ACTION RESEARCH

Pegasus86

Chapter5_Job-and-Task-Analysis.pdf

Home >Human Resource Management homework help >ACTION RESEARCH

A Practical Guide to Needs Assessment, Third Edition by Catherine M. Sleezer, Darlene F. Russ-Eft and Kavita Gupta

Reprinted for Personal Account, Purdue University Global

[email protected]

Reprinted with permission as a subscription benefit of Skillport, http://skillport.books24x7.com/

http://skillport.books24x7.com/

Chapter Five: Job and Task Analysis

Purpose

This chapter will enable you to accomplish the following:

n Define a job and task analysis.

n Recognize when to use a job and task analysis.

n Recognize benefits and drawbacks of the approach.

n Identify critical success factors for doing a job and task analysis.

n Identify key elements, including job responsibilities and job tasks.

n Examine three phases for conducting a job and task analysis.

n Identify shortcuts to the process.

n Examine how a job and task analysis was conducted at Boehringer Mannheim Corporation.

Related Toolkit Job Aids

The following job aids for use with the material in this chapter are available in the Needs Assessment Toolkit, which can be found in Section Four of this book:

n Job Analysis Questionnaire

n Job Training and Non-Training Recommendations I (Professional/Supervisory/Management)

n Job Training and Non-Training Recommendations II (Administrative)

n Job Task Analysis Checklist

Overview

Jobs and tasks are common in for-profit and not-for-profit organizations, government agencies, and communities. A job is defined as anything a person is expected to do, while a task is a piece of work that is expected of a person. Some jobs and tasks are paid; some are not. Examples of community jobs include first responder, volunteer fire-fighter, and community worker.

Job analysis is a method for gathering, organizing, evaluating, and reporting work-related information (Brannick & Levine, 2002; Butruille, 1989; Fine & Cronshaw, 1999). Task analysis is a method for determining the knowledge, skills, tools, conditions, and requirements needed to perform a job (Callahan, 1985; Shepherd, 2001). Although some people consider these separate types of analyses, we combine them because of their similarities. The primary objective of a job and task analysis is to gather information about the scope, responsibilities, and tasks for a particular job function or functions.

Information from a job and task analysis is useful in preparing job profiles or position descriptions. Job and task analysis also provides the foundation for training and development programs that are based on the work that is actually done.

Doing a job and task analysis helps people gain a clearer picture of what specific jobs entail and what is expected. It also helps supervisors and managers establish criteria for job performance and thus lay a foundation for performance management and career planning systems.

Undertaking a job and task analysis is not as difficult as it appears. After you understand what it is and how it is done, the analysis can usually be accomplished without problems. The amount of time required to complete a job and task analysis can vary from a few days to several months. The amount of time that such a project takes depends on the number of job analyses that must be developed, recognizing that each position can encompass many different jobs and tasks.

When to Use

A job and task analysis is most valuable under the following circumstances:

n When new or existing job descriptions or position profiles for managerial and non-managerial jobs must be developed as part of a performance management system

n When jobs must be redesigned and tasks (including the requisite knowledge, skills, attitudes, and behaviors) for each job identified

n When a consistent set of training requirements must be created, especially those involving highly technical or specialized job functions

n When specific knowledge, skills, and behaviors must be identified for testing and certification purposes

A Practical Guide to Needs Assessment, Third Edition

Page 2 / 12

Benefits and Drawbacks

Conducting a job and task analysis has several benefits for an organization:

n It stimulates buy-in and interest, because people are directly involved in defining their jobs and tasks.

n It provides supervisors with a profile of the skill sets that are necessary for people to perform competently in a given job function.

n It serves as a basis for distinguishing the skill requirements of various job classifications or levels within a position (such as entry-level versus senior positions).

n It serves as a benchmark for determining what additional knowledge, skills, attitudes, and behaviors people must acquire to move across categories or upward within a job category.

n It supports the growth and professional development of people within an organization.

n It can provide the foundation for community development and international development efforts.

