Job Evaluation Guideline

8/10/2019 Job Evaluation Guideline

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Job Evaluation

Job Evaluation - What is it ?

Job evaluation is a practical technique, designed to enable trained andexperienced staff to judge the size of one job relative to others. Itdoes not directly determine pay levels, but will establish the basis foran internal ranking of jobs.

he two most common methods of job evaluation that have been usedare first, whole job ranking, where jobs are taken as a whole andranked against each other. he second method is one of awardingpoints for various aspects of the job. In the points system variousaspects or parts of the job such as education and experience requiredto perform the job are assessed and a points value awarded ! thehigher the educational requirements of the job the higher the pointsscored. he most well known points scheme was introduced by "aymanagement consultants in #$%#. his scheme evaluates jobresponsibilities in the light of three major factors ! know how, problemsolving and accountability.

Some Principles of Job Evaluation

&learly defined and identifiable jobs must exist. hese jobs will

be accurately described in an agreed job description. 'll jobs in an organisation will be evaluated using an agreed job

evaluation scheme. Job evaluators will need to gain a thorough understanding of the

job Job evaluation is concerned with jobs, not people. It is not the

person that is being evaluated. he job is assessed as if it were being carried out in a fully

competent and acceptable manner. Job evaluation is based on judgement and is not scientific.

"owever if applied correctly it can enable objective judgementsto be made.

It is possible to make a judgement about a job(s contributionrelative to other jobs in an organisation.

he real test of the evaluation results is their acceptability to allparticipants.


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Job evaluation can aid organisational problem solving as ithighlights duplication of tasks and gaps between jobs andfunctions.

Job Evaluation - The Future

's organisations constantly evolve and new organisations emergethere will be challenges to existing principles of job evaluation.)hether existing job evaluation techniques and accompanyingschemes remain relevant in a faster moving and constantly changingworld, where new jobs and roles are invented on a regular basis,remains to be seen. he formal points systems, used by so manyorganisations is often already seen to be inflexible. *ticking rigidly toan existing scheme may impose barriers to change. &onstantlyupdating and writing new jobs together with the time that has to be

spent administering the job evaluation schemes may become toocumbersome and time consuming for the benefits that are derived.

+oes this mean that we will see existing schemes abandoned or left tofall into disrepute )ill providers of job evaluation schemes examineand, where necessary, modify them to ensure they are up to date andrelevant *imply sticking rigidly to what is already in place may notbe enough to ensure their survival.

Job Evaluation - More

Job evaluation is essentially one part of a tripartite subject, which iscollectively referred to as Job *tudy -other names exist . he threeparts are Job 'nalysis / Job 0valuation ! the information collected isevaluated using a numerical scale or ranking and rating methodology/and 1erit 2ating ! 3*I definition -45%65 .

3*I definition ! 45%5$ 7 8'ny method ranking the relative worth of jobs which can then be used as a basis for a remuneration system9

It is essentially a comparative process.

Job evaluation evaluates selected job factors, which are regarded asimportant for the effective performance of the job, according to one ofseveral alternative methods. he resulting numerical gradings canform the basis of an equitable structure of job gradings. he jobgrades may or may not be used for status or payment purposes.
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Explanation:

Job 0valuation is concerned with measuring the demands the jobplaces on its holder. 1ost factors that contribute to this job pressure,e.g. physical strength required, knowledge of mathematics required,are assessed and the result is a numerical estimate of the total jobpressure. )hen evaluations are carried out on all hourly paidpersonnel the technique:s uses include establishing relative wage ratesfor different tasks. It is possible to use it for all grades of personnel,even senior management.

Illustration:

he ime *pan of +iscretion is an interesting and unusual method of job evaluation developed by 0lliot Jaques for the ;lacier 1etal

&ompany. In this method the job pressure is assessed according to thelength of time over which managers decisions commit the company. 'machine operative, for example, is at any moment committing thecompany only for the period needed to make one product unit orcomponent. he manager who buys the machine is committing thecompany for ten years.

2eferences< Job 'nalysis 1erit 2ating ! 3*I definition -45%65

=urther reading< >3?I Job 0valuation report >o. @4 ! *upplement

'uthor< 2oger 0dgell

Job nal!sis

Job 'nalysis< 3*I definition -445AB ! the determination of theessential characteristics of a job in order to produce a job specification-3*I definition 455#5 .

0ssentially the process of examining a job to identify its componentparts. he detail and approach may vary according to the purpose forwhich the job is being analysed, e.g. training, equipment design,workplace layout -; .

