4 Lecture Outline

PART TWO RECRUITMENT AND PLACEMENT

C H A P T E R T F o u r

Job Analysis 4

Lecture OutlineStrategic Overview

The Nature of Job AnalysisUses of Job Analysis InformationSteps in Job Analysis

Methods of Collecting Job Analysis Information

The InterviewQuestionnairesObservationParticipant Diary/LogsQuantitative Job Analysis TechniquesUsing Multiple Sources of

InformationWriting Job Descriptions

Job IdentificationJob SummaryRelationshipsResponsibilities and DutiesStandards of Performance and Working

ConditionsWriting Job Specifications

Specifications for Trained Versus Untrained PersonnelJob Specifications Based on JudgmentJob Specifications Based on

Statistical AnalysisJob Analysis in a “Jobless” World

From Specialized to Enlarged JobsWhy Managers are De-jobbing Their

CompaniesCompetency-Based Job AnalysisBP’s Matrices

In Brief: In this chapter,Dessler explains the usesof job analysis information and carefullydescribes the methods of conducting a job analysis. The tasks of writing job descriptions and job specifications are also outlined. Finally, he discusses thetrends of enlarging and de-jobbing positions.

Interesting Issues: There is a tension in today's organizational environment between: a) the desire and need to clearly define jobs and job expectations, and b) the trends toward job enlargement and "de-jobbing." The news is filled with examples of companies, who have moved

toward the enlargement ofjobs (usually coupled with reorganization, restructuring, or downsizing) for various reasons. This would be agood point to examine some of the issues companies are facing withrespect to expectations for clear job analysis, design, descriptions, andspecifications.

ANNOTATED OUTLINE

I. The Nature of Job Analysis

Job analysis – The procedure for determining theduties and skill requirements of a job and the kindof person who should be hired for the job bycollecting the following types of information:work activities; human behaviors; machines, tools,equipment, and work aids; performance standards;job context; and human requirements. Jobdescription – A list of a job’s duties,responsibilities, reporting relationships, workingconditions, and supervisory responsibilities – oneproduct of a job analysis. Job specification – Alist of a job’s “human requirements”: the requisiteeducation, skills, personality, and so on – anotherproduct of a job analysis.

A. Uses of Job Analysis Information

1. Recruitment and Selection – Job descriptionsand job specifications are formed from theinformation gathered from a job analysis, whichhelp management decide what sort of people torecruit and hire.

2. Compensation – The estimated value and theappropriate compensation for each job is determinedfrom the information gathered from a job analysis.

3. Performance Appraisal – Managers use jobanalysis to determine a job’s specific activitiesand performance standards.

4. Training – Based on the job analysis, the jobdescription should show the job’s requiredactivities and skills.

5. Discovering Unassigned Duties – Job analysiscan help reveal unassigned duties.

6. EEO Compliance – The U.S. Federal Agencies’Uniform Guidelines on Employee Selection stipulatethat job analysis is a crucial step in validatingall major personnel activities.

B. Steps in Job Analysis

1. Decide how the information will be usedbecause that will determine what data will becollected and how it should be collected.

2. Review relevant background information, suchas organization charts, process charts, and jobdescriptions.

3. Select representative positions to analyzebecause there may be too many similar jobs toanalyze, and it may not be necessary to analyzethem all.

4. Analyze the job by collecting data on jobactivities, required employee behaviors, workingconditions, and human traits and abilities neededto perform the job.

5. Verify the job analysis information with jobincumbents and supervisors to confirm that it isfactually correct and complete.

6. Develop a job description and jobspecification from the information.

NOTES Educational Materials toUse

II. Methods of Collecting Job Analysis Information

An HR specialist (an HR specialist, job analyst, orconsultant), a worker, and the worker’s supervisorusually work together in conducting the job analysis.Job analysis data is usually collected from severalemployees from different departments, using interviewsand questionnaires. The data is then averaged, takinginto account the departmental context of the employees,to determine how much time a typical employee spends oneach of several specific tasks.

A. The Interview

The three types of interviews managers use to collectjob analysis data are: individual (to get theemployee’s perspective on the job’s duties andresponsibilities, group (when large numbers ofemployees perform the same job), and supervisor (toget his/her perspective on the job’s duties andresponsibilities).

