job analysis tennessee department of human resources 1

Job Analysis

Tennessee Department of Human Resources

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General Meeting Setup

• Enter into the discussion enthusiastically

• Give freely of your experience• Keep confidences and assume

others will• Confine the discussion to the topic

of Job Analysis• Listen alertly and take accurate

notes• Provide constructive feedback and

receive it appropriately• Appreciate other SMEs’ point of view• Be prompt and regular in

attendance

Discussion Guidelines:

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General Meeting SetupFocus on how it SHOULD be:

• Full staffing levels• No one is working out of class• For Tasks:

• What do employees in this class do 90% of the time?• What can we expect any employee in this class to be able to

do, given sufficient training?• For Competencies/KSAs:

• What can an employee in this class be realistically expected to possess coming off the street?

• What can an employee in this class be realistically expected to develop during the 12 month probationary period?

• For Both:• What is appropriate for the class?• What is expected of everyone in the class?• What is expected of the valued (3 level) performer?

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General Meeting Setup

Focus on how it SHOULD be:

1 – Unacceptable Performance• Unsatisfact

ory Work outcomes

2 – Marginal Performance• Work

outcomes consistently do not meet some stated expectations

3 – Valued Performance• Work

outcomes consistently meet stated expected performance

4 – Advanced Performance• Work

outcomes consistently meet and often exceed stated expected performance

5 – Outstanding Performance• Work

outcomes consistently exceed expected performance and affect measurable improvements in organizational performance

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SME Meeting # 1 – Tasks

Intro to Tasks

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Conducting SME Meeting # 1

Generate task

statements

Rate task statements

Identify essential

tasks

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SME Meeting # 1 Objectives

Understand the definition

of a task

Be able to write an

appropriate task statement

Be able to accurately rate

tasks statements on

overall importance

level

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Organizing Tasks in Functional Areas

Functional Area

Developed by the US

Department of Labor for the O*Net System

A categorical label given to a cluster of job

duties or tasks which share

the same set of Competencies/

KSAs.

Based on the competencies

needed to perform the

tasks

Simplifies the establishment

of job relatedness for Competencies/

KSAs

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Organizing Tasks in Functional Areas

Class

Functional Area

1

Task 1

Task 2

Etc…

Functional Area

2

Task 1

Task 2

Etc…

Etc…

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What is a task statement?Describes the basic units of work that are performed in a job:• Starts with an Action Verb.

• Has a clear beginning, ending, and when completed achieves a goal.

• Does not use abbreviations.

• Uses common, easily understood terms.

• Should identify an objectively measureable/operationally defined behavior.

• So clear that a person with no knowledge of the class will understand what is being done.

Task statements should answer these questions:

• What action is being performed?

• To whom or what is the action being performed?

• How the action is performed?

• Why this action is taken (i.e., the purpose or expected output of the action?

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What is a task statement?

Monitors…• What action is

being performed?

… the work environment…• To whom or

what is the action being performed ?

… visually and aurally…• How the action

is performed?

… to ensure the safety of self and others.• Why this action

is performed?

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Examples of task statements

Ok:• Monitors work environment.

Better:• Monitors work environment visually and

aurally.• Monitors work environment to ensure the

safety of self and others.

Best:• Monitors work environment visually and

aurally to ensure the safety of self and others.

Note: When in doubt, provide more rather than less detail12


Task Generation

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Task GenerationFocus on how it SHOULD be:







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Task Generation



ory Work outcomes









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Task Generation – Standard Method

Introductions• Identify analysts and SMEs• Identify Objectives

Define ‘functional areas’ and ‘tasks’ and provide examples

As a group: • Remove/hide any O*Net Functional Areas that are

not relevant to the job.• For each remaining relevant O*Net Functional

Area, develop a list of tasks on the Task Statement Entry Form

• The final task list should have approximately 30-100 tasks sorted into O*Net Functional Areas.

• The number of O*Net Functional Areas used, and tasks included in them, varies by job.