"ationale:
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Information on job content is useful to a company for a large numberof applications. he ?ersonnel Cnit needs data for recruiting/ &ostingneed information for establishing labour standards/ other corporatemanagement services units require information for organisationmanuals, job evaluation, salary grading and so on. he information

required is collected by a Job 'nalyst, trained in the informationgathering technique. his is usually by interview and can be supportedby questionnaires and examination of existing records. In anintegrated job study scheme, the job analysis will be used as a basisfor all applications, but it is possible to limit the data collection andsubsequent analysis to the needs of only one or two applications, e.g.a job description -3*I definition ! 455AD for recruitment will requireless data than a detailed job specification -q.v. for a job evaluation -3*I definition ! 45%5$ scheme. he word analysis has a doublemeaning in this context. =irstly you consider the detailed operations ofwhich the job consists and secondly you consider the physical andmental pressures involved in carrying out the job.

Illustration:

' job analysis for a ransport 1anager would consider the road, rail,sea and air responsibilities, the tonnage moved, the responsibility fordecision!making in breadth and depth, the amount of resourcescontrolled and so on.

CUPE/UBC JOB EVALUATION MANUALFactor 1 Knowledge Factor 2 Learning Experience Factor 3 Judgement Factor 4 Consequence of Error Factor 5 Financial esponsi!ilit" Factor # esponsi!ilit" for $oods% &ools% Equipment and 'oftware Factor ( 'uper)ision of *t+ers Factor , Contacts Factor - .or/ing En)ironment Factor 10 a ards Factor 11 exterit" Factor 12 +"sical Effort Factor 13 ental Effort

Factor # $no%le&'e
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his factor measures the general knowledge and specialized orvocational training necessary to comprehensivel! un&erstan& the%or( elements) involved to perform the job duties in a satisfactorymanner.

he degree levels are expressed in terms of formal education orequivalent. his does not mean that a designated amount of formaleducation is an absolute necessity.

Enowledge is usually gained as the result of time spent in schools,vocational centres, community colleges, universities or other formalinstruction programs. "owever, similar levels of achievement can beobtained through related experience, courses or self!improvement.

Degree Definition Degree Definition

# 0lementary school orequivalent training %wo years post secondary

or equivalent training

5 ?artial high school orequivalent training Bhree years post secondary

or equivalent training

4 =ull high school orequivalent training D=our years post secondaryor equivalent training

6Fne year postsecondary or equivalenttraining

@=ive or more years postsecondary or equivalenttraining

G comprehensivel! un&erstan& the %or( elements refers to suchthings as coordination capability and supervisory skills, or theaccumulation of knowledge of work methods and Htricks of the trade.H

=actor # >otes to 2aters
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Factor * +earnin' Experience

his factor measures the characteristic amount of time it takes anaverage individual -who has already completed the appropriatetheoretical knowledge, specific education and specialized trainingunder the knowledge factor to obtain the practical work experiencerequired to perform the job duties adequately.

The minimum learnin' experience) is normally less than theamount of learning experience possessed by incumbents, since itrefers to the Hlearning curveH function of learning experience and not

total personal experience.

Assess compressed time by dividing the reasonable amount ofelapsed or real time by 3.

Degree Compressed Time Elapsed / Real Time

# Cp to B months Cp to # years

5 Fver B months and under #yearFver # years and under 4years

4 Fver # year and under #yearsFver 4 years and under 6years

6 Fver # years and under 5yearsFver 6 years and under Byears
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% Fver 5 years Fver B years

minimum learnin' experience refers to time spent on relatedwork or lesser positions and the breaking!in time or training period onthe job itself learning the techniques, methods, practices, procedures,use of forms, and routines, etc., needed to become competent.

=actor 5 >otes to 2aters

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Factor , Ju&'ementhis factor measures the requirement of the position to exercise

judgement in making decisions and carrying assignments within theparameters and constraints of the position. -i.e., the choice of actionwhich is within the scope of the job duties

Degree Definition Nature of ituationsTypically Encountered

#&as/s are clearl" defined6Little or no latitude exists for exercising

7udgementost pro!lems are referred to super)isor6

Little planning required6 &as/s arranged !"ot+ers6

2epetitive and identical innature.

