September 27, 2023

Briefly review the steps in the strategic workforce planning (SWP) process. Describe how the four components of the strategic workforce planning process work together with a focus on explaining where the job analysis would fit into the SWP.

HRM professionals will be required by their organizations to assist in analyzing individual job roles as part of the overall workforce planning process. Analyzing job roles within the organization ensures HR professionals have the right information to base recruitment, selection, and training decisions on.

In completing this assignment, focus on these three main points:

Reference Figure 9.5 in Chapter 9, in the textbook. Using a job of your choice, complete an in-depth job analysis using all 15 points provided on the Job Analysis Worksheet. Please see the attached chapter.

After completing the job analysis, in a 500-750-word essay, briefly review the steps in the strategic workforce planning (SWP) process. Describe how the four components of the strategic workforce planning process work together with a focus on explaining where the job analysis would fit into the SWP. This part of the assignment should reflect academic formatting throughout. The job analysis data should be presented as an appendix to this essay.

Prepare this assignment according to the guidelines found in the APA Style Guide and Template, located in the Student Success Center.

This essay should be supported by a minimum of 2 current scholarly articles. When searching for current scholarly articles in the library database, make sure the peer review box is checked as part of the search criteria and the publication dates are within the last 5-7 years.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Couple things to note about the major assignment this week that I find students tend to overlook.

These are great assignments moving forward because they give you the chance to practice what a person working in HR would do and explain why they would do it. It’s a combination of knowledge and applied skill.

1. Completing a job analysis is a practical work-based assignment task, an HR practitioner would do this task in the workplace. Feel free to do the job analysis on your own job (or one you have had in the past), no one knows your job better than you do. Make sure you ‘do’ the job analysis, do not tell me how you would go about doing one. Pretend I just hired you into an HR position and the first task I have given you is to write a job analysis. Use your knowledge to apply the skill.

2. Make sure you follow the assignment instructions (content rubric 1) and carefully read/use Figure 9.5 in Chapter 9, in the textbook to format your job analysis; make sure your number and address all 15 points. Make it detailed (especially the list of tasks) and professional, this is going to be a workplace document, and you are going to come back to this document (as would other people in your workplace) as the foundation for several upcoming assignments. The presentation of this document in your workplace is an extension of your work ethic/professionalism.

3. The steps to strategic workforce planning (SWP) are also in the textbook, and include: talent inventory, predicting the future workforce, planning for talent provision (action plan), control and evaluation (p. 237). There are obviously other models out there, if you choose to use a different one, make sure these 4 steps are included as a minimum.

4. The SWP makes up the essay part of the assignment (500-750 words). To meet the writing rubric requirements, the SWP essay portion of the assignment will need a clear introduction/purpose, body and conclusion, reference list and the job analysis is its appendix.

5. You are required to present the job analysis you prepared in an appendix. Appendices are not part of our overall word count. Since there are probably a few of us who have little or no experience with using appendices, the proper APA 7 formatting/use for appendices is:

Appendices:

should be positioned at the end of the paper, after the reference list

Each appendix should begin on a separate page

Each appendix should have a label (ie: Appendix A); Put the appendix label centered at the top of the page. If a paper has one appendix, label it Appendix. If a paper has more than one appendix (or appendices), label them in order using the letters of the alphabet: Appendix A, Appendix B, Appendix C, etc.

On the next line under the appendix label, place the centered title of the appendix; the appendix title should describe the contents of the appendix (i.e.: Job Analysis – Painter; CIT Interview Participant 1)

Use title case for your title and labels (the first letter of each word should be capitalized, while remaining letters should be lowercase).

USE OF APPENDICIES: Refer to the appendix (or appendices) using their appropriate label at least once within the body of the paper. The appendix contains supplemental material that links directly to your paper’s discussion that would be distracting or inappropriate in the text of the paper; usually due to length and word count parameters of an assignment. Use your job analysis to support and exemplify your workforce planning discussion.

Appendices are going to be your best friend when you start doing and presenting your own primary research.

