use this document to conduct a job analysis as described in the DEOH. The
instructions for each step precede the worksheet. Sample tables are included to further
assist you.
For assistance in writing tasks and competencies, or for guidelines in determining cut-off
scores, please refer to Appendix G of the DEOH.
1
Steps 1 – 3: List and Rate Tasks
Step
1
Action
Collect information about the job. A good place to start is by reviewing
existing materials that describe the work that is performed on the job. Such
materials include:
•
•
•
•
•
Position descriptions,
Classification standards,
Subject matter expert (SME) input,
Performance standards, and
Occupational studies.
The tasks and competencies, Appendix F, developed through OPM’s
Governmentwide occupational studies are also a good source of information
(http://www.opm.gov/deu/Handbook_2007/DEO_Handbook.pdf). Since
these studies are based on a comprehensive review of job information and are
very broad in scope, you may not need to develop many additional tasks and
competencies beyond those included in these studies.
2
3
Use the Job Analysis Worksheet for Tasks to list the tasks that are required to
perform successfully on the job based on the information and/or SME input
(along with the source of that information) collected in Step 1.
NOTE: This worksheet includes tasks from the position description template.
On the Job Analysis Worksheet for Tasks:
a) Have the SMEs individually rate the tasks on the importance and
frequency scales provided on the worksheet. (Note the scales shown on
the worksheets are examples of scales that have been used in past job
analyses. Alternative scales are provided in the DEOH);
b) Eliminate tasks that were rated as “Not Performed” on either the
importance or frequency scale by at least half of the SMEs. Of the tasks
that remain, compute an average rating (excluding any “0=Not
Performed” ratings from the average) across SMEs for each task on each
scale; and
c) Then identify which tasks are critical for the job. This involves
determining cutoffs for both the importance and frequency scales. A
recommended cutoff is 3.0 or above for both scales. (This will vary by
the scale used, depending on the anchors associated with each scale
rating.) That is, tasks that, on average, were rated 3.0 or above on both
importance and frequency are considered critical for the job.
2
Job Analysis Worksheet for Tasks
Importance Scale
How important is this task to the job?
0 = Not Performed
1 = Not Important
2 = Somewhat Important
3 = Important
4 = Very Important
5 = Extremely Important
Frequency
How often is the task performed?
0 = Not Performed
1 = Every few months to yearly
2 = Every few weeks to monthly
3 = Every few days to weekly
4 = Every few hours to daily
5 = Hourly to many times each hour
Task
Serve as a consultant and advisor to managers, employees,
and lower level HR representatives on all phases of the
recruitment and placement process.
Provide guidance on the interpretation of Federal laws and
regulations, and agency-specific policies and procedures.
Identify problems, evaluate alternatives, and make
recommendations to improve recruitment efforts for hard-tofill positions and to attract highly-qualified individuals.
Develop multiple recruitment strategies utilizing various
hiring flexibilities.
Develop short- and long-range staffing plans to meet current
and forecasted mission requirements, turnover and retirement
projections, and changes in mission-critical competencies.
Conduct, or advise hiring officials on the development of, job
analyses for a wide variety of complex positions using
research, interview, observation, and analytical techniques.
Develop rating and ranking factors, and if necessary selective
factors, and advise on the development of crediting plans or
other assessment criteria for use in the evaluation of qualified
applicants.
Prepare vacancy or job opportunity announcements, receive
applications, determine applicants’ eligibility and
qualifications, and rate applicants or conduct subject matter
expert rating panels.
Rank candidates based on competitive examining or merit
promotion procedures and refer highly-qualified candidates
for selection.
3
Source
Position
Description
Template
Position
Description
Template
Position
Description
Template
Position
Description
Template
Position
Description
Template
Position
Description
Template
Position
Description
Template
Position
Description
Template
Position
Description
Template
Importance
Frequency
Task
Review job analyses, promotion and placement products, and
promotion and referral certificates to ensure all statutory and
regulatory compliance requirements have been met.
[Insert additional position-specific tasks, if any.]
Source
Position
Description
Template
Importance
Frequency
Signature:_______________________________________________________________
Title:___________________________________________________________________
Date:___________________________________________________________________
4
Steps 4 – 5: List and Rate Competencies
Step
4
5
Action
Use the Job Analysis Worksheet for Competencies to list competencies that
are required to perform successfully in the job based on the job information
collected and/or SME input, along with the source of that information (see
Chapter 2, Section C, for how competencies should be stated,
http://www.opm.gov/deu/Handbook_2007/DEO_Handbook.pdf).