The approach has drawbacks:

n It does not take into account external factors that may affect performance.

n It may not take into account different cultures and cultural issues.

n It takes extensive time and commitment.

n It is costly.

n When this approach is conducted as a foundation for community or international development, remember that jobs and tasks with the same names are often performed in differing ways. For example, the job of a community organizer differs across communities encompassing different tasks. In order for the needs assessment to reflect how the work is actually done, these differences must be reconciled before the needs assessment is conducted

Critical Success Factors

A few prerequisites are crucial to the successful completion of a job and task analysis project or initiative:

n Support from senior management or senior officials

n Availability of both human and monetary resources

n A stable environment (It is difficult to question people about their jobs during downsizing, mergers, or takeovers; furthermore, the jobs and tasks may be changing.)

n Open communication about why the analysis is being prepared and how it will impact the job incumbents

n A willingness to collaborate by both those who perform and those who have stakes in the jobs and tasks.

Both the organization and its employees have much to gain from a job and task analysis, given the right approach and the right environment. We begin by defining a few key terms. Then we present guidelines for writing effective job task statements and standards. Finally we discuss the steps for conducting a job and task analysis.

Definition of Terms

Before we provide guidelines for writing job task statements and standards, we define a couple of terms:

n Job responsibility. The scope of activities for a job function or job position. For example, a job responsibility of an operations manager is to ensure that staff members participate in the annual corporate professional education program.

n Job task. What must be done to fulfill a responsibility. Usually four to six tasks are associated with each responsibility. Continuing the example of the operations manager, one job task associated with the above job responsibility is to develop an annual professional education program for each staff member.

Writing Job Task Statements

Most people are familiar with the term "responsibilities." A person has control over his or her responsibilities and is accountable for them. For the supervisor position, one responsibility may be to manage work performance. Another may be to conduct performance reviews. Each responsibility comprises several job tasks. A job task statement essentially describes the what, why, and how of a job, as shown in the following example:

What? Type a report

Why? To document the minutes of a meeting

A Practical Guide to Needs Assessment, Third Edition

Page 3 / 12

In general, it is useful to follow a few basic rules when writing job task statements:

n Restrict each sentence to one idea.

n Avoid using jargon.

n Avoid using negatives, such as "will not participate in the fund-raising campaign."

In addition, job task statements should always begin with a specific verb. Following are a few verb substitutions for increasing specificity:

The following statements have been rewritten to begin with a specific action verb:

1. Work under direction of supervisor to develop an employee pension plan.

Write an employee pension plan under direction of supervisor.

2. Interface monthly with business unit heads.

Meet monthly with business unit heads.

3. Interact with treasury department to support implementation of new credit policy.

Conduct weekly meetings with treasury department staff to support implementation of new credit policy.

4. Serve as lead for presentation of updated tariff policy plan.

Lead presentation on the updated tariff policy plan.

Writing Standards

Occasionally, job task statements add another component—a standard— at the end of the statement. A standard specifies how a task should be performed. For instance:

n Calculate correctly the number of home closings per quarter.

n Monitor implementation of the corrective action policy by reporting employee deviations to management each month.

n Process new claims courteously in ten to fifteen minutes.

For example:

ASSEMBLY OF HELP DESK MANUALS

It is relatively easy to specify standards for administrative and technical jobs, because the degree of accuracy required for job performance is both specific and high. However, because of the time required to obtain and spell out such standards, completing a job and task analysis for a skilled worker takes longer.

Key Phases

There are three phases in conducting a job and task analysis: Phase 1: Prepare.

1. Identify high performers.

2. Prepare job analysis questionnaire.

3. Prepare materials.

Phase 2: Conduct job task analysis work session.

1. Prepare for the work session.

2. Refine job responsibilities.

How? By using a word-processing program

INSTEAD OF CONSIDER USING

Communicate Write, speak

Gauge Evaluate, identify, measure, assess, determine

Strive Accomplish, meet, conduct

Task statement

Assemble help desk manuals.

Standards Make twenty copies of each one-hundred-page binder using a copier, without assistance, within five business days. Insert five tab dividers into each binder in the proper places.