Requirements: 900-1100

1725970 – SAGE Publications, Inc. (US) ©9 Analyzing Jobs and WorkWayne F. Cascio, Herman AguinisLearning GoalsBy the end of this chapter, you will be able to do the following:9.1 Explain what job or work analysis is and the many purposes for which it is used9.2 Distinguish the terms task, duty, position, job, and job family from each other9.3 Distinguish work-oriented from worker-oriented descriptors9.4 Identify seven key choices that exist in the analysis of work9.5 Establish legally defensible minimum qualiﬁcations9.6 Construct appropriate interview questions for analyzing work9.7 Know when to use personality-based job analysis9.8 Compare and contrast job or work analysis to competency modelingMore than two decades ago, Bridges (1994a, 1994b) proclaimed “The End of the Job.” Heargued that the use of jobs as a way of organizing work “is a social artifact that hasoutlived its usefulness.” If organizations expect to be successful, they need to “get rid ofjobs” and “redesign to get the best out of the de-jobbed worker.” One might ask, if we canno longer expect to hold jobs, can we at least expect to hold a position? Unfortunately, no,because positions may be “too ﬁxed.” Roles? Sorry, too unitary, single purposed. Skills andcompetencies? They will become too obsolete. According to this rationale, post-jobworkers will likely be self-employed contract workers, hired to work on projects or teams.Just look at Intel or Microsoft, ﬁrms that organize work around projects. People will workon 6 to 10 projects, perhaps for different employers at the same time. Some of that ishappening now (see Chapter 1), but not on a massive scale just yet.A funny thing happened along the way—the Internet revolution. Go to any company’swebsite and discover that it invites applications—for jobs! True, some employees maywork on 6 to 10 projects at once but for only one employer. This is not to imply that theconcept of work is static. Sometimes changes occur at a dizzying pace as ﬂuidorganizations ﬁghting to stay competitive require their people to adapt constantly. Theyneed to adapt to strategic initiatives like empowerment, reengineering, automation,intranet-based self-service HR, the use of high-performance work practices that pushauthority and responsibility down to lower levels, and alternative work arrangements suchas virtual teams and telework (Cascio & Aguinis, 2008a, 2008b; Dulebohn & Hoch, 2017).Technologies that enhance communications and information management, such aswireless communications, e-mail, and teleconferencing, have made the “anytime,anywhere” workplace a reality (Gilson, Maynard, Young, Vartiainen, & Hakonen, 2015).To be sure, advances in machine learning, automation, and the Internet are changing theways that work is done, as more activities are performed by intelligent systems rather thanby humans (Arthur, 2017). Yet, for all the changes, the job as a way to organize and grouptasks and responsibilities has not yet disappeared, especially in large organizations(Newman, Gerhart, & Milkovich, 2016). In the age of intelligent automation, manyorganizations are reexamining what a “job” actually is: how it is structured and how itshould be reconﬁgured, and perhaps redeﬁned. They are actively incorporating multilevelfactors into the design of jobs (Parker, Morgeson, & Johns, 2017; Parker, Van Den Broeck,& Holman, 2017). At the same time, they are also asking probing questions, such as thefollowing: How should companies rethink the value of a job, in terms of increasedperformance through machine intelligence? What sets of skills should they invest in?Which jobs should remain within the company and which should be accessed via talentplatforms, or perhaps shared with peers, even competitors (Jesuthasan, Malcolm, &Zarkadakis, 2016)? Answers to many of these questions lie in a process known as workanalysis.Deﬁnition, Professional StandardsWork analysis is a broad term that refers to any systematic process for gathering,documenting, and analyzing three features of work: (1) its content (tasks, responsibilities,or outputs); (2) worker attributes related to its performance (knowledge, skills, abilities, orother personal characteristics, or KSAOs); and (3) the context in which work is performed(e.g., physical and psychological conditions) (Brannick, Pearlman, & Sanchez, 2017).

1725970 – SAGE Publications, Inc. (US) ©It is diﬃcult to overstate the importance of job or work analysis (Brannick, Cadle, & Levine,2012; Brannick, Levine, & Morgeson, 2007; Morgeson & Dierdorff, 2011) to employmentresearch and practice. Like other authors, we see the tools and techniques developedunder “job or work analysis” as applicable to changing structures of work, and the use ofeither term is not meant to convey a focus on rigidly prescribed jobs. If conductedthoroughly and competently, job or work analysis provides a deeper understanding ofindividual jobs and their behavioral requirements and, therefore, creates a ﬁrm basis onwhich to make employment decisions. As the APA Standards (AERA, APA, & NCME, 2014)note,[W]hen empirical evidence of predictor-criterion relationships is part of the pattern ofevidence used to support test use … systematic collection of information about thejob should inform the development of the criterion measures. However, there is noclear choice among the many available job analysis methods …. Job analysis is notlimited to direct observation of the job or direct sampling of subject matter experts;large-scale job-analytic databases often provide useful information. (Standard 11.7,p. 180)The SIOP Principles provide additional guidance (SIOP, 2018):The term “analysis of work” subsumes information that traditionally has beencollected through work and job analysis methods, and more recently, competencymodeling efforts, as well as other information about the work, worker, organization,and work environment …. There is no single approach that is the preferred method forthe analysis of work. The analyses used in a speciﬁc study of work are a function ofthe nature of the work, current information about the work, the organizational setting,the workers themselves, and the purpose of the study. Understanding theorganization’s requirements or objectives is important when selecting an appropriatemethod for conducting an analysis of work …. The central point … is the need toobtain reliable and relevant job information that addresses anticipated behaviors,activities, and/or KSAOs or competencies. (pp. 11, 12)Although some courts insist on extensive job or work analysis (e.g., as a basis forproviding content-related evidence of validity), certain purposes, such as validitygeneralization, may not require such detail (Landy, 2003; Malos, 2005; Schmitt, Cortina,Ingerick, & Wiechmann, 2003). As Figure 9.1 illustrates, the analysis of work informationmight be collected for many uses and purposes.Figure 9.1 Uses of Job Analysis Information

