Competence, like truth, beauty, and contact lenses, is in the eye of the beholder.

1. Job Analysis &
Competency Modeling
www.humanikaconsulting.com

2. Job Analysis
• Why analyze jobs?
• What is a job?
• Job analysis
• The end result: the job description
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3. Why Analyze Jobs?
Page 3
EEO
Pay
Performance
Management
Staffing
Training
PlanningJob
Analysis

4. What is Job Analysis?
• “The systematic process of
collecting relevant, work-related
information related to the nature of
a specific job”
• Job analysis includes information
about:
– Tasks
– Job skills or KSAOs
– Physical setting and job demands
– Performance behaviors
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5. Job Analysis: Purpose
• Describe the job as it is
– Focus on “standard” or “adequate” level
of job performance
• Designed to support HR functions
• Level of analysis
– Focus is on describing each job, one by
one
– Some aggregation to job families, but
not necessary
• Type of information gathered
– Can range from very general to very
specific
– Normally quite specific
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6. Job Analysis: Procedures
• Information gathered
– Job tasks
– Job skills (KSAO’s)
– Performance behaviors (possibly)
• How gathered (by HR staff or
operating managers)
– Observation
– Interview
– Questionnaire
– Other documentation (industry
materials, procedure manuals, etc.)
– O*Net
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7. Sample Job Tasks
• Provides information to
patient or patient family
members regarding diagnostic
or care procedures or surgery.
• Maintains and repairs
warehouse equipment, such
as forklifts and pallet jacks.
• Determines caller needs and
refers call to the appropriate
department.
• Makes work assignments to
employees and follows up to
ensure work is completed on
a timely basis.
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8. KSAOs
Knowledge: “An organized body of
information, usually of a factual or
procedural nature, which, if applied,
makes job performance possible.”
Knowledge of rules of
spelling, grammar and
punctuation as might be
acquired through graduation
from high school.
Skills: “The proficient manual,
verbal, or mental manipulation of
people, ideas, or things”
Skill in operating computer
peripherals such as printers.
Abilities: “The present power to
perform a job function, to carry
through with the activity while
applying or using the associated
knowledge”
Ability to lift and move
patients up to 250 pounds.
Other: Physical abilities, traits,
miscellaneous requirements.
Color vision; possession of a
valid driver’s license
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9. What is a Job?
• Position
– The collection of duties and
responsibilities held by a single
incumbent
• Job
– A group of positions with
generally similar duties and
responsibilities
• Job families
– Aggregations or groups of
similar jobs or occupations
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10. Job Families: Example
Secretarial
and Reception
Teller
Susan Smith
Purchasing
Determine total amount
of monthly insurance premiums
Verify and pay invoices
from temporary agencies
Calculate employee
wages from timecards
Ann Green
Human Resources
Ed Jones
Maintenance
Bookkeeper Budget Clerk
Accounting and
Bookkeeping
Shipping and
Warehouse
Clerical Jobs
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11. Job Analysis: End Results
• Narrative job descriptions
– Typically filed away and referred to only as
needed
– Rarely updated or revised
• Statistical display (less frequently)
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12. Writing Job Descriptions
• Organizational
information
• Job summary
• Job tasks
• Required KSAOs or
minimum
qualifications
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13. Organizational Information
• Identifying information
useful for the organization:
– Position and / or job title
– Job family
– Job code, salary grade
– Supervisor’s title
– Unit, department, location
– Date of description, approval
• Other information for HR
purposes:
– Interpersonal demands
– Supervision given /received
– Scope of responsibilities
– Physical demands
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14. Job Summary
• A brief statement giving the purpose of the job
and its major responsibilities. It should be, at
most, one to two sentences long, but should
include enough information to distinguish this
job from other jobs. The job summary should
tell the reader the job's purpose; that is, why
the job exists.
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The RN is responsible for providing
nursing care to patients admitted to the
unit, utilizing the nursing processes of
assessment, planning, implementation and
evaluation, in accordance with
professional standards and hospital
standards of patient care.

15. Job Tasks
• A terse, direct style, using the
present tense, should be used.
• The statement should start
with an action verb which
describes an action required of
the individual.
• Task statements normally
should not include multiple
action verbs unless the several
actions are invariably
performed together.
• Each item should refer to a
"whole" task which "makes
sense.”
• Statement terminology and
vocabulary should be at the
level of the intended users.
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16. Looking at Task Statements
• To clarify and evaluate task statements you should ask:
– Who is doing this action?
– What is the action?
– Who or what is the object of the action?
– Why is it being done?
– How is the action done?
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What is the action?
What is the object?
Why is it being done?
How is the action done?
Sorts
correspondence, forms, and reports
to facilitate filing them
alphabetically.