A Practical Guide to Needs Assessment, Third Edition

Page 4 / 12

3. Identify job tasks.

4. Identify training and non-training requirements.

Phase 3: Develop and present job training and non-training recommendations.

Phase 1: Prepare

This phase consists of several tasks. Start by assembling a project team. Depending on the scope of your project, a team may be limited to you and a facilitator who leads the job and task analysis work session (see detail in Phase 2), or it can include field personnel and subject- matter experts. For high-profile projects, an advisory committee or expert panel may be necessary.

Identify High Performers

Select four to six key people in a range from above average to high performers in the job category being analyzed. The criteria for selecting high performers is explained in Chapter Six (see pages 152 and 153). Occasionally, a job function expert—that is, someone within or outside the organization who is considered an expert in a particular job task— can be used as a resource person. Job function experts are especially helpful when the job being analyzed is very technical or specialized.

During this preparatory stage, inform participants that they have been selected to provide input for a job and task analysis. Also inform their supervisors. If employees are located elsewhere, make travel and other arrangements. Brief participants about the process.

Prepare Job Analysis Questionnaire

Figure 5.1, Sample Toolkit Form 5.1, shows a sample job analysis survey that can be used to obtain job-related information prior to holding a work session. A week before the scheduled date of the session, distribute the survey to participants via email, the web, or mail. In addition to starting participants' thinking about the critical tasks involved in performing a job, the survey stimulates their interest in the process of job and task analysis.

TOOLKIT FROM 5.1 Job Analysis Questionnaire

Purpose: The purpose of this questionnaire is to gather information about your job.

Directions: Answer all the questions. Return the survey to [name/department] by [date].

Name:

Sample Questions:

1. List all of your major responsibilities. Then prioritize each item by assigning a number to it. For example, assign the number "1" to the responsibility you consider the most important.

Develop data record layouts, input forms, record formats, testing schemes, and test data. 1

Write computer programs using logic flow charts, record layouts, and record formats. 2

Ensure program accuracy by creating test programs, conducting spot checks, and reviewing output. 3

Document programs, operations, and projects in accordance with company standards. 4

Assist computer operations personnel with implementation of programs. 5

2. Why are these responsibilities important to your job?

I need the specifications from the project lead to ensure that the logic programs and operating techniques/produce are efficient./use the software programs and manufacturer routines in areas of sort, utility, and bulk media conversion./require a PC for documentation and program development, and the disk storage device for creating permanent files.

3. What equipment and tools do you use in your job?

PC computer, disk storage device, software programs, computer manufacturer routines, and job flow specifications from the project leader.

4. Describe some specific duties or tasks that you perform in your job, as related to your major responsibilities. List the responsibilities that you previously mentioned. After you indicate the specific duty or task, please state how often you perform this duty or task.

Develop data record layouts:/review and evaluate job flow specifications to make sure they are clear and that the project can be completed in the specified time./do this about every three months.

Write computer programs:/write or modify computer programs including testing them almost daily.

Assist computer operations:/assist operations with the implementation of programs about once a week.

5. What knowledge do you require to perform your job successfully?

I need to know about accounting and manufacturing systems and data management techniques, and to have some understanding of communication concepts.

6. What qualities are necessary to make you successful in your job?

I need to be able to work in a fast-paced environment and meet

deadlines.

A Practical Guide to Needs Assessment, Third Edition

Page 5 / 12

Figure 5.1: Sample Toolkit Form 5.1—Job Analysis Questionnaire

Prepare Materials

Spend time reviewing the returned surveys and transcribing key job responsibilities from the surveys into one document, such as a flip chart, handout, or computer-based presentation, so they can be shared with the project team. For example:

Phase 2: Conduct Job Task Analysis Work Session

The work session to elicit information from participants requires a skilled group facilitator. The primary objective of the work session is to identify key responsibilities and job tasks required for effective on-the-job performance. Once these requirements have been obtained, the group can further define the training and non-training requirements for a job.