NOTE: This worksheet includes competencies from the position description
template.
On the Job Analysis Worksheet for Competencies:
a) Have the SMEs individually rate the competencies on the importance,
need at entry, and distinguishing value scales. (Again, these scales are
examples of scales used in past job analyses. Alternative scales are
provided at the end of this appendix);
b) Then average the SME ratings to produce an overall rating for each
competency for each scale; and
c) Once you have determined the SME average ratings, identify which
competencies are critical for the job, based on importance and need at
entry. This involves determining cutoffs for each of these scales.
Recommended cutoffs for the scales shown on the worksheet are 3.0 or
above for importance and 2.0 or below on need at entry. Competencies
with average ratings that meet these cutoffs are considered critical for
the job. Then, the ratings on the distinguishing value scale may be used
to guide your decision on which of the critical competencies to include
in the assessment process. A recommended cutoff on the distinguishing
value scale shown on the worksheet is 3.0 or above. (Again, this will
vary by the scale used, depending on the anchors associated with each
scale rating.)
5
Job Analysis Worksheet for Competencies
Importance Scale
Need At Entry Scale
How important is this
competency for effective
job performance?
When is this competency
needed for effective job
performance?
1 = Not Important
2 = Somewhat Important
1 = Needed the first day
2 = Must be acquired within
the first 3 months
3 = Must be acquired within
the first 4-6 months
4 = Must be acquired after the
first 6 months
3 = Important
4 = Very Important
5 = Extremely Important
Distinguishing Value
Scale
How valuable is this
competency for
distinguishing superior
from barely acceptable
employees?
1 = Not Valuable
2 = Somewhat Valuable
3 = Valuable
4 = Very Valuable
5 = Extremely Valuable
Competency
Source
Recruitment/Placement – Knowledge
of HR concepts, principles, and practices
related to identifying, attracting, and
selecting individuals and placing them
into positions to address changing
organizational needs.
Planning and Evaluating – Organizes
work, sets priorities, and determines
resource requirements; determines shortor long-term goals and strategies to
achieve them; coordinates with other
organizations or parts of the organization
to accomplish goals; monitors progress
and evaluates outcomes.
Customer Service – Works with clients
and customers (that is, any individuals
who use or receive the services or
products that your work unit produces,
including the general public, individuals
Position
Description
Template
Position
Description
Template
Position
Description
Template
6
Importance
Need at
Entry
Distinguishing
Value
Competency
Source
Influencing/Negotiating – Persuades
others; builds consensus through give
and take; gains cooperation from others
to obtain information and accomplish
goals.
Problem Solving – Identifies problems;
determines accuracy and relevance of
information; uses sound judgment to
generate and evaluate alternatives, and to
make recommendations.
Position
Description
Template
Importance
Need at
Entry
Distinguishing
Value
Position
Description
Template
Position
Description
Template
[Insert additional position-specific
competencies, if any.]
Signature:_______________________________________________________________
Title:___________________________________________________________________
Date:___________________________________________________________________
7
Steps 6 – 8: Task and Competency Linkages
Step
6
Action
Use the Job Analysis Worksheet for Task and Competency Linkages to
make the linkage ratings by:
a) In the Task Number column, write the numbers of the tasks that were
identified as critical in Step 1;
b) Write the competency numbers of the critical competencies, identified
in Step 5, across the top row;
c) Next, have each SME work independently to rate the extent to which
each competency is important for effective task performance. Again,
SME ratings should be averaged to come up with an overall rating for
each task-competency linkage. It is recommended that a cutoff of 3.0 be
used for this scale to determine which competencies are linked to each
task. (Note: If any tasks/competencies are not linked, you should
reconsider whether all critical tasks and competencies have been
considered); and
d) You and SMEs should then eliminate any tasks not linked to one or
more competencies and only competencies that are not linked to at least
one task.
7
8
NOTE: This worksheet includes tasks and competencies from the position
description template.
Of the competencies remaining at the end of Step 6, eliminate competencies
that cannot be reasonably assessed via a rating schedule. The resulting
competencies will later on be considered for assessment.
Determine which competencies will be used as selective and quality ranking
factors (if any).
…
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