5 8ssignments are co)ered !" well defined

met+ods and procedures6'ome latitude exists for organi ing wor/ or

exercising 7udgement wit+in esta!lis+edguidelines6

ost unusual pro!lems are referred to t+esuper)isor6

*imilar in nature withchoice among limitedalternatives. -i.e., there is adefinite pattern tosituations encountered.2equired data andinformation is available orobtainable.
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4 8ssignments are co)ered !" !roadl"

esta!lis+ed met+ods and procedures orstandards of accepted practices6 owe)er% some

7udgement is required in adapting t+eseguidelines to get t+e desired end result6

&+e exercise of 7udgement is a normal

requirement !ut is restrained !" programo!7ecti)es6

irection is soug+t w+en apparent solutionsto pro!lems are not wit+in t+e intent ofesta!lis+ed practices6

+iffering in nature,requiring search forsolutions among severalalternatives. -i.e., theremay be certain intangibles,uncertainty or missinginformation to assess andconsider.

6 8ssignments frequentl" in)ol)e modif"ing

esta!lis+ed met+ods or procedures% recogni ingand anal" ing pro!lems9situations and usingtrou!le s+ooting tec+niques to reac+ solutions or de)ising new courses of action wit+in t+e intentof existing programs% legislation or professionalstandards6

&+e exercise of 7udgement is extensi)e andis complicated !" t+e need to consult andcoordinate action plans6

'uper)isors are a)aila!le in relation toadministrati)e matters% and ma" !e consulted onprofessional9clinical9tec+nical matters% !utsolutions are not normall" expected during suc+discussions6

ariable in nature, requiringanalytical, interpretativeand evaluative thinking.-i.e., there are significantintangibles anduncertainties to consider.

% 8ssignments in)ol)e de)elopment of

solutions to di)erse and interrelated pro!lems%often +a)ing conflicting requirements% affectingan indi)idual or affecting specific policies orprograms6

&+e exercise of 7udgement is extensi)e andin)ol)es complex issues6

Consultation will usuall" ta/e place in a peer group or interdisciplinar" team re)iew6

=actor 4 >otes to 2aters

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Factor .onse/uence of Error

his factor is used to measure the consequence of making errors in judgement.
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&onsider the consequences on C3& of making judgemental errors inthe decision making process.

Degree !ncorrect or inappropriate recommendations" decisions"or actions could have the follo#ing conse$uences on%&C .

#Little effect on financial costs and9or

Little effect on ser)ice to t+e pu!lic6

5*!)ious consequences on financial costs

8d)erse client% patient% or pu!lic relationseduced ser)ice to t+e pu!lic

equires inter)ention to deal wit+ repercussions6

4'erious% usuall" s+ort term consequences'ignificant financial costs

educed or impaired ser)ice to t+e pu!lic:egati)e media reaction

equires inter)ention !" +ead of t+e department to deal wit+ repercussions6

6a7or% frequentl" long;term consequences


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Degree Definition

#

:o responsi!ilit"6

5andling or processing cas+% purc+ase requisitions% c+eques% !onds% etc6

esponsi!ilit" for initiating requests or aut+ori ing t+e pa"ment of materials deli)ered orser)ices rendered6

4 'igning aut+orit" to ma/e expenditures or reco)eries according to detailed written

procedures6

6 8dministering a !udget or contract6

8ut+orit" to sign official >ni)ersit" contracts6

% Financial forecasting and ma/ing recommendations !ased on t+ose forecasts6

=actor % >otes to 2aters

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Factor 1 "esponsibilit! for 2oo&s3 Tools3E/uipment an& Soft%are

his factor measures the responsibility to operate, handle, adjust,adapt or maintain goods, tools, equipment and software.

Degree Definition

# :o responsi!ilit"
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5 esponsi!le for !asic care and +andling of goods% tools%

equipment and software6

4 esponsi!le for doing prescri!ed maintenance and9or ma/ing

modifications9ad7ustments required to do t+e 7o!6

=actor B >otes to 2aters

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Factor 4 Supervision of 5thers

his factor measures the continuing responsibility the incumbentassumes for the supervision and direction of staff. &onsider thefollowing the nature of supervision given that is either direct orfunctional

Degree Definition

#.or/ does not +a)e t+e requirement to exercise super)ision6

*ccasionall" ma" explain wor/ procedures to new or inexperienced emplo"ees6

5 he job may involveotes to 2aters
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Factor 6 .ontacts

his factor measures the responsibility for effective handling ofpersonal contacts with students, faculty, other staff, members of otherorganizations and with the general public. &onsideration should begiven to the nature and purpose of such contacts.

he following characteristics of the work are to be considered inselecting a degreeotes to 2aters

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Factor 7 Wor(in' Environment

his factor measures the frequency of exposure to undersirable ordisagreeable environmental conditions under which the work isperformed.

2efer carefully to the Notes To Raters for the characteristics of thework to be considered before selecting a degree.