1725970 – SAGE Publications, Inc. (US) ©Work analysis can underpin an organization’s structure and design by clarifying roles(patterns of expected behavior based on organizational position). Employeeresponsibilities at all hierarchical levels—from mail clerk to chairperson of the board—canbe speciﬁed, thereby avoiding overlap and duplication of effort and promoting eﬃciencyand harmony among individuals and departments. Work analysis is a fundamental toolthat can be used in every phase of employment research and administration; in fact, workanalysis is to the I/O psychologist or HR professional what the wrench is to the plumber.TerminologyTalent management, like any other specialty area, has its own peculiar jargon, and,although some of the terms are used interchangeably in everyday conversation,technically there are distinct differences among them. These differences will becomeapparent as we examine work analysis methods more closely. The deﬁnitions that followgenerally are consistent with the terminology used by Brannick et al. (2007), Gael (1988),McCormick (1979), the U.S. Department of Labor (1972, 1982), and Wills (1993):An element is the smallest unit into which work can be divided without analyzing theseparate motions, movements, and mental processes involved. Removing a sawfrom a tool chest prior to sawing wood for a project is an example of a job element.A task is a distinct work activity carried out for a distinct purpose. Running acomputer program, cleaning cooking utensils, and unloading a truckload of freightare examples of tasks.A duty includes a large segment of the work performed by an individual and mayinclude any number of tasks. Examples of duties include conducting interviews,counseling employees, and providing information to the public.A position consists of one or more duties performed by a given individual in a givenﬁrm at a given time, such as clerk typist–level three. There are as many positions asthere are workers.A job is a group of positions that are similar in their signiﬁcant duties, such as two ormore mechanics–level two. A job, however, may involve only one position,depending on the size of the organization. For example, the local garage mayemploy only one mechanic–level two.A job family is a group of two or more jobs that either call for similar workercharacteristics or contain parallel work tasks as determined by job analysis.An occupation is a group of similar jobs found in different organizations at differenttimes—for example, electricians and machinists. A vocation is similar to anoccupation, but the term vocation is more likely to be used by a worker than by anemployer.