Prepare for the Work Session

Prepare an agenda for the work session. The following sample agenda can be used as a guide. Immediately before the session, gather materials, including the completed surveys, copies of the agenda, blank flip charts, markers, the needed computer equipment, handouts, or prepared flip charts. Also reserve a meeting room. When setting up the meeting room, post the prepared flip charts in a prominent place.

I need to have good interpersonal skills to work with project leaders and operations personnel. I also need to be detail-oriented and to care about quality control.

7. What prior knowledge, skills, attitudes, and behaviors did you bring to your position that helped to make you successful in your job?

To be successful in this job takes either a college degree or one or more years of programming experience. You need to be aware of the latest techniques in data processing, especially if it affects programming.

8. List any courses, workshops, or training programs you attended in the past that you feel have helped you succeed in your job.

I took a communications course last year that helped me understand myself and others better. It made it easier for me to work with and understand the project leaders. I also completed a course in data management techniques, which was helpful because the field changes so frequently.

9. Describe any other contributing factors that you feel have made you successful in your job.

The systems project leader is very supportive. He helps me whenever I have a question or a problem with computer operations or data conversion personnel. He also lets me know where I stand and gives me feedback on my work.

EMPLOYEE PRIMARY JOB RESPONSIBILITIES

Sue 1. Execute marketing and strategic initiatives for asset management group.

2. Develop advertising, direct mail, customer communication, and public relations program for asset management group products.

John 1. Manage product development, competitive pricing analysis, and reporting for asset man-agement group products.

2. Implement strategic and marketing programs worldwide for asset management group.

TIME ACTIVITY

8:00 A.M.-8:30 A.M. Orientation

n Introduce everyone.

n Review purpose and significance of the session.

n Review agenda.

n Discuss "housekeeping" issues: ground rules, breaks, restrooms, lunch, phone, interruptions, use of cell phones, protocol.

8:30 A.M.-10:00 A.M. Refine list of responsibilities.

n Review prepared flip chart of responsibilities.

n Brainstorm additional responsibilities.

n Combine similar responsibilities.

10:00 A.M.-10:20 A.M. Break

10:20 A.M.-1:00 P.M. Identify tasks for each job responsibility.

n Use data from questionnaires to brainstorm tasks.

n Review list and omit non-essential tasks.

1:00 P.M.-2:00 P.M. Lunch break

A Practical Guide to Needs Assessment, Third Edition

Page 6 / 12

Refine Job Responsibilities

The first order of business during a work session is to obtain consensus from participants about the key responsibilities involved in performing their jobs. The group then works to refine the list of prepared job responsibilities by combining similar statements under one statement. For example, Sue's first statement and John's second statement from the earlier example can be rewritten as follows: Conduct marketing and strategic initiatives worldwide for the asset management group.

Identify Job Tasks

Next, ask participants to use the information from their completed surveys to brainstorm a list of tasks for each job responsibility. Post these on a flip chart or key them into a computer presentation. Ask participants to review the list of tasks and delete all nonessential tasks.

Finally, ask participants to identify the knowledge, skills, attitudes, and behaviors required to perform each task.

Identify Training and Non-Training Requirements

Ask participants to identify the training needed to acquire the knowledge, skills, attitudes, and behaviors for each task. For example:

Finally, ask participants to prioritize training and non-training needs on the basis of tasks they consider most critical to job performance.

Phase 3: Develop and Present Job Training and Non-Training Recommendations

The purpose of this phase is to review and organize the information obtained from the work session. Prepare a preliminary draft of the job responsibilities, the tasks, and the training and non-training recommendations. Present this draft to supervisors for review. Ask supervisors to refine the list by adding or deleting tasks. After the draft has been approved, prepare a final copy of the job training and non-training recommendations. You can use Toolkit Form 5.2 to prepare the job training and non-training recommendations for professionals and supervisory and management personnel, and Toolkit Form 5.3 to prepare the job training and non-training recommendations for administrative jobs. Figures 5.2 and 5.3 give sample job training and non-training recommendations for a marketing manager and an administrative assistant.

