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Chapter 4: Job Analysis and the Talent Management Process 4-6
Copyright © 2017 Pearson Education, Inc.
VII. Using Competencies Models – profiles giving the knowledge, skills, and experience
someone needs to do the job. Such models or profiles (see Figure 4-10) list the
competencies employees must be able to exhibit to get their jobs done.
A. Improving Performance: The Strategic Context
B. How to Write Competency Statements – the idea competency statement
will include three elements: the name of a brief description, description
of the observable behaviors, and proficiency levels.
Chapter Review
Chapter Section Summaries:
4-1: Employers today often view all the staff-train-reward activities as part of a single integrated
talent management process.
4-2: All managers should be familiar with the basics of job analysis.
4-3: There are various methods for collecting job analysis information.
4-4: Managers should know how to write job descriptions.
4-5: In writing job specifications, it’s important to distinguish between specifications for
trained verses untrained personnel.
4-6: There are human traits and behaviors that may predict the job candidate’s likelihood to be
engaged and the manager might therefore want to include these in the job specification.
4-7: Employers are using competencies models and profiles in talent management.
Discussion Questions:
4-1: Why, in summary, should managers think of staffing-training-appraising and paying
employees as a talent management process?
Students’ answers may vary but all answers should include something related to the
importance of maintaining and fostering quality employees. These different HR areas can
4-2: What items are typically included in the job description?
This item can be assigned as a Discussion Question in MyManagementLab. Student
4-3: We discussed several methods for collecting job analysis data—questionnaires, the
position analysis questionnaire, and so on. Compare and contrast these methods,
explaining what each is useful for and listing the pros and cons of each.
Chapter 4: Job Analysis and the Talent Management Process 4-7
Copyright © 2017 Pearson Education, Inc.
Interviews are probably the most widely used method of collecting information for job
analysis. The interview allows the incumbent to report activities that might not otherwise
Questionnaires are a quick and efficient way of obtaining information from a large number
of employees; however, development costs can be high. Participant diary/logs can provide
Quantitative job analysis techniques, such as PAQ, DOL, and Functional Job Analysis, are
more appropriate when the aim is to assign a quantitative value to each job so that jobs can
4-4: Describe the types of information typically found in a job specification.
It should include a list of the human traits and experience needed to perform the job.
These might include education, skills, behaviors, personality traits, work experience,
4-5: Explain how you would conduct a job analysis.
There are six major steps in a well-conducted job analysis: 1) Determine how the job
analysis information will be used and how to collect the necessary information; 2) Collect
background information such as organization charts, process charts, and job descriptions;
4-6: Do you think companies can really do without detailed job descriptions? Why or why
not?
This item can be assigned as a Discussion Question in MyManagementLab. Student
4-7: Explain how you would create a job requirements matrix for a job.
The first step in creating the job requirements matrix is to write one task statement for
each of the jobs tasks. Each task statement shows what the worker does on a particular
Second, the job analysis takes the resulting task statements for the jobs and groups them
into four or five main job duties. Finally, the job analyst compiles all this information in a
Chapter 4: Job Analysis and the Talent Management Process 4-8
Copyright © 2017 Pearson Education, Inc.
The job matrix lists the following information: each of the jobs’ main duties, task statements
associated with each job or duty, the relative importance of each main job duty, the time
spent on each main job duty, and the knowledge, skills, abilities, and other characteristics or
4-8: In a company with only 25 employees, is there less need for job descriptions? Why or
why not?
It is clearly more difficult to write job descriptions for positions that may have broad
responsibilities because of the organization’s size. This does not, however, mean that it is
less important. Look for sound arguments and reasoning. Again, the ADA applies to
Individual and Group Activities:
4-9: Working individually or in groups, obtain copies of job descriptions for clerical
positions at the college or university where you study, or the firm where you work.
What types of information do they contain? Do they give you enough information to
explain what the job involves and how to do it? How would you improve on the
descriptions?