Degree E(posure to Disagreeable )or*ing Conditions

# 8lmost no exposure to disagreea!le conditions6

5 *ccasional exposure to minor disagreea!le conditions6

4Frequent exposure to minor or

*ccasional exposure to ma7or disagreea!le conditions6

6 8lmost continuous exposure to minor or
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% 8lmost continuous exposure to ma7or +a ards or safet" requirements6

=actor #A >otes to 2aters

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Factor ## ;exterit!

>otes to 2aters

his factor measures the level of dexterity required by a job. helevels of manual dexterity are determined by considering the elementsof handKeye or handKfoot coordination. 1ovements can be eithercoarse, medium or fine.

Degree Coordination of -ovements Re$uired by Employee

# &as/s do not demand coarse% medium or fine mo)ements6

5 &as/s demand coordination of coarse mo)ements6

4 &as/s demand coordination of medium mo)ements6

6 &as/s demand coordination of fine mo)ements6

=actor ## >otes to 2aters

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Factor #* Ph!sical Effort

his factor refers to the physical fatigue that results from performingthe duties of the job. &onsider the following characteristics of the work

in selecting a degreeotes to 2aters

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Factor #, Mental Effort

his factor refers to the mental, visual andKor auditory fatigue thatresults from performing the duties of the job. he frequency andduration of mentalKsensory concentration is what determines the
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fatigue. he following characteristics of the work are to be consideredin selecting a degreeotes to 2aters

THE HAY GUIDE CHART-PROFILE METHOD OF JOBEVALUATION

General Use of the Hay Scheme&+e nature of 7o! e)aluation sc+emes is suc+ t+at onl" t+ose sc+emes t+at compare 7o!s against 7o!sare uni)ersall" applica!le at an" le)el in an organisation6 &+e a" sc+eme +as found widespreadacceptance !ecause it?; B is !ased on t+e step difference principle B it measures an" 7o! from office 7unior to t+e C+airman B will relate different cultures and st"les of organisation and B is effecti)e in all mar/et sectors6
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Consequentl"% it is now used !" more organisations on a worldwide !asis t+an an" ot+er single t"pe ofe)aluation sc+eme6 a" +as o)er 1000 consultants wor/ing from (# offices in 3# countries around t+eworld6 Dn t+e ritis+ Dsles% t+e a"$roup are wor/ing wit+ o)er 1000 clients6 .+ere)er t+e a" $uideC+art; rofile et+od of Jo! E)aluation is used it emplo"s a num!er of well tried procedures and rules6

Procedures 16Jo!s must !e properl" understood !efore t+e" can !e e)aluated +ence% good qualit" information is

required in t+e s+ape of 7o! descriptions w+ic+ ma/e t+e content and context of t+e 7o! clear6

26Jo! e)aluation is a 7udgmental% not a scientific% process t+us e)er" effort must !e made to minimisesu!7ecti)it"6 &+is is ac+ie)ed !" +a)ing people wit+ /nowledge of t+e sector% function or organisationin)ol)ed and !" +a)ing a num!er of factors to ma/e 7udgements a!out6

36&+e tas/ of t+e e)aluators is to ma/e consistent 7udgements and t+e use of t+e e)aluation met+od ist+e tool w+ic+ ena!les t+is to +appen6

46Eac+ e)aluation is c+ec/ed using t+e profiling tec+niques6

568s patterns of relati)ities !egin to emerge t+e" are re)iewed on t+e !asis of reason and fairnessusing t+e step difference and profile tec+niques to clarif" 7udgements6

#6Eac+ decision is properl" recorded in order t+at t+e reasoning is documented for future use w+enmaintaining t+e sc+eme as 7o!s c+ange% or dealing wit+ appeals w+en 7o! +olders consider t+ee)aluators are at fault6

Rules 16Dt is 7o!s t+at are e)aluated not 7o! +olders6

26&+e e)aluation is !ased on a full" accepta!le le)el of performance !" occupants of t+e

7o!636&+e 7o! is e)aluated as it exists toda"6

46 resent pa"% status or grading are not rele)ant6

56Jo!s can onl" !e e)aluated if t+e" are understood6 &+e a" $uide C+art; rofile et+od +as !een de)eloped empiricall" o)er a period of 50 "ears and+as a num!er of /e" features?;

aA t+e t+ree elements common to all 7o!s w+ic+ facilitate comparison !A t+e step difference principle% w+ic+ is t+e tool of comparison

cA t+e numerical scale for relating different le)els of 7o!s and dA t+e profiling tec+nique for c+ec/ing t+e consistenc" of eac+ e)aluation6

The Common Element &+ere are a num!er of different met+ods of 7o! e)aluation6 'ome compare w+ole 7o!s% t+e ma7orit"loo/ at factors or elements w+ic+ are common !etween 7o!s% suc+ as /nowledge% s/ills% experience%


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mental effort and responsi!ilit"6 &+e a" sc+eme is !ased on t+e anal"sis of t+ree common elements%eac+ element !eing measured on a separate guide c+art w+ic+ is set out li/e a grid6 &+e elementsare?; B K:*.; *. &+e sum total of e)er" /ind of capa!ilit" or s/ill% +owe)er acquired% needed

for accepta!le 7o! performance6

B * LE '*L


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Job descriptions, as a management tool, can greatly simplify an organization's humanresource management.