2:00 P.M.-3:15 P.M. Identify the knowledge, skills, attitudes and behaviors required to perform each task.

3:15 P.M.-3:30 P.M. Break

3:30 P.M.-4:15 P.M. Identify training and non-training requirements necessary to acquire the knowledge, skills, attitudes, and behaviors for each task.

4:15 P.M.-4:45 P.M. Prioritize the training needs based on consensus about the tasks most critical to job performance.

4:45 P.M.-5:00 P.M. Close

n Review next steps in the process.

n Ask for subject-matter expert's availability for reviews.

n Thank participants.

Note: The time required to complete the analysis may vary. An additional half day or day may be needed, depending on the complexity of the job responsibilities, the number of participants, and the facilitator's skills.

Position: Project Leader

Job responsibility 1:

Manage multiple systems projects.

Job tasks: Manage project schedules.

Manage internal technical experts, project team, and vendors.

Prepare interim and final reports.

Knowledge: Project management, software architecture.

Skills and abilities:

Team leadership, resource management, oral and written communication skills.

Attitudes: Highly motivated, future-oriented.

Behaviors: Listen carefully to requests, record conversations in detail, monitor schedules, communicate status of projects, and collaborate with team members to troubleshoot projects.

Prerequisite Computer operating systems, client-server knowledge and skills systems, work flow, and imaging implementation.

Training required: Advanced project management, team management, writing business reports, presentation skills.

TOOLKIT FORM 5.2 Job Training and Non-Training Recommendations (Professional/Supervisory/Management)

Job Title: Marketing Manager

Department: Marketing

Location: New York

Job Responsibility 1: Develop advertisements

A Practical Guide to Needs Assessment, Third Edition

Page 7 / 12

Figure 5.2: Sample Toolkit Form 5.2—Job Training and Non-Training Recommendations (Professional/Supervisory/Management)

1. Job Task: Define client needs

2. Job Task: Write ad copy

3. Job Task: Establish rapport with newspaper representatives

4. Job Task: Track ad response

5. Job Task: Manage advertising budget

Competencies: Grammar, understand the process of placing ads, math, organizational skills, ability to meet deadlines, interpersonal skills, word processing

Training Requirements: Features and process of writing advertisements, time management

Non-Training Requirements: Computer system for tracking

Job Responsibility 2: Develop direct mail

1. Job Task: Write promotional materials, newsletters, pamphlets

2. Job Task: Identify potential audience

3. Job Task: Maintain database

4. Job Task: Evaluate vendor services and pricing structures

5. Job Task: Track response rates

Competencies: Grammar, math, market research, database management, analytical skills, computer skills

Training Requirements: Writing, database management, marketing, desktop publishing

Non-Training Requirements: Computer tools for database management and desktop publishing

Job Responsibility 3: Maintain and develop customer communications

1. Job Task: Call customers once a quarter

2. Job Task: Respond to phone inquiries

3. Job Task: Mail appropriate materials to customers

4. Job Task: Request referrals

Competencies: Interpersonal skills, ability to handle multiple tasks, follow-through skills, product knowledge

Training Requirements: Time management, communication, product information, stress management

Non-Training Requirements: Availability of needed materials

Job Responsibility 4: Develop public relations

1. Job Task: Attend Chamber of Commerce meetings

2. Job Task: Identify community charities

3. Job Task: Identify and participate in community activities

4. Job Task: Write articles for local newspapers

5. Job Task: Conduct presentations at schools, colleges, and professional meetings

Competencies: Grammar, community awareness, interpersonal skills, writing skills, assertive-ness, presentation skills,

Training Requirements: Assertiveness, writing, interpersonal skills, public speaking, graphic design

Non-Training Requirements: Notification of Chamber of Commerce meetings, notice of deadlines for newspapers and meetings

Job Responsibility 5: Benchmark company performance

1. Job Task: Review competitors' materials

2. Job Task: Review industry literature

3. Job Task: Attend professional association meetings

Competencies: Knowledge of competition, awareness of industry publications, research techniques, analytical skills, interpersonal skills