1. The Pros & Cons – of using an interview are that itis: simple, quick, and more comprehensive becausethe interviewer can unearth activities that maynever appear in written form. The main problem isdistortion.

2. Typical questions – “What is the job beingperformed?” “In what activities do youparticipate?” “What are the health and safetyconditions?” Figure 4-3 gives an example of a jobanalysis questionnaire.

3. Interview guidelines – a) the job analyst andsupervisor should identify the workers who know thejob best and would be objective; b) establish arapport with the interviewee; c) follow astructured guide or checklist; d) ask worker tolist duties in order of importance and frequency ofoccurrence; and e) review and verify the data.

B. Questionnaires

Structured or unstructured questionnaires may be usedto obtain job analysis information (see Figure 4-3).Questionnaires can be a quick, efficient way ofgathering information from a large number ofemployees. But, developing and testing aquestionnaire can be expensive and time consuming.

C. Observation

Direct observations are useful when jobs consist ofmainly observable physical activity as opposed tomental activity. Reactivity can be a problem withdirect observations, which is where the worker changeswhat he/she normally does because he/she is being

watched. Managers often use direct observation andinterviewing together.

D. Participant Diary / Logs

The employee records every activity he/she engages in,in a diary or log along with the amount of time toperform each activity to produce a complete picture ofthe job. Employees may try to exaggerate someactivities and underplay others.

E. Quantitative Job Analysis Techniques

1. Position Analysis Questionnaire (PAQ) is aquestionnaire used to collect quantifiable dataconcerning the duties and responsibilities ofvarious jobs, see Figure 4-4 and 4-5, on five basicactivities: a) havingdecision-making/communication/socialresponsibilities, b) performing skilled activities,c) being physically active, d) operatingvehicles/equipment, and e) processing information.

2. Department of Labor Procedure (DOL) is astandardized method for rating, classifying, andcomparing virtually every kind of job based ondata, people, and things. Table 4-1 shows a set ofbasic activities, and Figure 4-6 gives a samplesummary.

3. Functional job analysis: 1) rates a job ondata; people; things; the extent to which specificinstructions are necessary to perform the task; theextent to which reasoning and judgment are requiredto perform the task; and mathematical abilityrequired to perform the task; and 2) identifiesperformance standards and training requirements.

F. Using Multiple Sources of Information

Where possible, collect job analysis data usingseveral types of collection techniques andrespondents. Potential inaccuracies in peoples’judgments could lead to inaccurate conclusions

NOTES Educational Materials toUse

III. Writing Job Descriptions

Figures 4-7 and 4-8 present two samples forms of jobdescriptions.

A. Job Identification – contains the job title, the FLSAstatus, date, and possible space to indicate whoapproved the description, the location of the job, theimmediate supervisor’s title, salary and/or pay scale.

B. Job Summary – should describe the general nature ofthe job, and includes only its major functions oractivities.

C. Relationships – occasionally a relationshipsstatement is included. It shows the jobholders’relationships with others inside and outside theorganization.

D. Responsibilities and Duties – The Department ofLabor’s Dictionary of Occupational Titles can be used foritemizing the job’s duties and responsibilities.

Know Your Employment Law: Writing Job Descriptionsthat Comply with the ADA– Under the ADA, individuals must have therequisite skills, educational background, and experience to performthe job’s essential functions. If the disabled individual can’tperform the job as currently structure, theemployer is required to make a “reasonableaccommodation” unless doing so would present an“undue hardship”. There are a number of questions that can be asked to determine whether afunction is essential.

E. Standards of Performance and Working Conditions –states the standards the employee is expected toachieve under each of the job description’s mainduties and responsibilities.

Improving Productivity Through HRIS: Using the Internetfor Writing Job Descriptions: Internet sites suchas www.jobdescription.com and O’Net found atwww.doleta.gov/programs/onet) are useful Web toolsfor developing job descriptions.

NOTES Educational Materials toUse

IV. Writing Job Specifications

A. Specifications for Trained Versus Untrained Personnel

Writing job specifications for trained employees isrelatively straightforward because they are likely tofocus on traits like length of previous service,quality of relevant training, and previous jobperformance. Writing job specifications for untrainedemployees is more complex because they are more likelyto specify qualities such as physical traits,personality, interests, or sensory skills that implysome potential for performing or being trained toperform on the job.