' job description clarifies work functions and reporting relationships,helping employees understand their jobs. Job descriptions aid in

maintaining a consistent salary structure. ?erformance evaluationsmay be based on job descriptions.

)ell written duty statements contain action words which accuratelydescribe what is being done.

+uty statements should focus on primary, current, normal, daily dutiesand responsibilities of the position -not incidental duties, anemployee:s qualifications or performance, or temporary assignments .2elated or similar duties should be combined and written as onestatement.

0ach duty statement should be a discreet, identifiable aspect of thework assignment, described in one to three sentences, and should beoutcome!based, allowing for alternate means of performing the duty,changes in technology, preferences of employees and supervisors, andaccommodations of workers with disabilities, without altering thenature of, andKor the duty itself.

0xamples of duty statements areine M #iley, GD 3. &he most recentversion of >J) uses seven scales to describe what workers do in !obsK 2 3 &hings, 2:3
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ata, 2?3 %eople, 2B3 #orker +nstructions, 2A3 easoning, 2 3 -ath, and 2D3 6anguage.8ach scale has several levels that are anchored with specific behavioral statements andillustrative tasks. 6ike other !ob analysis instruments, >J) is a methodology for collecting

!ob information. #hile it was used for many years as a part of the "&, the epartmentof 6abor is replacing the "& with "N/8& and will not be using >J) in "N/8&. &here isno current database of !obs 2other than the "&3 containing >J) data for !obs in thenational economy.

-"()+C &he "ffice of %ersonnel -anagement 2"%-3 is in the process of developing a database of information on federal !obs using -ultipurpose "ccupational (ystems )nalysis+nventory1Closed 8nded 2-"()+C3. &oward that end, "%- has been conducting a seriesof occupational analysis pro!ects, each pro!ect handling a different set of occupations2e.g., clerical, managerial, etc.3. 8ach !ob analysis inventory used to collect data for"%-'s system includes a variety of descriptors. &he two primary types of descriptors ineach questionnaire are tasks and competencies. &asks are rated on importance andcompetencies are rated on several scales including importance and requirement for entry.&he -"()+C database is intended to include all government occupations. Clerical,technical, and managerial !ob sections are complete. +nformation on the reliability of-"()+C questionnaires has not been reported.

"ccupational)nalysis+nventory2")+3

&he "ccupational )nalysis +nventory 2")+3 contains D Owork elements.O +t wasdesigned to yield more specific !ob information than other multi1!ob questionnaires suchas the %) while still capturing work requirements for virtually all occupations. &hema!or categories of items are five1foldK 2 3 +nformation eceived, 2:3 -ental )ctivities,2?3 #ork =ehavior, 2B3 #ork 0oals, and 2A3 #ork Context. ")+ respondents rate each !obelement on one of four rating scalesK part1of1!ob, extent, applicability, or a special scaledesigned for the element. &he ")+ has been used to gather information on ,B@@ !obsselected to represent five ma!or occupational categories. eliabilities obtained with the")+ have been moderate, somewhat lower than those achieved with the %) .

%osition)nalysis

uestionaire2%) 3

&he %osition )nalysis uestionnaire 2%) 3 developed by -cCormick, Jeanneret, and-echam 2 GD:3 is a structured !ob analysis instrument to measure !ob characteristics andrelate them to human characteristics. +t consists of GA !ob elements that represent in acomprehensive manner the domain of human behavior involved in work activities. &heitems that fall into five categoriesK

. +nformation input 2where and how the worker gets information3,:. -ental processes 2reasoning and other processes that workers use3,?. #ork output 2physical activities and tools used on the !ob3,B. elationships with other persons, andA. Job context 2the physical and social contexts of work3.

