Job Analysis Information Research Articles

JOB ANALYSIS MODEL AT THE MINISTRY OF YOUTH AND SPORTS

This research evaluates the job analysis practices at the Ministry of Youth and Sports (Kemenpora). Findings reveal that the current job analysis is not optimal due to incomplete exploration of the Ministry's mandated tasks, leading to unclear mapping of responsibilities and a lack of adherence to the PermenpanRB No. 1 of 2020 guidelines. Data collection, primarily executed by an internal team using templated methods, raises concerns about information validity and reliability. Three main agents provide job analysis information: the jobholder, their superior, and the job analyst. A challenge identified is the limited comprehension of organizational strategy and job functions among jobholders and superiors, combined with the inadequate competency of job analysts. Additionally, the research found that the data's validity and reliability are compromised due to insufficient verification processes. As a remedy, a four-stage job analysis model is proposed, encompassing preparation, data collection, data processing, and result distribution, aiming for more accurate and comprehensive job analyses. Keywords: Job Analysis, Model, the Ministry of Youth and Sports.

DACUM 기법을 활용한 간호대학생의 학교현장실습 직무분석

본 연구의 목적은 간호대학생의 초등학교 현장실습에 관한 직무 및 과업을 DACUM 기법을 활용하여 분석하고자 하였다. J도에 소재한 일 간호대학의 보건교사교직과정을 이수하고, 초등학교 현장실습과정을 수행한 간호학과 4학년을 대상으로 DACUM 워크숍을 실시하여 임무, 과업, 과업별 중요도, 난이도, 빈도 등의 직무내용을 분석하였고, 직무에 요구되는 지식, 기술, 태도, 도구, 장래전망과 특성을 도출하였다. 도출된 직무분석 내용은 J시, I시, G시 등의 학교현장전문가 7인과 교육학전공 교수 2인으로부터 내용타당도를 검증받았고, 이를 토대로 본 연구자가 DACUM 차트를 개발하였다. DACUM 차트는 6개 임무와 24개 과업으로 구성되었고, 직무수행에 필요한 지식, 기술, 태도 등이 도출되었다. 연구의 결과로는 초등학교 학교현장실습의 임무 중 건강관리는 가장 중요도가 높은 과업으로 산출되었고, 교수학습능력과 문서작업능력이 실습을 위한 기본적인 기술로 제시되었다. 학교현장에서의 보건교사의 전문성과 역할에 대한 중요도는 증가되므로 보건교육 향상 프로그램 개발을 위한 교육기관의 제도적 노력과 교육환경 개선 등의 뒷받침이 필요할 것으로 사료된다. The purpose of this study was to identify the duties and tasks of pre-service health education teacher in elementary school using DACUM method. DACUM workshop was conducted for the fourth year nursing students located in J province who completed a health teacher teaching course and performed practical training course in elementary school. By carrying out DACUM workshop duties, tasks, task-specific importance, difficulty and frequency were analyzed, and were derived with the knowledges, skills, attitudes, tools, and future prospects on job requirements and characteristics. The derived job analysis information was verified the content validity from 6 field experts in school and 2 professors of education. Based on the result, DACUM chart was developed. DACUM chart was consisted of 6 duties and 24 tasks, knowledges, skills, and attitudes for job performance were derived. The result of study showed that health care in elementary pre-school health education teacher practicum was listed as the most important duty. Teaching and writing skills were presented to practice basically. Because the importance and role of the health teachers in school are considered necessary, it is considered to increase institutional support for the development of health education program and the improvement of educational environment.

Pay Attention! The Liabilities of Respondent Experience and Carelessness When Making Job Analysis Judgments

Job analysis has a central role in virtually every aspect of HR and is one of several high performance work practices thought to underlie firm performance. Given its ubiquity and importance, it is not surprising that considerable effort has been devoted to developing comprehensive job analysis systems and methodologies. Yet, the complexity inherent in collecting detailed and specific “decomposed” information has led some to pursue “holistic” strategies designed to focus on more general and abstract job analysis information. It is not clear, however, if these two different strategies yield comparable information, nor if respondents are equally capable of generating equivalent information. Drawing from cognitive psychology research, we suggest that experienced and careless job analysis respondents are less likely to evidence convergence in their decomposed and holistic job analysis judgments. In a field sample of professional managers, we found that three different types of task-related work experience moderated the relationship between decomposed and holistic ratings, accounting for an average ΔR2of 4.7%. Three other more general types of work experience, however, did not moderate this relationship, supporting predictions that only experience directly related to work tasks would prove to be a liability when making judgments. We also found that respondent carelessness moderated the relationship between decomposed and holistic ratings, accounting for an average ΔR2of 6.2%. These results link cognitive limitations to important job analysis respondent differences and suggest a number of theoretical and practical implications when collecting holistic job analysis data.