1725970 – SAGE Publications, Inc. (US) ©A career covers a sequence of positions, jobs, or occupations that one personengages in during his or her working life.Aligning Method With PurposeA wide variety of methods and techniques are available for collecting information aboutjobs and work. They vary on a number of dimensions, and such variation creates choices.Methods for analyzing work must align with the purpose for which such information wascollected. It simply is not true that a single type of work analysis data can support anytalent management activity. For example, the kind of information necessary to develop ahierarchy of jobs in a pay structure (job evaluation) is usually not detailed enough toprovide useful inputs to a human-factors engineer seeking to redesign a person–machineinterface. First, deﬁne the purpose of the work analysis (see Figure 9.1); then choose amethod that ﬁts that purpose.ChoicesSeveral choices confront the work analyst (Brannick et al., 2017; Morgeson & Dierdorff,2011; Sackett & Laczo, 2003), although the range of choices can be narrowed once theanalyst identiﬁes the speciﬁc purpose for collecting work-related information. In brief,some of these choices include the following:Activities or attributes? Some techniques focus solely on activities or what gets done(tasks), whereas others focus on how the work gets done (worker attributes, such asKSAOs, which might include, for example, personality characteristics, values, andattitudes). The former are termed work oriented; the latter are worker oriented.Competency modeling, which we consider in more detail later in the chapter,incorporates the full range of KSAOs.General or speciﬁc? These choices concern the level of detail needed in the analysis.A brief description of work for purposes of pay-survey comparisons includesconsiderably less detail than that needed to develop preemployment assessmentprocedures based on critical KSAOs.Qualitative or quantitative? The same type of work can be described in narrativeform—that is, qualitatively—or by means of numerical evaluations on a ﬁxed set ofscales (time, frequency, importance, or criticality)—that is, quantitatively. Qualitativemethods are ﬁne for applications like career planning, but comparisons of differenttypes of work require quantitative data.Taxonomy based or blank slate? The Position Analysis Questionnaire (PAQ) and theFleishman Job Analysis Survey (F-JAS), both of which are described later in thischapter, are taxonomy-based approaches in which relatively general work activitiesapply to a broad range of work. Alternatively, trained observers or job incumbentsmay develop lists of activities or attributes that apply to speciﬁc jobs or job families.Subsequently, the activities or attributes are rated on speciﬁc scales, as describedearlier. Such blank-slate approaches have the potential for a greater degree of detailthan do taxonomy approaches.Observers or incumbents and supervisors? Trained analysts sometimes observework directly and then distill their observations into qualitative descriptions orquantitative evaluations of work activities or attributes. Alternatively, informationmay come from job incumbents and their direct supervisors, who may be asked toidentify activities or attributes and then rate them on numerical scales. When a largenumber of incumbents and supervisors provide such ratings, it becomes possible toassess the consistency of the ratings and to identify clusters of respondents withdiffering patterns of work activities.Single-job or multiple-job comparison? Sometimes the focus is on a speciﬁc job, aswhen developing an entry-level test for bank tellers. In other cases, the focus is ondocumenting similarities and differences across jobs (e.g., to justify using the sameselection system with different types of work, to justify using a selection system forthe same job in different organizations, or to develop job families and career paths).Descriptive or prescriptive? Work analysis typically describes a job as it currentlyexists. Suppose, however, that a job does not yet exist? Under these circumstances, itis necessary to prescribe activities or attributes for the soon-to-be-created job. Suchan approach is termed strategic work analysis, which we discuss later in thischapter.Deﬁning the JobWork analysis, as we have pointed out, consists of deﬁning work (e.g., in terms of itscomponent tasks), specifying what employee behaviors are necessary to perform the worktasks, and then developing hypotheses about the personal characteristics necessary toperform those work behaviors. Two elements stand out in this deﬁnition: task

1725970 – SAGE Publications, Inc. (US) ©requirements and people requirements. In this section, we consider task requirements, and,in the next section, we consider behavioral requirements.In many cases, the characteristics of work are “givens” to employees. They include, forexample, the equipment used; the arrangement of the work space; the division of labor;and the procedures, methods, and standards of performance. From these data, the analystproduces a job description or written statement of what a worker actually does, how he orshe does it, and why. This information can then be used to determine what KSAOs arerequired to perform the work. Job descriptions are useful communication tools to tellemployees about the tasks they are expected to perform, they aid in the interactive processthat some laws require regarding reasonable accommodations for people with disabilities,they describe minimum qualiﬁcations (discussed in the next section), and they help justifyexempt versus nonexempt status under applicable wage and hour laws (Brannen, 2016).Elements of a job description may include the following:Job title: For bookkeeping purposes within the ﬁrm, as well as to facilitate reportingto government agenciesActivities and procedures: Descriptions of the tasks performed, the materials used,the machinery operated, the formal interactions with other workers, and the natureand extent of supervision given or receivedWorking conditions and physical environment: Heat, lighting, noise level,indoor/outdoor setting, physical location, hazardous conditions, etc.Social environment: For example, information on the number of individuals in thework group and the amount of interpersonal interaction required in order to performthe workConditions of employment: Including, for example, a description of the hours of work,wage structure, method of payment, beneﬁts, place of the job in the formalorganization, and opportunities for promotion and transfer (see Figure 9.2 for anexample)Figure 9.2 A Typical Job Description

