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Chapter 4: Workforce, Jobs, and Job Analysis
Chapter 4: Workforce, Jobs, and Job Analysis
Table of Contents
Chapter Summary
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Learning Objectives
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Lecture Outline
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Critical Thinking Challenges
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Case: Chatting with the HR Chatbot
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Supplemental Cases
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Extra Teaching Video
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Chapter Summary
Chapter 4 starts the second part of the book, which focuses on jobs and labor, by examining the
workplace. This chapter looks at the diverse groups of people that comprise the workforce
profile. The chapter then describes the influence that technology has had on jobs and workflows.
It also explains workflow and job analyses. Jobs inside the workplace are analyzed, and the
Learning Objectives
After students have read this chapter, they should be able to accomplish the following objectives:
• Explain how the workforce is changing in unpredictable ways.
• Understand how technology changes jobs and workflow.
• Define job design and identify common approaches to job design.
Lecture Outline
HR Headline: Preparing for Industry 4.0
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Chapter 4: Workforce, Jobs, and Job Analysis
The term “Industry 4.0” refers to the combination of integrated hardware, software, and people
through “cyber–physical systems,” artificial intelligence, and machine learning. Multinational
technology manufacturer Flex is at the helm of incorporating the Internet of Things (IoT) into its
internal processes and work methods. Flex is leading the way to Industry 4.0 and is likely to
be on the cutting edge of Industry 5.0 when it arrives.
4-1. The Workforce Profile
• The labor force participation rate is the percentage of the population working or seeking
work.
Discussion Starter: Ask students what trends they expect to see in workplaces across America
based on the information in Figure 4-1.
4-1a. Important Elements of the Workforce Profile
• Participation rates help in understanding which segments of the population are more
likely to be in the labor market in the future.
• Variables such as age, generation status, employee skills and/or skill gaps, and readiness
Teaching Tip: Refer to Figure 4-2 as you discuss the groups.
• Companies can provide training to help reduce the challenges associated with
generational differences, and they should also utilize the skills of older workers while
building the talents of younger employees.
• Skill gaps occur when employees do not have the skills to help a business accomplish
its goals.
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Chapter 4: Workforce, Jobs, and Job Analysis
HR Competencies & Applications: Capitalizing on the Graying Workforce
Key Competencies: Consultation (Behavioral Competency), Strategy (Technical
Competency), and People (Technical Competency)
Organizations are realizing the value that older workers from the Baby Boomer generation are
an asset to the organization; retaining them will require a different approach compared to the
approach used on younger generations.
1. How would you encourage line managers to alter work schedules and other work
practices to make them more inviting to older workers? What information might you
present that would help to make the case for investing in this segment of the
workforce?
Students’ answers may vary. Historical data can be used to show the value that older
workers have brought to the organization. Line managers will also have to realize the
loss in terms of manpower and skill that the organization would sustain due to older
workers leaving the organization and that this loss can be avoided by making some
changes in work practice while dealing with older employees.
2. How might you recruit older workers? What advertising means would you use? What
other outreach approaches could you use?
Students’ answers may vary. Older workers may not be as competitive as their younger
counterparts. However, the experience that they possess may make them a valuable
resource. Managers could highlight this fact and offer benefits such as relaxed work
schedules and improved medical benefits while negotiating with older workers.
Reaching out personally via e-mail or telephone conversations is an alternatives that
managers could use in getting the attention of potential candidates.
way the organization operates.
1. How would you ensure that male workers do not sabotage their female coworkers out
of concern for being disadvantaged?
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Chapter 4: Workforce, Jobs, and Job Analysis
Students’ answers may vary. Monitoring and surveillance will help minimize instances
of sabotage. Strict policies will need to be put in place that deal with such instances in
a proactive manner.
2. What additional training and support would you offer to women to help them
overcome skill gaps? What training would you provide to line managers to help them
deal with a more diverse workforce?
Students’ answers may vary. After initial training, follow-up sessions can be held
where women express their thoughts on where they require additional training or
assistance. Working with women may be something new for line managers; sessions on
communication and dealing with issues in a professional manner may help line
managers adjust better.
4-2. The Nature of Work and Jobs
• Work is effort directed toward accomplishing results.
4-2a Technology Transformation
• Automation has historically created more, better-paying jobs, and the current wave of
technology advances seems to be doing the same.
4-2b. Workflow Analysis
• Workflow analysis is the study of the way work (inputs, activities, and outputs) moves
4-2g. Using Teams in Job Design
• Jobs can be performed by teams, if required.
• Special types of teams include special-purpose teams, self-directed teams, and virtual
teams.