Job Task Analysis Survey for the Horticultural Therapy Profession

Research reflective of the specific knowledge, skills, and abilities required to fulfill the job of a horticultural therapist is lacking. Past research indicated a majority of horticultural therapists agreed that a certification test is necessary for the advancement of horticultural therapy as a profession. The goals of this project are to identify the knowledge, skills, and abilities currently used and/or performed by horticultural therapists, as well as to use data to develop a generalized horticultural therapist job description based on current practice, to understand how the profession has changed since previous research was conducted, and to collect data to develop a certification exam. Job descriptions of horticulture-related occupations from the Department of Labor, therapeutic recreation job analysis components from the National Council for Therapeutic Recreation Certification (NCTRC), previous horticultural therapy job analysis information, and a concept analysis of membership-solicited job descriptions were used to construct a knowledge, skills, and ability survey. The web-based survey was sent to 227 current professionally registered members of the American Horticultural Therapy Association (AHTA). The questionnaire consisted of 95 items. A Likert-scale rating system was used by respondents to rate the importance of each item in their current profession. Eighty-five responses were acquired for a response rate of 37%. Survey respondents rated all statements of job knowledge, skills, and abilities presented at least “moderately important” for professional practice. The job task analysis is foundational to the establishment of future training requirements and in the development of a certification exam for horticultural therapy.

Self-presentation processes in job analysis: a field experiment investigating inflation in abilities, tasks, and competencies.

Although job analysis is a widely used organizational data collection technique, little research has investigated the extent to which job analysis information is affected by self-presentation processes. This study represents the first direct test of the propositions offered by F. P. Morgeson and M. A. Campion (1997) concerning self-presentation in job analysis measurement. Using an experimental design, the authors examined job incumbent response differences across ability, task, and competency statements. Results indicated that ability statements were more subject to inflation than were task statements across all rating scales. Greater endorsement of nonessential ability statements was responsible for the differences. This produced higher endorsement of ability items but lower mean ratings. Finally, frequency and importance ratings of global competency statements were generally higher than decomposed ability and task scales, but required-at-entry judgments demonstrated the opposite relationship.

Accuracy in job analysis: toward an inference-based model

Although the accuracy of job analysis information is critically important, standards for accuracy are not clear. Researchers have recently begun to address various aspects of job analysis accuracy by investigating such things as potential sources of inaccuracy in job analysis as well as attempting to reconceptualize our notions of job analysis accuracy. This article adds to the debate by first discussing how job analysis accuracy has been conceptualized. This points to difficulties in the prevalent ‘true score’ model upon which many of these discussions have been based. We suggest that discussions of job analysis accuracy would benefit from a consideration of the validity of job analysis inferences, as a complement to the more traditional focus on the validity of job analysis data. Toward this end, we develop a model of the inferences made in the job analysis process, outline some of the ways these inference could be tested, and discuss implications of this perspective. Copyright © 2000 John Wiley & Sons, Ltd.

Expanding customer orientation in the HR funciton

While it has long been recognized that the human resource function must take a more customer-oriented perspective on the design and delivery of HR programs, this view has focused primarily on internal customers. However, external customers can provide important input into HR activities (e.g., job analysis information), they can participate in HR activities (e.g., selection decisions), and they can use HR activities (e.g., receive training). By expanding customer orientation in the HR function to focus explicitly on external customers, a more direct relationship between human resource management and competitive organizational performance can be established. © 1999 John Wiley & Sons, Inc.

Job analysis: Changing nature of work.