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Task Generation - Alternate Method

Introductions• Identify analysts and SMEs• Identify Objectives

Define ‘functional areas’ and ‘tasks’ and provide examples

As a group: • Generate a series of class-specific categories which describe

the broad duties of the class in question.• Brainstorm the tasks required to complete each of these

duties in a separate document.• Take the task statements and assign (copy/paste) them to

the relevant O*Net Functional Area on Task Statement Entry Form.

• Remove any O*Net Functional Areas that are not relevant to the job.

• The final task list should have approximately 30-100 tasks sorted into O*Net Functional Areas.

• The number of O*Net Functional Areas used, and tasks included in them, varies by job.

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Task Rating

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Task Rating

As a group: Final review of task statement list• Is task okay as is?• Combine with other tasks?• Separate into two tasks?• Add additional tasks?

Explain difficulty and criticality scales and essential job functionsIndividually: SMEs rate task statements on both scales

Individually: SMEs identify essential tasks

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Task Rating ScalesTask Difficulty: Difficulty in

doing a task correctly relative to all other tasks within a

single job• 1 = One of the easiest of all

tasks• 2 = Considerably easier than

most tasks• 3 = Easier than most tasks

performed• 4 = Approximately half of

tasks are difficult, half less• 5 = Harder than most tasks

performed • 6 = Considerably harder than

most tasks performed• 7 = One of the most difficult

of all tasks

Task Criticality/Consequence of Error: The degree to which an incorrect performance would

result in negative consequences • 1 = Consequences of error

are not at all important• 2 = Consequences of error

are of little importance• 3 = Consequences of error

are of some importance• 4 = Consequences of error

are moderately important• 5 = Consequences of error

are important• 6 = Consequences of error

are very important• 7 = Consequences of error

are extremely important

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Task Rating (cont.)

What is an essential task?• Position exists to perform the task• Few/No other employees can perform the

task• Task is highly specialized and employee

hired possesses these specialized skills to perform itExamples of essential tasks

• Proofreader: Reads manuscripts to locate and fix typing errors

• Dentist: Takes X-rays of patients’ teeth• Court reporter: Takes notes in courtroom

using a stenographer machine or laptop21

Task Rating (cont.)

Individually: • Go through the Task List and select the 10 essential tasks which are the MOST CRITICAL to job performance in the given class.

• PLEASE SELECT NO MORE THAN 10!

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SME Meeting # 2 – Competencies/KSAs

Intro to Competencies/KSAs

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Conducting SME Meeting # 2

Infer Competencies/KSAs from task statements

Rate Competencies/K

SAs

Determine education and

experience levels (optional)

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SME Meeting # 2 Objectives

Understand the difference between a

Competency and a KSA

(knowledge, skill, ability)

Be able to generate or

choose appropriate

competencies for the job

under review

Be able to accurately rate competencies

on level of importance

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What is a Competency?Competencies are observable and

measureable characteristics of a person that include using knowledge and demonstrating skills, behaviors, and abilities that contribute to improved job performance.

Used to develop behaviorally based interview questions and performance assessments.

Possible KSAs

Competency

Interpersonal Savvy

Basic knowledge

of Psychology

Basic social perceptiveness skills

Basic persuasion

skills

Problem sensitivity

ability

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Examples of Competencies

Composure

• Is cool under pressure

• Does not become defensive or irritated when times are tough

• Is considered mature• Can be counted on to hold things together during tough times

• Can handle stress• Is not knocked off balance by the unexpected

• Doesn’t show frustration when resisted or blocked

• Is a settling influence in a crisis.

Customer Focus

• Is dedicated to meeting the expectations and requirements of internal and external customers

• Gets first-hand customer information and uses it for improvements in products and services

• Acts with customers in mind

• Establishes and maintains effective relationships with customers and gains their trust and respect

Dealing with Paradox

• Can act in ways that seem contradictory

• Is very flexible and adaptable when facing tough calls

• Can combine seeming opposites like being compassionately tough, stand up for self without trampling others, set strong but flexible standards

• Can act differently depending upon the situation

• Is seen as balanced despite the conflicting demands of the situation.