17. Moving From Tasks to Job Skills
• What is the difference between a
good and a poor employee?
• Why can some employees
perform the task better than
others?
• Think of examples of good and
poor performance; what made
the difference?
• What does a person need to
know to perform the task?
• If you were to hire an employee
to perform the task, what would
you look for?
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18. Fall 2008 Management 412 | Job Analysis Page 18

19. Writing Job Skill Statements
• Avoid simply restating the task
statement
• Each statement must describe a
separate skill
• When describing the degree of
possession needed, be specific
• Avoid trait references
• Skills must be measurable
• Balance specificity and generality
• Avoid trivial skills
• Include the source of the skill when
possible
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20. Job Skills vs. Minimum Qualifications
• Job skills
– All KSAOs needed to perform job
– Some knowledge or skill may be
acquired after incumbent begins
job
• Minimum qualifications (MQs)
– Only those KSAOs necessary to
begin the job
– Typically part of selection
specifications
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21. Competency Modeling
• What is
“competency
modeling”?
• Why does it matter?
• Competency
modeling vs.
traditional job
analysis
• Examples
Page 21

22. Competency Modeling
• Development of sets or
groups of competencies
• Applied to all HRM
activities
• In order to increase
organizational
effectiveness
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23. Competencies
Resourcing
 Recruitment Through Competency based
Interviewing
 Internal Transfers based on competency
assessment
Career Management
Managerial /Technical
Ladder
Horizontal Movements to
manage career
aspirations Performance
Management
System
 Role/Band based Technical
& Behavioral Competency
 Assessment/Development
Centre
People Movement
 Promotions and transitions
Across Band & Grade
 Onsite-Offshore Rotation
Learning & Development
Competency based training
Business aligned leadership
development
Compensation and
Benefits
 Competency based
pay
Reward for cross
skilling/enhancement
Competency Based Management System

24. Roots and Origins
• Traditional job analysis
– Viewed by most as an unwanted
stepchild
– Typically “owned” by HR
– Necessary for HR activities, but no
linkage to overall organizational
effectiveness
• Competency modeling
– Idea of “core competencies”
– More pressure on organizations to
develop HR tools to increase
effectiveness
– Linkage between people and
performance
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25. Competency Models: Purpose
• Collect information on
knowledge, skills, and
personal characteristics
associated with high
levels of performance
• Use information to
support management of
people (not just
traditional HR functions)
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26. Defining Competencies
• “A knowledge, skill, ability, or characteristic associated
with high performance on a job” (Mirabile, 1997)
• “A cluster of related knowledge, attitudes and skills
that affect a major part of one’s job” (Parry, 1998)
• “A description of measurable work habits and personal
skills used to achieve a work objective” (Green, 1999)
• “Measurable, occupationally relevant, and behaviorally
based characteristics or capabilities of people”
(Schippmann, 1999)
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27. Ice-berg Model

28. Behaviors: 3M Example
Competency: Global Perspective.
• Respects, values, and leverages other customs, cultures and values. Uses
a global management team to better understand and grow the total
business; bale to leverage the benefits from working in multicultural
environments.
• Optimizes and integrates resources on a global basis, including
manufacturing, research, and business across countries, and functions to
increase 3M’s growth and profitability.
• Satisfies global customers and markets from anywhere in the world.
• Actively stays current on world economies, trade issues, international
market trends and opportunities.
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29. Competency Models: General Approach
• Research based
– Based on what is actually
done now
– Closest to traditional job
analysis
• Strategy based
– Where are we going and how
do we get there?
– Linked to business strategy
• Values based
– Based on intangibles
– Danger of falling into vague
traits and styles
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30. Competency Models: Procedures
• Often begin with a pre-packaged or off-the-
shelf package
• In some cases, it stops there……
• Better to begin with existing knowledge, then
involve broad range of organization members
in tailoring to the organization
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31. Competency Models: End Results
• Types of competencies
– “Can-do” (time
management)
– “Will-do” (learning to say
“No”)
• Information for:
– Selection
– Employee development
(individual and bench-
strength)
– Performance
management
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32. Page 32

33. Good Competency Models….
• Are used
• Rooted in company mission
and values (but are still
measurable)
• Linked to core competencies
• Use language and terms
understood throughout the
organization
• Generalizable across
occupational groups, yet
specific enough to satisfy
legal requirements
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34. Examples
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3M Inspiring
Others
Positively affects the behavior of others,
motivating them to achieve personal
satisfaction and high performance through
a sense of purpose and spirit of
cooperation. Leads by example
AT & T Adaptability Keeps current in areas important to the
business; is open to and invites ideas,
new information, and diverse perspectives
FedEx Interaction Able to communicate with customers in a
timely and helpful manner; give priority to
the customers needs over all other
aspects of work; thanks customer for the
opportunity to serve

35. Dave Ulrich
Based on 10,000 individuals in 91
firms- HR Specific- used
by GE
Examples
• Knowledge of Business
• Delivery of HR Practices
• Management of Change
• Management of Culture
• Personal Credibility

36. Linkage to Organization Strategy and Core
Competencies
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Competencies
(Required)
Work Activities Work Context
Organizational
Vision
Competitive Strategy
(Core Competencies)
Strategic Business
Initiatives
Source: Schippmann, 1999

37. The Future….
• Metacompetencies (Briscoe & Hall, 1999)
– The competencies that allow a person to learn and
acquire more competencies
– “Adaptability,“ or the ability to learn and change
– “Self-Awareness”, or willingness to internalize and
use learning
• Increased methodological rigor and detail
– For example, competencies by business unit
• Expert systems
• Nowhere….
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38. Learning and sharing for Better
Indonesia !
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