Based on our experience, it is very likely that at least some of the job descriptions will not
contain all the information that is supposed to be there. Use this as an opportunity to
4-10: Working individually or in groups, use O*Net to develop a job description for your
professor in this class. Based on that, use your judgement to develop a job
specification. Compare your conclusions with those of other students or groups.
Were there any significant differences? What do you think accounted for the
differences?
The students should go to the O*Net Web site at http://online.onetcenter.org to find sample
job descriptions in order to create a job description for you. Once they create a job
4-11: Appendix A and B at the end of this book list the knowledge someone studying for the
HRCI (Appendix A) or SHRM (Appendix B) certification exam needs to have in each
area of human resource management (such as in Strategic Management and
Workforce Planning). In groups of several students, do four things: (1) review
Appendix A and/or B; (2) identify the material in this chapter that relates to the
Appendix A and/or B required knowledge lists; (3) write four multiple-choice exam
Chapter 4: Job Analysis and the Talent Management Process 4-9
Copyright © 2017 Pearson Education, Inc.
questions on this material that you believe would be suitable for inclusion in the
HRCI exam and/or SHRM exam; and (4) if time permits, have someone from your
team post your team’s questions in front of the class, so the students in all teams can
answer the exam questions created by the other teams.
Topics covered in this chapter include job analysis, how to write job descriptions and
develop job competencies; identification and documentation of essential job functions for
Experiential Exercise: The Instructor’s Job Description
Purpose: The purpose of this exercise is to give you experience in developing a job description
by developing one for your instructor.
Required Understanding: You should understand the mechanics of job analysis and be
thoroughly familiar with the job analysis questionnaires. (See Figures 4-4 and 4-9).
How to Set up the Exercise/Instructions: Set up each group of several students for this
exercise. As in all exercises in this book, the groups should be separated and should not
converse with each other. Half the groups in the class will develop a job description using the job
analysis questionnaire (Figure 4-4), and the other half of the groups will develop it using the job
description questionnaire (Figure 4-9). Each student should review his or her questionnaire (as
appropriate) before joining his or her group.
4-12: Each group should do a job analysis of the instructor's job: half of the groups will use
the Figure 4-4 job analysis questionnaire for this purpose, and half will use the Figure
4-9 job description questionnaire.
4-13: Based on this information, each group will develop its own job description and job
specification for the instructor.
4-14: Next, each group should choose a partner group, one that developed the job
description and job specification using the alternate method. (A group that used the
job analysis questionnaire should be paired with a group that used the job description
questionnaire.)
4-15: Finally, within each of these new combined groups, compare and critique each of the
two sets of job descriptions and job specifications. Did each job analysis method
provide different types of information? Which seems superior? Does one see more
advantageous for some types of jobs than others?
Application Case: The Flood
4-16: Should Phil and Linda ignore the old timers' protests and write up the job
descriptions as they see fit? Why? Why not? How would you go about resolving the
differences?
Chapter 4: Job Analysis and the Talent Management Process 4-10
Copyright © 2017 Pearson Education, Inc.
In all likelihood, the old timers are accurate in their descriptions. There are several of
them, and it appears that all of their descriptions agree. Also, since they were the ones
actually doing the work, it is likely that they were the only ones who knew what was
4-17: How would you have conducted the job analysis? What should Phil do now?
Other options may have been to conduct personal interviews instead of using the
questionnaires. However, it is unlikely that the resulting disagreement would have
Continuing Case: Carter Cleaning Company – The Job Description
4-18: What should be the format and final form of the store manager’s job description?
Students may recommend that Jennifer include a standard of performance section in the
job description. This lists the standards the employee is expected to achieve under each
of the job description’s main duties and responsibilities, and would address the problem
of employees not understanding company policies, procedures, and expectations. In
4-19: Is it practical to specify standards and procedures in the body of the job description,
or should these be kept separately?
They do not need to be kept separately, and in fact both Jennifer and the employees would
be better served by incorporating standards and procedures into the body of the
description. The exception to this would be if the standards and procedures are so complex
4-20: How should Jennifer go about collecting the information required for the standards,
procedures, and job description?