Training Requirements: Communication, market research, interpersonal skills

Non-Training Requirements: Vendor to obtain competitors' materials, access to industry literature

A Practical Guide to Needs Assessment, Third Edition

Page 8 / 12

TOOLKIT FORM 5.3 Job Training and Non-Training Recommendations (Administrative)

Job Title: Administrative Assistant

Department: Accounting

Location: New York

Job Responsibility 1: Track accounts receivable

1. Job Task: Use spreadsheet to record accounts receivable

2. Job Task: Supply chief financial officer (CFO) with weekly summary report

3. Job Task: Contact delinquent accounts

4. Job Task: Reconcile ledger discrepancies

Knowledge: Accounting, math, knowledge of customer base

Skills/Abilities: Spreadsheet, word processing, interpersonal skills, organizational skills, attention to detail

Attitudes: Team player

Behaviors: Completes work and double-checking in a timely fashion

Standards: Balanced accounts, timely and accurate reports, no accounts receivable balances more than forty-five days old

Training Requirements: Accounting, math, spreadsheets, word processing, time management, procedure for contacting delinquent accounts, phone skills

Non-Training Requirements: Up-to-date accounting software

Job Responsibility 2: Pay accounts payable

1. Job Task: Review invoices for accuracy

2. Job Task: Rectify invoice discrepancies

3. Job Task: Balance payable accounts

4. Job Task: Prepare and mail payments

Knowledge: Accounting, math

Skills/Abilities: Attention to detail, spreadsheet word processing, interpersonal skills, organizational skills

Attitudes: Team player

Behaviors: Completes work and double-checking in a timely fashion

Standards: Accounts balanced, all discrepancies rectified, payments made within forty-five days of the due date

Training Requirements: Accounting, math, spreadsheets, interpersonal skills, organizational skills

Non-Training Requirements: Up-to-date accounting software

Job Responsibility 3: Prepare financial reports

1. Job Task: Review monthly records for accuracy

2. Job Task: Collect financial information for use in statistical analysis and business plans

3. Job Task: Prepare statistical summaries for management reports

4. Job Task: Duplicate and supply copies of the summary to senior management

Knowledge: Accounting

Skills/Abilities: Attention to detail, analytical skills, math, word processing, writing skills, time management, operation of the copy machine

Attitudes: Team player

Behaviors: Completes work in a timely fashion

Standards: Accurate, complete, and timely reports provided to all senior managers

Training Requirements: Accounting, company standards and practices, word processing, writing skills, time management, copy machine operations

Non-Training Requirements: Access to company standards, computer and word processing software, access to copy machine

Job Responsibility 4: Assist CFO with communications

1. Job Task: Prepare memos

2. Job Task: Prepare meeting summaries

3. Job Task: Monitor email, internal mail, and direct inquiries

4. Job Task: Handle phone calls

A Practical Guide to Needs Assessment, Third Edition

Page 9 / 12

Figure 5.3: Sample Toolkit Form 5.3—Job Training and Non-Training Recommendations (Administrative)

You may need to obtain additional approval from the human resources department. After you have received approvals from all appropriate sources, present and distribute the final statement to senior management and the target audience.

To facilitate the process of conducting a job and task analysis, use the checklist provided in the Toolkit section, Toolkit Form 5.4, which lists the steps that should be followed when conducting a job and task analysis.

Your situation may require detailed documentation on how high-performing employees actually accomplish tasks. Such additional work analysis is often required for developing technical, systems, or managerial training. Examples include training operators on the exact steps of a procedure (such as how to operate a complicated machine), training employees how to troubleshoot a process that involves many people performing interrelated tasks (such as shipping an order with many parts), or training new managers how the firm's experts perform unobservable knowledge work (such as targeting potential clients). You could document such information-intensive work by following a job and task analysis with more specific analysis procedures, such as those described by Swanson (2007).

n Stay aware of the goal for the job and task analysis and avoid collecting and analyzing data that do not relate to your goal. Notice, for example, that the case study presented shortly, which focuses only on training needs, does not analyze non-training needs.