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What is a KSA (Knowledge, Skills, Abilities)?Detailed individual knowledge, skills, and

abilities specific to the given classUsed to develop supplemental questions

for position, as well as specific technical questions for interview and performance management

Possible KSAs

Competency

Interpersonal Savvy

Basic knowledge

of Psychology

Basic social perceptiveness skills

Basic persuasion

skills

Problem sensitivity

ability

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What is a KSA (Knowledge, Skills, Abilities)?

• A technical body of information, usually factual or procedural in nature, needed to perform a task

Knowledge

• The proficiency to perform an observable task through the manipulation of data, things or people

Skill

• The capacity to perform a physical or mental task

Ability

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Examples of Broad KSAsKnowledge of Administration

and Management

• Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.

Critical Thinking Skill

• Skill in using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.

Information Ordering Ability

• The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).

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What is a Specific KSA statement?

Describes the specific factors of the broad KSAs which are relevant to the class:• Starts with a level

qualifier.• Does not use

abbreviations.• Should identify in

detail the KSA as it relates to the class

• Clear enough that a person with no knowledge of the class will understand what is required.

Specific KSA statements should answer these questions:

• What level of the KSA do we need?

• Are we looking for a Knowledge, Skill, or Ability?

• What are the specific, job-related details of the KSA we are trying to describe?

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What is a Specific KSA statement?

Intermediate…• What level of the KSA do we need?

… knowledge…• Are we looking for a Knowledge, Skill, or Ability?

… of administration and management best practices as they relate to front-line supervision.• What are the specific, job-related details of the KSA we are trying to describe?

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Specific KSA Qualifiers•Hi

gh school equivalent

•0-2 years of experience

Basic

•Associate’s/Bachelor’s degree


Intermediate

•Master’s degree


Advanced

•Ph.D./M.D.

•8+ years of experience

Expert

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Broad KSAs vs. Specific KSAs

Knowledge:

Broad: Knowledge of Personnel and

Human Resources

Specific: Basic knowledge of

the development

and use of behaviorally-

based interviews

Skill:Broad:

Technology design skills

Specific: Intermediate skill in HRIS

design

Ability:Broad: Oral expression

ability

Specific: Ability to tailor verbal information to different levels

of understanding

Note: When in doubt, provide more rather than less detail34

Examples of Specific KSA statements

•Intermediate knowledge of social psychology theories and principles as they apply to interpersonal interaction

Knowledge:

•Basic social perceptiveness skill

Skill:

•Advanced problem sensitivity ability

Ability:

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What is a Competency?

Knowledge

Skills

Abilities

Competency

Job Performance

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What is a Competency?

Competency 1

Competency 3

Competency 5

Competency 2

Job Performance

Competency 4

Organizational Success

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What is a Competency/KSA?

Job Performance

Interpersonal Savvy

Basic persuasion skills

Basic social perceptiveness

skills

Basic knowledge of Psychology

Problem sensitivity ability

Directing Others

Basic knowledge of administration and management

best practices

Basic speaking skills

Active listening skills

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Competency/KSA Generation

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Competency/KSA GenerationFocus on how it SHOULD be:







40

Competency/KSA Generation



ory Work outcomes









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Competency Generation

As a group: • Go through the Competency List

and select 10 job-related Competencies to include on the first tab of the Competency Entry Form.

• Select only the top 10 Competencies which are the BEST predictors of job performance in the given class.

• YOU MAY SELECT NO MORE THAN 10!

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KSA Generation

As a group: • Go through the KSA List and select

approx. 15 - 25 broad, job-related KSAs to include on the Competency Entry Form.

• Select only the those KSAs which are the BEST predictors of job performance in the given class.

• Go back through the list and develop more specific KSAs as appropriate by re-writing the broad KSAs on the second tab of the Competency Entry Form.

• The number of job-related KSAs varies by job.

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Competency/KSA Rating

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Competency/KSA Rating

As a group: SMEs review and finalize Competency/KSA lists

• Is Competency/KSA explicitly job relevant?• Are these Competencies/KSAs in excess of the SMEs’

Competencies/KSAs?• Is Competency/KSA worded okay as is?

• For KSAs – Is this KSA specific enough for the class?• Add additional Competencies/KSAs?