She should first conduct the job analysis by collecting information about the work
activities, human behaviors, machines, tools, equipment, work aids, performance
Chapter 4: Job Analysis and the Talent Management Process 4-11
Copyright © 2017 Pearson Education, Inc.
information in this case are through interviews, questionnaires, observations, and employee
diaries/logs. In addition, she should ensure that she is identifying the essential functions of
4-21: What, in your opinion, should the store manager’s job description look like and
contain?
The store manager’s job description should include a list of the job’s significant
responsibilities and duties. For example, the following duties should include quality
control, store appearance and cleanliness, customer relations, bookkeeping and cash
Hotel Paris:!Improving Performance at the Hotel Paris – The New Job
Descriptions
4-22: Based on the hotel’s stated strategy, list at least four or more important employee
behaviors important for Hotel Paris’s staff to exhibit.
Students’ answers will vary. Important employee behaviors might include:
• The ability to project a positive attitude and put the customer’s needs first, even if
the customer is curt.
• Showing tact and discretion in responding to personal requests from a hotel guest.
4-23: If time permits, spend some time prior to class observing the front desk clerk at a
local hotel. In any case, create a job description for a Hotel Paris front desk clerk.
Use of O*NET is recommended. A full description of tasks and responsibilities is
located under the job title “Hotel, Motel, and Resort Desk Clerks.”
My Management Lab
Students can find the following assisted-graded writing questions at mymanagementlab.com.
Answers to these questions are graded against rubrics in the MyLab.
4-24: What is job analysis? How can you make use of the information it provides?
Chapter 4: Job Analysis and the Talent Management Process 4-12
Copyright © 2017 Pearson Education, Inc.
4-25: Explain what a competencies model is and what the model would look like for the job of
university professor.
Key Terms:
Talent Management – The goal-oriented and integrated process of planning, recruiting,
developing, managing, and compensating employees.
Job Analysis – The procedure for determining the duties and skill requirements of a job and
the kind of person who should be hired for it.
Job Description – A list of a job's duties, responsibilities, reporting relationships, working
conditions, and supervisory responsibilities – one product of a job analysis.
Job Specifications – A list of a job's "human requirements," that is, the requisite education,
skills, personality, and so on – another product of a job analysis.
Organization Chart – A chart that shows the organization-wide distribution of work, with
titles of each position and interconnecting lines that show who reports to and communicates
with whom.
Process Chart – A work flow chart that shows the flow of inputs to and outputs from a
particular job.
Workflow Analysis – A detailed study of the flow of work from job to job in a work
process.
Business Process Reengineering – Redesigning business processes, usually by combining
steps, so that small multifunction process teams using information technology do the jobs
formerly done by a sequence of departments.
Job Enlargement – Assigning workers additional same-level activities.
Job Rotation – Systematically moving workers from one job to another.
Job Enrichment – Redesigning jobs in a way that increases the opportunities for the worker
to experience feelings of responsibility, achievement, growth, and recognition.
Diary/Log – Daily listings made by workers of every activity in which they engaged along
with the time.
Position Analysis Questionnaire (PAQ) – A questionnaire used to collect quantifiable data
concerning the duties and responsibilities of various jobs.
Standard Occupational Classification (SOC) – Classifies all workers into one of 23 major
groups of jobs, which are subdivided into minor groups of jobs and detailed occupations.
Chapter 4: Job Analysis and the Talent Management Process 4-13
Copyright © 2017 Pearson Education, Inc.
Job-requirements Matrix – A more complete description of what the worker does and how
and why he or she does it; it clarifies each tasks purpose and each duty’s required knowledge,
skills, abilities, and other characteristics.
Task Statement – Written item that shows what the worker does on one particular job task;
how the worker does it; the knowledge, skills, and aptitudes required to do it; and the purpose
of the task.
Competency-Based Job Analysis – Describing the job in terms of the measurable,
observable, behavioral competencies (knowledge, skills, and/or behaviors) that an employee
doing that job must exhibit to do the job well.