This chapter has presented the methods and tools required to perform a job and task analysis. Take a look at how the process was actually done at Boehringer Mannheim Corporation. The information for the following case was contributed by Mary Keller, HR consultant for Boehringer Mannheim Corporation. This case shows how a job and task analysis was carried out to go beyond a set of recommendations in order to develop a training plan for a quality control inspector. The end product is a position training plan.

Case

Boehringer Mannheim Corporation (BMC) is a privately held worldwide health care device manufacturer. This bio-technology company has a diverse portfolio of "in vitro" diagnostic test systems, automated clinical chemistry systems, heterogeneous and homogenous testing, therapeutics, and biochemical products.

BMC products are used by physicians and life science research laboratories in many ways, including for diabetes monitoring, patient

Knowledge: Phone and email systems, names and positions of company personnel

Skills/Abilities: Writing skills, word processing skills, organizational skills, interpersonal skills

Attitudes: Outgoing, team player

Behaviors: Completes work in timely fashion, notifies CFO of problems or delays

Standards: Memos and reports are concise, understandable, and timely; email, internal mail, direct inquires, and phone calls are handled professionally

Training Requirements: Writing skills, word processing skills, phone system, email, internal mail systems, organizational skills, interpersonal skills

Non-Training Requirements: Access to computer, email, phone, and internal mail systems

Job Responsibility 5: Track sales force activity

1. Job Task: Review sales reports, compare actual sales with forecast sales

2. Job Task: Review sales expenses and compare with budget

3. Job Task: Charge expenses to appropriate customer or product accounts

4. Job Task: Prepare monthly sales expense report

5. Job Task: Calculate sales bonus and commission compensation

Knowledge: Actual sales, forecast sales, budget allowances, knowledge of customer and product accounts, compensation rates

Skills/Abilities: Analytical skills, math, word processing

Attitudes: Team player

Behaviors: Completes work in a timely fashion

Standards: Monthly sales expenses are charged to appropriate accounts; sales reports are accurate and prepared monthly; bonuses and commissions are accurately calculated by last Friday of each month

Training Requirements: Company financial reports, internal and external accounts, math, word processing

Non-Training Requirements: Timely access to company financial records, internal and external accounts

Tip A job and task analysis can be a time-consuming process. Following are a few ways to save time during the process: n Ask for existing position descriptions or documents that describe the jobs or tasks, but be aware that such descriptions may or

may not be current. If they are current, you can use this information to refine your survey. Asking more focused survey questions can reduce the amount of time spent in a work session.

n Eliminate one step in the process by asking participants' supervisors to attend the latter portion of a work session for the purpose of reviewing the preliminary draft of the job training and non-training recommendations statement as it is developed by the group. Doing this reduces the amount of time spent sending out the statement and waiting for approvals.

A Practical Guide to Needs Assessment, Third Edition

Page 10 / 12

sample analysis, and coagulation. BMC-West, located in Pleasanton, California, researches, develops, and manufactures medical diagnostic kits. This West Coast company employs about 270 employees.

THE NEED

As a part of the requirements for obtaining ISO 9001 certification, the company had to meet the standard set by Element 4.19: Training. This element, one of twenty in the standard, required employees to be qualified to perform their jobs. Documentation of their qualification was also needed.

At BMC, this requirement was satisfied by putting in place a training record system, position training plans, updated resumes, and company-wide training programs. All training systems, plans, and programs were strategically linked with the business goals of the company.

THE APPROACH

Before examining the job and task analysis approach used by BMC to develop its position training plans, it is useful to review a couple of terms that were specific to BMC's situation.

n A position training plan (PTP) is a table that lists the knowledge, skills, attitudes, and behaviors needed for an individual to perform a job. It also contains the training and development activities that are necessary for acquiring minimal competencies.

n A learning channel is a method for acquiring knowledge, skills, attitudes, and behaviors. Learning channels are broad categories of employee and manager activities that facilitate learning and development. They include the following:

To meet the requirements spelled out by a position training plan, an employee must complete the training and development activities, show evidence of previous comparable training, or demonstrate proficiency on the job. The PTPs are used as a guide by managers to identify the competencies an employee must have to perform on the job and the suggested learning channels for acquiring those competencies.