1725970 – SAGE Publications, Inc. (US) ©What we have just described is a traditional, task-based job description. However, someorganizations are beginning to develop behavioral job descriptions. These comprisebroader abilities that are easier to alter as technologies and customer needs change(Joinson, 2001). For example, instead of focusing on communication skills, such aswriting, speaking, and making presentations, behavioral job descriptions incorporatebroader behavioral statements, such as “actively listens, builds trust, and adapts his or herstyle and tactics to ﬁt the audience.” These behaviors will not change, even as the meansof executing them evolve with technology. Instead of being responsible for simpleprocedures and predictable tasks, workers are now expected to draw inferences and renderdiagnoses, judgments, and decisions, often under severe time constraints (Brannick et al.,2017; Morgeson & Dierdorff, 2011).Job SpeciﬁcationsJob speciﬁcations represent the KSAOs deemed necessary to perform a type of work. Forexample, keen vision (usually 20/20 uncorrected) is required of astronauts and test pilots.In many cases, however, job speciﬁcations are not rigid and inﬂexible; they serve only asguidelines for recruitment, selection, and placement. Job speciﬁcations depend on thelevel of performance deemed acceptable and the degree to which some abilities can besubstituted for others. For example, in one investigation of power sewing machineoperators, it was thought that keen eyesight was necessary to sew sheets until researchdemonstrated that manual dexterity was far more important. The operators could sewsheets just as well with their eyes closed! This illustrates an important point: Someindividuals may be restricted from certain jobs because the job speciﬁcations areinﬂexible, artiﬁcially high, or invalid. For this reason, job speciﬁcations should indicateminimally acceptable standards for selection and later performance.Job speciﬁcations identify the personal characteristics (e.g., educational background,experience, training) that are valid for screening, selection, and placement. How are thesespeciﬁcations set, and how does one deﬁne “minimal qualiﬁcations (MQs)”?Levine, May, Ulm, and Gordon (1997) developed a methodology for determining MQs inthe context of a court case that challenged the use of MQs of unknown validity, but highadverse impact. Their methodology is worth describing, since ultimately a court approvedit, and it is consistent with sound professional practice.Working independently with a draft list of tasks and KSAs for a target job, separate groupsof subject matter experts (SMEs) rate tasks and KSAs on a set of four scales, as shown inFigure 9.3.Figure 9.3 Scales Applied to Tasks and KSAs and Criteria for Deﬁning the Domains forMQs

1725970 – SAGE Publications, Inc. (US) ©Source: Republished with permission of John Wiley and Sons Inc., from Levine, E. L.,May, D. M., Ulum, R. A., & Gordon, T. R. (1997). A methodology for developing andvalidating minimum qualiﬁcations (MQs). Personnel Psychology, 50, 1013;permission conveyed through Copyright Clearance Center.Proﬁles meeting the criteria on the level and clarity scales are then linked back to the tasksand KSAs (in the domains established earlier) by means of two additional scales, one fortasks and one for KSAs, using the criteria also shown in Figure 9.4. Each proﬁle must meetthe linkage criterion in order to demonstrate content-oriented evidence of validity (seeChapter 7). Six of the nine MQ proﬁles in Levine et al.’s (1997) study did so.Subsequently, Buster, Roth, and Bobko (2005) presented a related method for developingcontent-oriented evidence of validity for education and experience-based MQs that alsowas approved by a federal court. They offered the following eight recommendations forpractice:1. Begin with a structured analysis of work that identiﬁes critical tasks and KSAs,noting which KSAs are needed on day 1 of the work (entry-level KSAs).2. Distribute a list of tasks and KSAs associated with the work at the ﬁrst MQ-development meeting.3. Emphasize that the point of reference for the MQs is an individual who is newlyappointed to the work.4. Instruct individuals who are generating potential MQs to think about alternative MQs(e.g., a professional certiﬁcation).5. Use straightforward, targeted MQs because they can be rated more easily andreliably.. SMEs should rate the list of MQs independently.7. Have SMEs link all potential MQs back to KSAs or tasks.. Bracket potential MQs with both easier and more diﬃcult statements.Reliability and Validity of Work Analysis InformationA meta-analysis of 46 studies and 299 estimates of reliability identiﬁed average levels ofinter- and intrarater reliability of job analysis ratings. Interrater reliability refers to the

1725970 – SAGE Publications, Inc. (US) ©degree to which different raters agree on the components of a target work role or job, orthe extent to which their ratings covary. Intrarater reliability is a measure of stability(repeated item and rate–rerate the same work at different times). Data were categorizedby speciﬁcity (generalized work activity or task data), source (incumbents, analysts, ortechnical experts), and descriptive scale (frequency, importance, diﬃculty, or time spent).Across 119 studies, task data demonstrated higher inter- and intrarater reliabilities thandid generalized work activity data (.77 versus .60, and .72 versus .58, respectively).Analysts showed the highest interrater reliability and incumbents the lowest, regardless ofthe speciﬁcity of the data. Within task data, descriptive scales dealing with perceptions ofrelative value (importance and diﬃculty scales) tended to have similar and relatively highinterrater reliability levels, whereas descriptive scales involving temporal judgments(frequency and time-spent scales) displayed similar and relatively low interrater reliabilitylevels (Dierdorff & Wilson, 2003).Job descriptions are valid to the extent that they accurately represent job content,environment, and conditions of employment. Job speciﬁcations are vali

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Briefly review the steps in the strategic workforce planning (SWP) process. Describe how the four components of the strategic workforce planning process work together with a focus on explaining where the job analysis would fit into the SWP.

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