"ver the course of many studies, %) researchers have aggregated %) data forhundreds of !obs; that database is maintained by %urdue niversity. ) wealth of researchexists on the %) ; it has yielded reasonably good reliability estimates and has been linkedto several assessment tools.

http


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tied to types of occupationsK managerial, service, and technical occupations. &he #%( iscomputer1administered on1site at a company. +t contains a structured questionaire whichmeasures ability and personality attributes in areas such as 9earing (kills, (ight, &aste,(mell, &ouch, =ody Coordination, *erbal (kills, /umber (kills, Complex -anagement(kills, %ersonality, and &eam ole. (aville M 9oldsworth aggregates information

provided by users into a database when users make those data available. (aville M9oldsworth does not require #%( users to submit their data.

&opyright O #$$@, #$$$, 5AAA, 5AA# hr!guide.com 'll 2ights2eserved.

*end questions or

Current Occupat !na"Ana"#$ $ %#$te&$

his appendix describes current occupational analysis systems in moredetail than is provided in the main text. &ategoryKenumerativesystems are presented first followed by descriptions of six illustrativedescriptive analytic systems.

CATEGORY/ENUMERATIVE %Y%TEM%

I%CO-''

he I*&F system uses two key concepts< job and skill. Job isdefined as Ha set of tasks and duties executed, or meant to beexecuted, by one person.H *kill is defined as Hthe ability to carry outthe tasks and duties of a given job.H Fperationally, four levels of skillare defined, entirely in terms of achieved education. he lowest levelapproximates primary school -about sixth grade in Cnited *tates , thesecond approximates secondary school -about the twelfth grade inCnited *tates but includes apprenticeships, the third approximatescollege education but not obtaining a degree, and the fourth includesundergraduate and graduate college education -International NabourFffice, #$$A


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he I*&F!@@ structure is hierarchical, with #A major groups at thetop, 5@ submajor groups, ##B minor groups, and 4$A unit groups.0ight of the #A major groups are categorized at one of the four skilllevels -Harmed forcesH and Hlegislators, senior officials and managers,Hwere not so categorized . =or example, all occupations in the major

group HclerksH are categorized at the second skill level, and all those inHelementary occupationsH are at the first level. 'll descriptions areverbal, and no quantitative data are provided. 0ach major group,submajor group, and minor group is described by a general dutydescription and a list of tasks -usually no more than a brief paragraphin length . he lowest level Hunit groupsH also include names ofHexample occupationsH and related occupations, in addition to thegeneral duty and task list descriptions.

his development of this structure was Hcarried out in line with therecommendations and decisions of the hirteenth and =ourteenthInternational &onferences of Nabour *tatisticians, held at theInternational Nabour Fffice, ;eneva, in #$@5 and #$@DH -InternationalNabour Fffice, #$$A


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similar sets of tasks. In #$$4, changes likely to be made to '*&F wereseen as including -1adden and am, #$$4 isi et al., #$@D , and results that aretoo general in nature to specify the type of work actually done in a job.

In response to the criticism that the ?'L is too heavily weightedtoward blue!collar occupations, in #$@B the ?'L(s authors introduced asecond worker!oriented instrument called the ?rofessional and1anagerial ?osition Luestionnaire -?1?L . +esigned for analysis ofmanagerial, scientific, technical, and staff jobs, the ?1?L consists of$@ items assessing B job functions -planningKscheduling, processing ofinformation and ideas, exercising judgment, communicating,interpersonal activities and relationships, and technical activities ,personal requirements -e.g., education and training required , andother information -e.g., personnel supervised . 's with the ?'L,computerized scoring services and normative data are also availablefor the ?1?L.

F"e $(&an J! Ana"#$ $ %#$te&

he =leishman Job 'nalysis *ystem -=J'* is based on extensiveexperimental and factor analytic research on the nature of humanabilities -=leishman and Luaintance, #$@6 . &onducted over a 6A!yearperiod, this research program consisted of a wide variety of laboratorytasks designed to elicit performance from subjects drawing on one ormore hypothesized underlying abilities. ask batteries weresystematically varied to hone in on specific abilities and to delineate

the boundaries of their application. hus, the research linked taskcharacteristics to ability requirements to produce the =leishmanaxonomy of "uman 'bilities. he =leishman taxonomy provides

detailed descriptions of %5 abilities, including cognitive -e.g., oralcomprehension, number facility , physical -e.g., explosive strength,arm!hand steadiness , psychomotor -e.g., rate control, reaction time ,and sensory!perceptual -e.g., depth perception, speech recognitiondomains. >ine social!interactive abilities -e.g., persuasion, persistence


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and #4 job skills and knowledge -e.g., mechanical knowledge, drivingare the most recent additions -=leishman, #$$5 .