You can review some of the steps below that BMC took in using the job and task analysis process to develop position training plans.

Phase 1: Prepare

1. The human resource and quality assurance departments identified the jobs for which PTPs needed to be written. Production jobs were given priority, because these jobs were more likely to be audited by the ISO review team.

2. The job analysis questionnaire was prepared.

3. Descriptions for the targeted jobs were completed. They included the responsibilities, the scope of decision making, and the knowledge, skills, attitudes, and behaviors for each job function.

Phase 2: Conduct Job and Task Analysis Work Session

1. Human resource consultants met with managers and supervisors in small groups to explain the function of the PTPs and the process that would be used to develop them.

2. The following process was used to develop the PTPs:

n Managers worked primarily on the PTPs for the jobs of persons reporting to them.

n Each knowledge, skill, and ability (KSA) from the job description was listed on the PTP.

n Managers then added to and refined the KSAs.

n One or more learning channels was listed next to each KSA, which permitted flexibility in planning for acquiring the new skill or knowledge and at the same time acknowledged that formal workshops or classes were not always the best way to acquire a skill.

n Comments were added (for example, a firm deadline for meeting a certain training requirement was stated).

n The human resources department reviewed the draft PTPs and issued final approvals.

Phase 3: Develop and Present Recommendations and a Job Training Plan

1. Managers and the human resources department signed the final PTP.

2. PTPs were made available to all employees.

OJT On-the-job training

A Assignment or project

M Mentoring or coaching

W Workshop, class, or seminar

C Continuing education

S Self-directed study

A Practical Guide to Needs Assessment, Third Edition

Page 11 / 12

A sample PTP for a quality control inspector is shown in Figure 5.4.

THE RESULTS

Figure 5.4: Quality Control Inspector Position Training Plan

PTPs were issued for fifty-nine non-exempt jobs in the company. The requirements for Element 4:19 of ISO 9001 were met. Job descriptions, PTPs, managers' requirements for job performance, and the training needed to develop the requisite skills for a job were firmly and logically linked.

Conclusion

Job and task analysis is a powerful tool that HRD, HPT, and ID practitioners can use to develop workforce potential. The information obtained from this process can serve as an important link in the evolution of many other related human development endeavors.

A job and task analysis is particularly useful in industries where jobs are highly technical or specialized. Many state and federal agencies, such as the U.S. Departments of Defense and Labor, have used the method to develop standardized training requirements for their employees.

This chapter has described a job and task analysis approach to needs assessment. It has established a context for the process by defining key terms and concepts, describing the writing of job task statements and standards, and reviewing the steps in the process. The case described a biotechnology company's experience with the analysis process and its outcomes. The next chapter presents details on undertaking a competency-based assessment.

Department: Operations, QA/QC

Knowledge

Training/Education Learning Channel

Comments

High school or equivalent C

Basic understanding of GMPs and their application to the job

OJT, W, C, M

Advanced working knowledge of critical and non- critical chemical inspections

OJT, A, M Demonstrates independent judgment. Resolves problems and makes decisions and recommendations within the advanced scope of inspection.

Advanced working knowledge of packaging materials inspection

OJT, A, M

Advanced working knowledge of packaging line, filling line, and labeling line clearance

OJT, A, M

List what is required in each of these areas for minimal competence in perorming the job:

Knowledge

n Business

n Areas of Expertise

Approved by:______________ Date:______________

HR Approval:______________ Date:______________

A Practical Guide to Needs Assessment, Third Edition

Page 12 / 12

Chapter Five: Job and Task Analysis
Purpose
Related Toolkit Job Aids
Overview
Writing Job Task Statements
Writing Standards
Key Phases
Conclusion