B. Job Specifications Based on Judgment

1. Job specifications may come from educatedguesses or judgments, or from competencies listedin web-based job descriptions like those listed atwww.jobdescription.com or O*Net online(http://online.onetcenter.org). If possible, takeyour students to O*Net where you’ll be able to showthem the extensive skills lists available for manyjobs.

2. The Dictionary of Occupational Titles is also a usefulsource. The Dictionary assigns ratings and lettersto human requirement or traits as follows: G(intelligence), V (verbal), N (numerical), S(spatial), P (perception), Q (clerical perception),K (motor coordination), F (finger dexterity), M(manual dexterity), E (eye-hand-foot coordination),and C (color discrimination).

3. Research Insight – One researcher foundthat regardless of the job, the following are someexamples of generic job-related behaviors:industriousness; thoroughness, scheduleflexibility, attendance, off-task behavior(reverse), unruliness (reverse), theft (reverse),and drug misuse (reverse).

C. Job Specifications Based on Statistical Analysis

1. Basing job specifications on statisticalanalysis is more defensible, but a more difficultapproach than the judgmental approach.

2. The aim of the statistical approach is todetermine statistically the relationship between 1)some predictor or human trait such as height,intelligence, or finger dexterity, and 2) someindicator or criterion of job effectiveness.

3. The five steps in statistical analysis are:a) analyze the job and decide how to measure jobperformance; b) select personal traits like fingerdexterity that you believe should predictsuccessful performance; c) test candidates forthese traits; d) measure these candidates’subsequent job performance; and e) statisticallyanalyze the relationship between the human traitand job performance.

When You’re on Your Own – HR for Line Managersand Entrepreneurs. This dialogue discussesthe challenges that an HR manager or businessowner has in a small organization. First,they need a more streamlined approach, andsecond, there is always the concern that inwriting their job descriptions, they willoverlook duties that subordinates should be

assigned, or assign duties not usuallyassociated with such positions? Providedhere are three resources (The Dictionary ofOccupational Titles; websites likewww.jobdescription.com; and the Department ofLabor’s O’Net). A step-by-step guide for themanager in this situation is provided here.You may want to use this opportunity todiscuss the differences between large andsmall organizations as related to jobanalysis tasks.

NOTES Educational Materials toUse

V. Job Analysis in a "Jobless" World

The New Workplace: Global Job AnalysisApplications. This describes the Mercedes-Benzfactory in Alabama. Job analysis plays a keypart in this plant and there are very fewdifferent job descriptions or titles.

A. From Specialized to Enlarged Jobs

1. A “job” as we know it today is largely anoutgrowth of the industrial revolution’s emphasison efficiency.

2. Job enlargement involves assigning workersadditional same-level activities, thus increasingthe number of activities they perform.

3. Job rotation is systematically moving workersfrom one job to another.

4. Job enrichment involves redesigning jobs in away that increases the opportunities for the workerto experience feelings of responsibility,achievement, growth, and recognition.

B. Why Managers are De-jobbing Their Companies – De-jobbing refers to broadening the responsibilities ofthe company’s jobs, and encouraging employees not tolimit themselves to what’s on their job descriptions.

1. Flatter organizations with three or fourlevels of management are becoming more prevalentthan the traditional pyramid-shaped organizationswith seven or more layers of management.

2. Work teams, where tasks are organized aroundteams and processes rather than around specializedfunctions, are being used increasingly more bymanagers.

3. The boundaryless organizations arecharacterized by widespread use of teams andsimilar structural mechanisms to reduce and makemore permeable the boundaries that typicallyseparate departments and hierarchical levels.

4. Reengineering refers to fundamentallyrethinking and radically redesigning businessprocesses to achieve dramatic improvements inperformance measures.

C. Competency-Based Job Analysis

Employers are shifting towards newer approaches fordescribing jobs, such as competency-based analysis to supportthe flexibility needed in high performance workenvironments where employers need workers toseamlessly move from job to job and exercise self-control,

1. What are Competencies – Competencies are defined asdemonstrable characteristics of the person thatenable performance. They are observable andmeasurable.

2. Why use competency analysis? – First, traditionaljob descriptions may actually backfire if a highperformance work system is the goal. Second,describing the job in terms of skills, knowledgeand competencies needed is more strategic. Finally,measurable skills, knowledge, and competencies are

the heart of any company’s performance managementsystem.