HR Competencies & Applications: Telecommuting in the Global Business Environment
Key Competencies: Communication (Behavioral Competency) and People (Technical
Competency)
Advances in technology have made telecommuting more common. HR professionals need to
understand the opportunities and challenges they bring.
1. What kinds of issues would you consider when developing global telecommuting
strategies? What issues do you think are the most important?
Students’ answers will vary. Students could consider issues such as language,
scheduling, and culture.
2. What do you think companies can do to make global telecommuting more successful?
Students’ answers will vary. Students could consider training in cultural differences,
establishing guidelines such as minutes and agendas for meetings, or meeting group
4-3. Designing Flexible Jobs
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Chapter 4: Workforce, Jobs, and Job Analysis
• Flexibility can be designed into a job in several different ways, such as changing where
and when the work can be performed.
o Flexible work arrangements allow employees to perform their jobs independent of
time and location.
o Flexible work is often made possible by using technology to enhance collaboration
Discussion Starter: Ask students to identify jobs that can be done at home. Note the role of
technology in the suggested jobs.
4-3a. Place Flexibility: Telework
• Telework is characterized by employees completing work through electronic
interaction, telecommunications, and Internet technology.
• A coworking space is communal space shared by freelancers and remote workers.
4-3b. Time Flexibility: Work Scheduling
• Organizations are using many work scheduling arrangements, including shift work, the
compressed workweek, part-time schedules, job sharing, and flextime.
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Chapter 4: Workforce, Jobs, and Job Analysis
• Shift work requires employees to work on various schedules that function at different
times throughout a workday.
o Most employers provide additional pay, called a shift differential, for working the
HR Perspective: Flexing on the Front Line
Rigid processes used in manufacturing and warehousing jobs usually result in employees
having little flexibility in their work schedules. A change in these processes may help
employees better manage their personal and professional priorities.
1. What are some of the myths among managers that might need to be overcome to offer
front-line workers greater schedule flexibility? How could HR professionals overcome
these objections?
Managers may be of the opinion that front-line workers accept the fact that flexibility
in their work schedules is not a feasible alternative for them. HR professionals could
meet with front-line workers to get their opinions on whether flexibility is indeed not
feasible. If yes, HR professionals could check whether the workers had spoken to their
managers on considering flexible schedules. The findings of this task could be shared
with managers.
2. Are there ways in which technology might help companies to find creative scheduling
4-3c. Managing Flexible Work
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4-3d. Flexibility and Work–Life Integration
• Work–life integration involves employer-sponsored programs designed to help
employees blend and bring elements of work and personal life together.
4-4. Understanding Job Analysis
• Job analysis is a systematic way of gathering and analyzing information about the
4-4a. Purposes of Job Analysis
• Job analysis plays an important role in HR planning and recruiting.
4-4b. Job Analysis Responsibilities
• To be successful, job analysis should be a shared responsibility between HR and
operating managers.
4-4c. Task-Based Job Analysis
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Chapter 4: Workforce, Jobs, and Job Analysis
• Task-based job analysis is the most common type of job analysis and focuses on the
components and characteristics of work embedded within a job.
4-4d. Competency-Based Job Analysis
• The competency approach considers how knowledge and skills are used.
4-5. Implementing Job Analysis
• Analysts usually follow a multistage process.
• The stages for a typical job analysis are outlined in Figure 4-10.
Teaching Tip: Refer to Figure 4-10 or draw the stages shown in Figure 4-10 as you discuss the
process of job analysis.
4-5a. Plan the Job Analysis
4-5b. Prepare for and Introduce the Job Analysis
4-5c. Conduct the Job Analysis
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4-5d. Develop Job Descriptions and Job Specifications
• Draft job descriptions and job specifications.
4-5e. Maintain and Update Job Descriptions and Job Specifications
4-6. Job Analysis Methods and Sources
• The most common job analysis methods have been (1) observation, (2) interviews, and (3)
4-6a. Observation
• Observation involves a manager, a job analyst, or an industrial engineer watching an
employee performing the job and taking notes that describe the tasks and duties
performed.
4-6b. Interviewing
4-6c. Questionnaires
• The questionnaire is a widely used method of gathering data on jobs.
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
4-6d. O*Net
• A variety of resources for job analysis are available from the U.S. Department of Labor
(DOL).
• O*Net (onetcenter.org) is an online database containing information on a wide range of
jobs and occupational characteristics.
4-6e Sources of Information for Job Analysis
• It is helpful to obtain information from a number of informed sources so that all aspects
of the job will be understood.
• The job analysis process should be an objective assessment of a job and its
requirements.
• The job incumbent should know the details of tasks and duties that he or she is
4-7. Behavioral and Legal Aspects of Job Analysis