' measurement system was also developed to evaluate jobs andtasks for their requisite abilities. he ability requirement scales

-=leishman, #$$5 provide definitions, additional information todifferentiate each ability from other similar abilities in the taxonomy,and D!point behaviorally anchored rating scales to aid subject matterexperts in estimating the amount of each ability needed to successfullyperform a job or task. If tasks are rated, an ability profile for a job canbe taken as an average -or weighted average, e.g., by taskimportance of abilities required across tasks. 2eliability and interrateragreement are well established -see =leishman and 1umford, #$@@ ,as is the construct validity of the taxonomy and methods -=leishmanand 1umford, #$@$ . he =J'* has been especially useful in thedevelopment of valid tests linked to job requirements -=leishman and1umford, #$@@, #$@$ .

Occupat !na" Ana"#$ $ In.ent!r# an) t(e Genera" !r0 In.ent!r#

he Fccupational 'nalysis Inventory -F'I is designed to be morerelevant to occupational education and guidance, rather than toapplied problems in the work setting, which are the focus of systemslike the position analysis questionnaire -&unningham et al., #$@4 . heinventory includes B#D items, called Hwork elements,H divided acrossthe five categories of information received, mental activities, workbehavior, work goals, and work context. 0ach item is rated on one offour scales< significance, extent, applicability, or a special scale for thatelement. he three nonspecific scales are relative ratings withadjectivally anchored scale points, e.g., Hto a very small extentH at thelower end of the extent scale and Hto a great extentH at the higherend. he F'I is characterized as a research tool and it is stated that itis Hadvisable for the F'I job rater to have college!level readingcomprehension, plus some preparatory orientation and practice withthe instrumentH -&unningham, #$@@


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validity of the F'I have been conducted, including the comparisons ofclusters of occupations obtained with the F'I on several tests andinventories -B@ of the $5 measures showed statistically significantdiscrimination between the clusters , the prediction of meanoccupational scores on the ;eneral 'ptitude est 3attery using F'I

factor scores, -median cross!validated multiple correlations were .BAfor mental and .56 for motor abilities , bivariate correlations betweenF'I attribute!requirement estimates and mean scores of jobincumbents -statistically significant correlations at the .A% level werefound for 4@ of %% analyses , and analyses of variance to relate F'Ineed!requirement estimates to job satisfaction scores -#5 of #%analyses provided supporting evidence .

he F'I shows generally excellent measurement characteristics,when it is applied in the recommended manner!!using collegeeducated, trained analysts. 1ost of the reported empirical work hasbeen conducted using Hpaper jobs,H that is, written job descriptionsfrom the C.*. 0mployment *ervice. It is not clear that it would work aswell if used in the field by job incumbents, supervisors, or otheroccupational experts, many of whom would not be college!trained orbe available for special training on the F'I.

' replacement for the F'I, the ;eneral )ork Inventory -;)I , isshorter and written less technically and could be a more practicalalternative for large!scale data collection. his instrument wasdeveloped for use by Hany literate respondent who is familiar with the

job to be analyzedH -&unningham et al., #$$A


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car, van, or light truck. Items are rated on scales of time spent,importance, and effect of poor performance. ?art two, job context,addresses 5@ topics, such as education, training, and experience levelsneeded to perform the job, responsibility for financial resources, typesof interpersonal contact, and job!related travel.

;oals for the system include providing an integrated and user!friendly system for job analysis and providing a knowledge base thatcan serve as the basis for matching people to jobs. )orker attributesare inferred from task ratings using an expert system derived fromratings of attribute!task linkages provided by experienced occupationalpsychologists. In addition to person!job match, this information base isintended to support such human resource applications as jobdescriptions, job classification, performance appraisal criteria, jobdesign, and human resource planning.

's is the case with the &1L, the )?* is a recent product that doesnot yet have a substantial professional literature concerning its usage.Its objectives as stated by its developers are ambitious, providing acomprehensive methodology for building human resource systems.

N!te

# >ot B%, as might be expected, since some of the possible cells are not usedbecause of inadequate sample sizes for purposes of statistical reporting. 'lower bound of %,AAA job incumbents in the population was set for inclusion of an occupation.

U$e$ !1 t(e J! De$cr pt !n 2 J! Ana"#$ $B# A&aren)ra B(u$(an

*ummary< 1any companies and managers use job descriptions and job analysis to set employee goals and objectives, so they are tied intothe needs of the work unit or company. In this article, you(ll learn what
http://books.nap.edu/html/occup_analysis/app_B.html#REF1%23REF1http://ezinearticles.com/?expert=Amarendra_Bhushanhttp://books.nap.edu/html/occup_analysis/app_B.html#REF1%23REF1http://ezinearticles.com/?expert=Amarendra_Bhushan


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job descriptions -and job analysis are, their uses and applications,and how they can be used to improve performance.