3. Examples of competencies – These can includegeneral competencies (such as reading, writing, andmathematical reasoning), leadership competencies(leadership, strategic thinking, teaching others)and technical competencies (specific technicalcompetencies required for specific types of jobs).

4. Comparing traditional versus competency-based jobanalysis – competency based analysis is moremeasurable, where some of the job’s essentialduties and responsibilities are expressed ascompetencies.

5. How to write job competencies – the process issimilar in most respects to traditional jobanalysis, interviewing incumbents and theirsupervisors, identifying job responsibilities andactivities.

D. BP’s Matrices

There are a growing number of firms that are shiftingto HR systems that don’t use job descriptions. Sowhat replaces them? This discussion examines whatBritish Petroleum’s Exploration Division has done.They use a matrix of skills and skill levels. Themajor purpose was to shift employees from thinking interms of “it’s not my job” to thinking about what newskills they needed to accomplish their goals. Thisinteresting shift should be one that could generatediscussion in the class. Ask class members questionssuch as:

“So how do you know if you are doing your job?”“How would performance appraisals be done?”“How do you ensure fairness between employees?”“How do you keep your employee doing what he or she

should?”

The HR Scorecard: Strategy and Results. Adescription of the Hotel Paris’ job analysis andjob descriptions provides insight into how thesecan help an organization achieve the resultsthat their strategic goals target.

NOTES Educational Materials toUse

DISCUSSION QUESTIONS

1. What items are typically included in the job description? What itemsare not shown? A job description is a written statement of what thejobholder actually does, how he or she does it, and under whatconditions the job is performed. There is no standard format forwriting job descriptions, but most descriptions include sections on:

job identification job summary relationships, responsibilities, and duties authority of incumbent standards of performance working conditions job specifications

2. What is job analysis? How can you make use of the information itprovides? Job analysis is the procedure through which you determinethe duties and nature of the jobs and the kinds of people who shouldbe hired for them. You can utilize the information it provides towrite job descriptions and job specifications, which are utilized inrecruitment and selection, compensation, performance appraisal, andtraining.

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 usefulfor and listing the pros and cons of each. Interviews are probablythe most widely used method of collecting information for jobanalysis. The interview allows the incumbent to report activitiesthat might not otherwise come to light (mental activities andactivities that occur only occasionally). Observation is useful forjobs that consist mainly of physical activity that is clearlyobservable. Questionnaires are a quick and efficient way of

obtaining information from a large number of employees; however,development cost can be high. Participant diary logs can provide acomprehensive picture of a job, especially when supplemented withinterviews, however, many employees do not respond well to therequest to record all their daily activities. Quantitative jobanalysis techniques, such as PAQ, DOL, and Functional Job Analysisare more appropriate when the aim is to assign a quantitative valueto each job so that jobs can be compared for pay purposes.

4. Describe the types of information typically found in a jobspecification. It should include a list of the human traits andexperience needed to perform the job. These might include education,skills, behaviors, personality traits, work experience, sensoryskills, etc.

5. Explain how you would conduct a job analysis. There are six majorsteps in a well-conducted job analysis: 1) Determine how the jobanalysis information will be used and how to collect the necessaryinformation; 2) Collect background information such as organizationcharts, process charts, and job descriptions; 3) Selectrepresentative positions to be analyzed; 4) Collect job analysisinformation; 5) Review the information with the participants; 6)Develop job descriptions and job specifications.

6. Do you think companies can really do without detailed jobdescriptions? Why or why not? Either side is an acceptable positionto take. The key to grading this answer is the quality of the “whyor why not” explanations. Look for students to clearly explain theirposition in terms of the effects of the lack of job descriptions onthe performance, motivation, and capabilities of the people doing thejob.

7. In a company with only 25 employees, is there less need for jobdescriptions? Why or why not? It is clearly more difficult to writejob descriptions for positions that may have broad responsibilitiesbecause of the organization’s size. This does not, however, meanthat it is less important. Look for sound arguments and reasoning.

DESSLER COMPANION WEB SITEWe invite you to visit the Dessler homepage(http://www.prenhall.com/dessler) on the Prentice Hall Web site for the bestonline business support available. This site provides professors with a customizedcourse Web site, including new communication tools, one-click navigation of chaptercontent, and great resources, such as Internet Resources, an HRCI Exam Prep Guide,assessment exercises, and more.