Abstract This paper reviews the potential and possibilities for job analysis in Canada under five sections. In the first section, future needs for job analysis information are explored from individual, organizational, professional, and societal perspectives. In the second section, epistemological and ontological assumptions underlying job analysis are critically examined. In the third section, a Work Modelling approach is recommended to augment job analysis in future, where this approach will help meet needs reviewed in Section One and at the same time address the epistemological and ontological limitations of current job analysis methodologies discussed in Section Two. In Section Four, a response is given to assertions about the future of job analysis presently circulating through the Canadian I-O community and some key practitioner issues are reviewed. In the fifth and last section, conclusions and recommendations are offered for future practice and research in job analysis. It is concluded that, ultimately, if work modelling is to be successful (whatever the specific processes involved), it must give the I-O practitioner the information needed to better resource worker and manager decisions and activities in Canadian organizations of the new millennium.Dr. Rick Hackett, who edited this special I-O issue of Canadian Psychology, asked that the following issues be addressed in this paper: ... [w]hat are the implications of changes in the Canadian workplace into the next millennium for job analysis? Will the role, methods, procedures and outcomes of job analysis change? What workplace changes are likely to have the most direct impact (i.e., workplace empowerment, move to work teams, multi-skilling, changing workforce demographics, socio-economic environment, legal climate, alternative work arrangements such as telework, worksharing and the increase in part-time and contract work). What practical assistance can Canadian I/O psychologists provide in assisting new employers, employees, unions, and society in tailoring job analysis to meet these new needs? (R.D. Hackett, personal communication, August 29, 1996)Dr. Hackett raises questions that are highly relevant and important to the future efforts of I-O psychologists in Canada. As the point of departure for this paper, this series of questions will be categorized into two types. The first type of question has to do with the why of job analysis; that is, the ends or purposes to which job analysis is put. Dr. Hackett refers to these ends or purposes as emerging The second type of question involves the what and how of job analysis; that is, the means or methods that have been proposed by job analysts for meeting individual, organizational, professional, and societal needs. Of course, the means serve the ends and should be carefully developed with them in mind.This paper is organized into five sections with the above means-end distinction in mind. In the first section, the ends of job analysis are discussed in terms of future individual, organizational, professional, and societal needs. In the second section, future means of job analysis, and especially requisite epistemological and ontological developments, are suggested. In the third section, specific recommendations are made for broadening the coverage of job analysis so that future needs are addressed. In the fourth section, some contemporary concerns and questions about job analysis are addressed. In the fifth and last section, overall conclusions are drawn and recommendations are made for future theory development, empirical research and practical application by I-O psychologists in Canada. For information on various job analysis methods themselves, the reader should consult other sources (e.g., Cronshaw, 1991; Catano, Cronshaw, Wiesner, Hackett, & Methot, 1997). …

Social and cognitive sources of potential inaccuracy in job analysis.

Although it appears that many assume job analysis information is accurate, there is considerable evidence from other fields to suggest that the types of subjective judgments often involved in job analysis may be subject to systematic sources of inaccuracy. Drawing from the social, cognitive, and industrial-organizational psychology literatures, this review develops a framework that delineates 16 potential sources of inaccuracy in job analysis. This includes such social sources as social influence and self-presentation processes as well as cognitive sources such as limited and biased information processing. For each source of inaccuracy, the relevant literature is first reviewed, its potential operation in the job analysis context is described, and propositions for future research are derived. In addition, the likelihood of these sources of inaccuracy across various job analysis facets are described, concluding with recommendations for research and practice. As a process of obtaining information about jobs (McCormick, 1979), job analysis is one of the most widely used organizational data collection techniques. It forms the foundation upon which virtually all other human resource management systems are built (Buffer & Harvey, 1988), including personnel selection, performance appraisal, training, career development, workforce planning, safety, and licensing requirements (Ash, 1988). Its use is mandated to meet legal requirements (Uniform Guidelines, i978), and estimated annual costs for job analyses

Selecting Bus Drivers: Multiple Predictors, Multiple Perspectives on Validity, and Multiple Estimates of Utility

For the past two decades, the transportation industry has operated in an environment of diminishing public funding, escalating costs, and declining ridership, all of which contribute to shortfalls in available income for this vital public service. Improved selection techniques that screen out undesirable drivers and select applicants with the potential for lower absenteeism rates and safer driving behaviors should result in more cost-effective operations. This study identified potential predictors and developed meaningful criterion measures to assess the validity of a variety of measures that might aid in the forecasting of job performance for a sample of 864 bus operators representing 9 bus properties from across the United States and Canada. Job analysis information converged on a tripartite theory of performance that can be described as requiring a bus operator to Be There, Be Safe, and Be Courteous. A predictor composite was created that successfully predicted supervisory ratings of performance as wel...