)hat is job analysis 3efore we can discuss job descriptions, it isimportant to understand the distinction between descriptions andspecifications.

Job analysis is the combination of job descriptions and jobspecifications. =or simplification purposes, HspecificationsH are the skillsand background necessary to perform the responsibilities of the job.*ince specifications are often a matter of conjecture andKor judgment,we have often advised that they not be listed on a job description and,if they are, that they have been determined by more than one person

with the help of a professional analyst.

-'n example is pertinent< oo often we(ve seen H3achelor(s +egreerequiredH written on a job description, and just as often a bachelor(sdegree is not necessary to do the job. "owever, three years(experience in the particular position may indeed be necessary. 0venthen we suggest that the specification be listed as H4!% yearsexperience required.H 'lways leave yourself Hworking room.H heformer, i.e., 3.'., may be Hdiscriminatory/H the latter is acceptable.

)hat is a job description ' job description is HsimplyH a list ofresponsibilities and functions that are required in a particular position.-Job descriptions are often called position descriptions, and moreappropriately so because like jobs can be combined into onedescription, i.e., clerk, secretary, executive secretary. 0achresponsibility should start with a verb which describes the activity.

hese verbs should be HstandardizedH or understood by those usingthe descriptions and the person doing the job.

*ome examples of the more commonly used verbs are< analyzes,approves, authorizes, conducts, controls, coordinates, develops,

evaluates, expedites, inputs, maintains, operates, performs, plans,recommends, schedules, supervises, trains, and verifies. here arehundred of such verbs and by using such terms that most peopleunderstand, one minimizes the chances that the responsibilities will bemisinterpreted or misunderstood.

"ow do we get the information Csually, especially for exemptpositions, information about a position is obtained by interviewing the


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incumbent. =or nonexempt positions, interviewing might take place,but usually the information is obtained through the use of aquestionnaire.

he questionnaire form cannot be duplicated on this page, but the

contents are as followsame '> 2ev. @K4#K$% 20?F2 * F< ?&ontroller

?2I1'2S =C>& IF>< 0xternal reporting including *0& forms #AL M#AE, F * =2, and the 3ank(s audited financial statements. 1aintainsthe 3ank(s departmental budgeting system. ?erforms complex monthclose procedures including testing interest income and expensereasonableness and accounting for 13* investments. ?erforms specialprojects as assigned.

'. +epartmental 2esponsibilities

Fperational 'ccounting

a. ?erforms monthly interest income and expense reasonablenesstests.

b. 'ccounts for monthly ?MI payments on mortgaged!backedsecurities.

c. Cpdates monthly departmental budget templates.

d. 2eviews fixed asset schedules quarterly.

e. 2eviews monthly back reconciliations.

f. 2eviews month!close procedures and performs a detailed analyticalreview.

g. Cpdates operating expense budget bi!monthly.

=inancial 2eporting

a. &onducts quarterly =2 reporting.


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b. ?repares *0& forms #AL and #AE.

c. &ompletes schedules required for quarterly report to shareholders.

d. ?repares financial statements for the quarterly report to

shareholders.

e. &ompletes templates for investor publications such as 1oodys, *M?.

f. 2esponsible for completing the 3ank(s audited financial statementsand annual report.

Fther

a. Cpdates risk assessment requirements for internal audit on anannual basis.

b. 'ccounts for executive retirement plans bi!annually.

c. Cpdates and revises loss study in July and +ecember.

d. 1onitors and controls expense items as part of analytical review ofmonth!end financials.

e. 1aintains specific internal control procedures within the department.

f. &onducts daily wire procedures and implements and changes neededto wire processing.

Information *ystems

a. 1anages all service bureau maintenance and documentationrequirements.

b. ?erforms various computer!related tasks including< systemsproblems, enhancements or conversions with service bureau/addresses various I*& related problems.

c. 'dministers 3ank(s remote reporting requirements.

=inancial 2eporting

a. ?repares the monthly 3oard 2eport and =23 &ollateral 2eport.


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b. 'ssists in preparing for the 3ank(s annual financial statement audit.

&ash 1anagement

a. 1anages daily liquidity needs.

Fther duties as required.

1eet 'marendra 3hushan, ' leading *trategic "uman 2esource&onsultent, 13' from 'merican university of athens, greece, alsoediting he 0uropean journal of >2I finance magazine 2I3C>0 .

's one of the leading article writer, and corporate hotel professional.'dvisor to various organizations and hotels. "e is an elected memberof south Indian hotel and restaurant federation. >ow staying at city of'thens ;reece

Job Evaluation Guideline

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