INDIVIDUAL AND GROUP ACTIVITIES

1. Working individually or in groups, obtain copies of job descriptionsfor clerical positions at the college or university where you study,or the firm where you work. What types of information do theycontain? Do they give you enough information to explain what the jobinvolves and how to do it? How would you improve on thedescriptions? Based on our experience, it is very likely that atleast some of the job descriptions will not contain all theinformation that is supposed to be there. Use this as an opportunityto discuss the problems that may be created by the missinginformation.

2. Working individually or in groups, use O*Net to develop a jobdescription for your professor in this class. Based on that, useyour judgement to develop a job specification. Compare yourconclusions with those of other students or groups. Were there anysignificant differences? What do you think accounted for thedifferences? The students should go to the O*Net website athttp://online.onetcenter.org to find sample job descriptions in orderto create job description for you. Once they create a jobdescription for you, they should develop a job specification.

3. The HRCI “Test Specifications” appendix at the end of this book liststhe knowledge someone studying for the HRCI certification exam needsto know in each area of human resource management (such as inStrategic management, Workforce Planning, and Human ResourceDevelopment). In groups of 4-5 students, do four things: (1) reviewthat appendix now; (2) identify the material in this chapter thatrelates to the required knowledge the appendix lists; (3) write fourmultiple choice exam questions on this material that you believewould be suitable for inclusion in the HRCI exam; and (4) if timepermits, have someone from your team post your team’s questions infront of the class, so the students in other teams can take eachother’s exam questions. Topics covered in this chapter would includejob analysis to write job descriptions and develop job competencies;identification and documentation of essential job functions forpositions; and establishing hiring criteria based on the competenciesneeded;

Following are some examples of possible multiple choice questions:

1. The procedure through which you determine the duties of positions and the characteristics of the people to hire for them is called:

a. Competency based analysisb. Job specificationsc. Job analysisd. Job descriptions

Answer: c

2. Quantitative Job Analysis Techniques include the following:

a. Interviewsb. Questionnairesc. Observationd. Functional job analysis

Answer: d

3. Essential Job Functions are:

a. Part of a job descriptionb. The reason the position existsc. The job duties that employees must be able to perform, with

or without reasonable accommodationd. All of the above

Answer: d

4. Competency Based Job Analysis :

a. Is better than traditional job analysisb. Focuses more on how the worker meets the job’s objectives or

actually accomplishes the workc. is more tactical than strategicd. breeds a “that’s not my job” attitude

Answer: b

EXPERIENTIAL EXERCISES & CASES

Experiential Exercise: The Instructor’s Job Description

Purpose: The purpose of this exercise is to give you experience indeveloping a job description by developing one for your instructor.

Required Understanding: Students should understand the mechanics of jobanalysis and be thoroughly familiar with the job analysis questionnaires(see Figure 4-3 and the job description questionnaire, Figure 4-8)

How to Set Up the Exercise/Instructions: Set up groups of four to sixstudents for this exercise. As in all exercises in this book, thegroups should be separated and should not converse with each other.Half the groups in the class will develop the job description using thejob analysis questionnaire (4.3), and the other half of the groups willdevelop it using the job description questionnaire (4.9). Each studentshould review his or her questionnaire (as appropriate) before joininghis or her group.

1. Each group should do a job analysis of the instructor’s job:half the groups (to repeat) will use the job analysisquestionnaire for this purpose, and half will use the jobdescription questionnaire.

2. Based on this information, each group will develop its own jobdescription and job specification for the instructor.

3. Next, each group should choose a partner group, one thatdeveloped the job description and job specification using thealternate method. (a group that used the job analysisquestionnaire should be paired with a group that used the jobdescription questionnaire)

4. Finally, within each of these new combined groups, compare andcritique each of the two sets of job descriptions and jobspecifications. Did each job analysis method provide differenttypes of information? Which seems superior? Does one seemmore advantageous for some types of jobs than others?

Application Case: Tropical Storm Charley

1. Should Phil and Linda ignore the old-timers' protests and write upthe job descriptions as they see fit? Why? How would you go aboutresolving the differences? In all likelihood, the old-timers areaccurate in their descriptions. There are several of them, and itappears that all of their descriptions agree. Also, since they werethe ones actually doing the work, it is likely that they were theonly ones who knew what was actually being done. One way to resolvethe differences would be to examine the specific items that Phil and

Maybelline feel the old-timers are padding their jobs with. Ask forevidence from the old-timers that they did these functions, and askfor evidence from Phil and Maybelline that someone else carried outthose tasks.