Job Analysis for Industrial Training

Job analysis is the common basis for designing a training course or programme, preparing performance tests, writing position (job) descriptions, identifying performance appraisal criteria, and job restructuring. Its other applications in human resource development include career counselling and wage and salary administration. Job analysis answers the questions of what tasks, performed in what manner, make up a job. Outputs of this analytical study include: (a) a list of the job tasks; (b) details of how each task is performed; (c) statements describing the responsibility, job knowledge, mental application, and dexterity, as well as accuracy required; and (d) a list of the equipment, materials, and supplies used to perform the job. Various techniques for conducting a job analysis have been used. Each has its advantages and disadvantages. As a result, different techniques or combinations of techniques are appropriate to different situations. The combined on‐site observation and individual interview techniques are recommended for industrial, trade, craft, clerical, and technical jobs because they generate the most thorough and probably the most valid information. A job analysis schedule is used to report the job information obtained through observations and individual interviews. The schedule provides a framework of 12 items in which to arrange and describe important job analysis information. These 12 items are organised into four sections. Section one consists of items one through four. These items identify the job within the establishment in which it occurs. The second section presents item five, the work performed. It provides a thorough and complete description of the tasks of the job. The Work Performed section describes what the job incumbent does, how it is done, and why it is done. Section three presents items six through nine. These are the requirements placed on the job incumbent for successful performance. It is a detailed interpretation of the basic minimum (a) responsibility, (b) job knowledge, (c) mental application, and (d) dexterity and accuracy required of the job incumbent. The fourth section includes three items which provide background information on the job. These items are: (a) equipment, materials and supplies; (b) definitions of terms; and (c) general comments. Appendix A is a glossary of terms associated with job analysis. It is provided to facilitate more exacting communication. A job analysis schedule for a complex and a relatively simple job are included in Appendices B and C. These examples illustrate how important job analysis information is arranged and described. Appendix D provides a list of action verbs which are helpful when describing the manipulative tasks of a job.

The use of structured multi-domain job analysis for the construction of assessment center methods and procedures

This article addresses the defensibility of the assessment center based on a content oriented validation strategy. One reason for the confusion in this area is the fact that there are no agreed upon methods for constructing the assessment procedures. Therefore, the purpose of this article is to describe how structured multi-domain job analysis information can be used to develop an assessment center which is well grounded with regard to content validity.

Effects of using high- versus low-performing job incumbents as sources of job-analysis information.

Effects of using high- versus low-performing job incumbents as sources of job-analysis information.

CAN RATERS WITH REDUCED JOB DESCRIPTIVE INFORMATION PROVIDE ACCURATE POSITION ANALYSIS QUESTIONNAIRE (PAQ) RATINGS?

Jones, Main, Butler, and Johnson (1982) stated that job‐naive raters provided with only narrative job descriptions can produce valid and reliable Position Analysis Questionnaire (PAQ) ratings. This implies that traditional time‐ and labor‐intensive methods of collecting job analysis information (e.g., interviews, direct observation) are not necessary in order to accurately complete the PAQ. However, PAQ ratings in the Jones et al. study were not validated against an external standard. Consequently, their conclusion is open to question. To determine the convergent validity of the Jones et al. approach, we provided job‐naive raters with varying amounts of job descriptive information and, in some cases, prior practice rating the job with another job analysis instrument; PAQ ratings were validated against those of job analysts who were also job content experts. None of the reduced job descriptive information conditions (or the practice) enabled job‐naive raters to obtain either acceptable levels of convergent validity with experts or high interrater reliability. Two areas of research that may make the PAQ more time‐ and labor‐efficient are discussed.

CONVERGENCE AMONG DATA SOURCES, RESPONSE BIAS, AND RELIABILITY AND VALIDITY OF A STRUCTURED JOB ANALYSIS QUESTIONNAIRE

Research examined both the Position Analysis Questionnaire (PAQ) and the possible analyst sources for gathering job analysis information. 25 state government jobs were examined using job incumbents, supervisors, job analysts, and a comparison group of college students. Reliability and validity (judge convergence and prediction of present pay levels) information was determined for each of the four analyst categories. Results indicate that there is little difference between analyst sources, including students, in terms of their ability to reliably analyze a job using the PAQ. Convergent validity results showed a high degree of agreement among all judge categories when summing item frequencies across all 25 jobs. The prediction of present pay levels was significant for all judge categories but was noticeably smaller than previously reported studies. This seemed to be primarily due to the restriction in salary range of the present study. An analysis of judge response bias showed that supervisors and incumbents rate all or most PAQ items higher than their analyst counterparts. These findings suggest that who furnishes responses to a job analysis inventory makes little practical difference. The exception is that the determination of pay levels and human requirements for test construction purposes should be viewed with caution when different analyst sources are utilized for different jobs.

Relating Psychological Data to Job Analysis Information in Vocational Counseling

Relating Psychological Data to Job Analysis Information in Vocational Counseling