Explain Competency/KSA rating scales• Demonstrate rating process and provide an example

Individually: SMEs establish Job-Relatedness for each Competency/KSAIndividually: SMEs rate Competencies/KSAs on both scales

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Competency/KSA Rating (cont.)

• Select all of the O*Net Functional Areas for which each Competency/KSA is a predictor of job performance.

• Each of the Competencies/KSAs must be related to at least one O*Net Functional Area.

• Not all of the job-related Competencies/KSAs are related to all O*Net Functional Areas.

• This is why we use the O*Net Functional Areas as opposed to workflow oriented categories.

Establish Job-Relatedness for each Competency/KSA

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Competency/KSA Rating Scales

Is the Competency/KSA necessary for newly hired employees?

• Yes• No

To what extent is trouble likely if this

Competency/KSA is ignored in selection

(compared with other Competencies/KSAs)?• 1 = Very little or none

• 2 = To some extent • 3 = To a great extent• 4 = To a very great

extent• 5 = To an extremely

great extent

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Criteria for Using Competencies and KSAs for Selection

Clear majority of SMEs

vote ‘yes’ on

Necessary

Competency/KSA

scale

Overall average

of Competency/KSA Likely

Trouble scale is 2 or above

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Competencies/KSAs & MQs in the selection process

MQs are used to determine who is included on

the list of candidates

KSAs are used to generate

supplemental questions and filter the list

Competencies (and KSAs if

applicable) are used to

generate behaviorally-

based interview questions

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Generating a Position Posting

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Generating Supplemental Questions

• Used to filter the eligible candidate list

• Should come from the job-related KSAs for the class

• Should be selected as a means of specifically targeting the individuals who are most qualified for the position prior to the interview

• Can be “Yes/No” questions or limited choice questions

General Guidelines

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•All candidates are asked these questions, regardless of what class they are applying to.

Standard Question

s

•Ask about the candidate’s willingness to engage in certain position specific tasks or abide by certain position specific requirements.

Willingness

Questions

•Ask whether or not a candidate possesses a certain level of a KSA specific to the given position.

KSA Question

s52


Standard Questions• “I attest that I have read and do

meet the minimum qualifications for the position in which I am applying.”

• “In order to receive Veteran's Preference, have you verified that DOHR has a # 2 or # 4 copy of your DD Form 214 on file? If not on file, it must be received by DOHR within 48 hours.”

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Willingness Questions• “Are you willing and able to work in downtown Memphis?”

• “This position works a 6:00 pm to 7:30 am night shift with an every other weekend rotation. Will you be able to work this schedule?”

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KSA Questions• “Are you proficient in advanced applications

of Microsoft Word, to include generating a conditional mail merge document, automating repetitive tasks with macros, developing templates and forms, and linking forms to external sources?”

• “Do you have experience working with an intellectual and developmental disability population?”

• “Do you have knowledge of medical administration/clerical procedures and systems such as word processing, managing files and records, and medical terminology?”

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SME Meeting # 2 – Minimum Qualifications

Setting Minimum Qualifications (OPTIONAL)

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Define minimum qualifications

Explain criteria for establishing MQs, and how MQs & Competencies/KSAs will be used in selecting applicants

As a group: SMEs develop MQs

• Identify Education and Experience• Include possible combinations of education and

experience levels for substitution, if applicable

Setting Minimum Qualifications

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What are Minimum Qualifications (MQs)?

• The requirement(s) that must be satisfied to be considered for a classification.

• Determine if a candidate is on the list

• Candidates are considered on the MQs, but are compared in terms of Competencies/KSAs


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Minimum Qualifications

Necessary and Special

Quals

Experience - the “how” of the work

Education - the “why” behind the

work


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Criteria for establishing MQs:

• Legally mandated for the given job (optional)• Can be realistically expected to exist in the

pool of candidates• Does not exceed the MQs of current successful

employees• Directly linked to Functional

Areas/Competencies (aka, job related)• NOT influenced by the desire to artificially

increase or decrease candidate pool• NOT determined based on the existing

qualifications of incumbents or candidates who are being groomed for the position


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job analysis tennessee department of human resources 1

Documents

stated expected performance

tasks statements

appropriate task statement

organizational performance

essential tasks

tasks intro

expected output

work environment