2. How would you have conducted the job analysis? What should Phil donow? Other options may have been to conduct personal interviewsinstead of the questionnaires. However, it is unlikely that theresulting disagreement would have been avoided by using anothermethod. The method they used was a good one. Phil has severalcourses of action available to him. The best may be to allow theprocess to go on with the old-timers’ job descriptions.

Running Case: Carter Cleaning Company The Job Description

1. What should be the format and final form of the store manager’s jobdescription? The format noted in figure 4-7 could be a reasonableformat to use. Students may recommend that Jennifer include astandards of performance section in the job description. This liststhe standards the employee is expected to achieve under each of thejob description’s main duties and responsibilities, and would addressthe problem of employees not understanding company policies,procedures, and expectations. In addition, students may recommendthat Jennifer instead take a competency-based approach whichdescribes the job in terms of the measurable, observable, behavioralcompetencies that an employee doing that job must exhibit. Becausecompetency analysis focuses more on “how” the worker meets the job’sobjectives or actually accomplishes the work, it is more workerfocused.

2. Was it practical to specify standards and procedures in the body ofthe job description, or should these be kept separately? They do notneed to be kept separately, and in fact both Jennifer and theemployees would be better served by incorporating standards andprocedures into the body of the description, The exception to thiswould be if the standards and procedures are so complex or involvedthat it becomes more pragmatic to maintain a separate proceduresmanual.

3. How should Jennifer go about collecting the information required forthe standards, procedures, and job description? She should first goabout conducting the job analysis, collecting information about thework activities, human behaviors, machines, tools, equipment, andwork aids, performance standards, job context, and humanrequirements. The best methods for collecting this information in

this case are through interview, questionnaires, observation,diaries/logs maintained by employees, In addition, she shouldensure that she is identifying the essential functions of the job,and that the descriptions are ADA compliant.

KEY TERMSjob analysis The procedure for determining the duties

and skill requirements of a job and the kind ofperson who should be hired for it.

job description A list of a job's duties,responsibilities, reporting relationships,working conditions, and supervisoryresponsibilities--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 jobanalysis.

organization chart A chart that shows the organization widedistribution of work, with titles of eachposition and interconnecting lines that show whoreports to and communicates with whom.

process chart A work flow chart that shows the flow ofinputs to and outputs from a particular job.

diary/log Daily listings made by workers of every activityin which they engage along with the time eachactivity takes.

position analysis A questionnaire used to collect quantifiabledata concerning the

questionnaire (PAQ) duties and responsibilities of variousjobs.

Department of Labor Standardized method for rating,classifying, and comparing

job analysis virtually every kind of job based on data,people, and things.

functional job analysis A method for classifying jobs similar tothe Department of Labor job analysis butadditionally taking into account the extent to

which instructions, reasoning, judgment, andverbal facility are necessary for performing thejob tasks.

Standard Occupational Classifies all workers into one of 23 majorgroups of jobs, which

Classification (SOC) are subdivided into minor groups of jobsand detailed occupations.

job enlargement Assigning workers additional same-levelresponsibilities, thus increasing the number ofactivities they perform.

job rotation Systematically moving workers from one jobto another.

job enrichment Redesigning jobs in a way that increasesthe opportunities for the worker to experiencefeelings of responsibility, achievement, growth,and recognition.

de-jobbing Broadening the responsibilities of the company’sjobs and encouraging employees not to limitthemselves to what’s on their job descriptions.

boundaryless organization Organization marked by the widespread useof teams and similar structures that reduce andmake more permeable the boundaries thattypically separate departments.

reengineering The fundamental rethinking and radicalredesign of business processes to achievedramatic improvements in critical contemporarymeasures of performance.

competencies Demonstrable characteristics of the personthat enable performance, which are observableand measurable behaviors comprising part of ajob.

competency-based Describing the job in terms of the measurable,observable,

job analysis behavioral competencies (knowledge,skills, and/or behaviors) that an employee doingthat job must exhibit to do the job well.

performance management Basing your employee’s training, appraisals, andrewards on fostering and rewarding the skillsand competencies he or she needs to achieve hisor her goals.