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University of Phoenix Material
Week 5 Practice Worksheet
Officials and managers
Professionals
Technicians
Sales workers
Office and clerical
Craft workers
Operatives
Laborers
Service workers
© 2016 Cengage Learning
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Job Description Sections
Job Competencies
- Common Names
- Job competencies
- Knowledge, skill, ability, and other characteristics (KSAOs)
- Job specifications
- Competencies should be separated
- Those needed before hire
- Those that can be learned after hire
© 2016 Cengage Learning
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Is competency modeling really different from KSAOs?
Shippmann, J. S., Ash, R. A., Battista, M., Carr, L., Eyde, L. D., Hesketh, B., Kehoe, J., Pearlman, K., Prien, E. P., & Sanchez, J. I. (2000). The practice of competency modeling. Personnel Psychology, 53(3), 703-740.
© 2016 Cengage Learning
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Critiquing Job Descriptions
Exercise 2.1
© 2016 Cengage Learning
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© 2016 Cengage Learning
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- The verbs at the beginning of the sentences are not parallel (e.g., takes v. inspect)
- Under food preparation, “Handle problems” is too vague
- Under cleaning, “RK-9” and “10-6” are jargon and wouldn’t make sense to a person unfamiliar with the job
- Under tools, a cash register is listed yet there are no tasks reported that involve a cash register
- Under job context, lifting 80-pound crates is mentioned. There are no tasks involving lifting crates.
- Personal Requirements
- “Be flexible” is vague. Are we talking about physical flexibility or interpersonal flexibility?
- “No mental or physical problems” is a violation of the ADA.
- Counting back change is listed but there are no tasks listed that involve counting back change.
© 2016 Cengage Learning
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Writing a Job Description
Exercise 2.2
© 2016 Cengage Learning
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Preparing for a Job Analysis
Who Will Conduct the Job Analysis?
- Internal Department
- Human resources
- Compensation
- Training
- Engineering
- Internal task force
- Supervisors
- Employees
- Consultants
- Interns/class projects
© 2016 Cengage Learning
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Preparing for a Job Analysis
Which Employees Should Participate?
- Choices
- All employees
- Random sample
- Representative sample
- Convenience sample
- Potential Differences
- Job competence
- Race
- Gender
- Education level
- Viewpoint
© 2016 Cengage Learning
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Preparing for a Job Analysis
What Type of Information Should be Gathered?
- Types of Requirements
- Formal
- Informal
- Level of Specificity
- Job Loan officer
- Position Loan officer at the Boone branch
- Duty Approval of loans
- Task Investigates loan history to determine if applicant has bad credit
- Activity Runs credit histories on credit machine
- Element Enters applicant’s SSN into credit machine
- Sub element Elevates finger 30 degrees before striking key
© 2016 Cengage Learning
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Conducting a Job Analysis
Basic Steps
- Step 1: Identify tasks performed
- Step 2: Write task statements
- Step 3: Rate task statements
- Step 4: Determine essential KSAOs
- Step 5: Select tests to tap KSAOs
© 2016 Cengage Learning
Chapter 13
1. Your research team has been tasked with finding the correlation of the following scenario:
Four research participants take a test of manual dexterity (high scores mean better dexterity) and an anxiety test (high scores mean more anxiety). The scores are as follows:
Person Dexterity Anxiety
1 1 10
2 1 8
3 2 4
4 4 -2
Describe the process that your research team would go through by completing the following:
- Make a scatter diagram of the scores. Should be negative direction
- Describe in words the general pattern of correlation, if any.
- Figure the correlation coefficient.
- Explain the logic of what you have done, writing as if you are speaking to someone who has never heard of correlation (but who does understand the mean, standard deviation, Z scores, and hypothesis testing).
- Give three logically possible directions of causality, indicating for each direction whether it is a reasonable explanation for the correlation in light of the variables involved (and why).