Job Analysis
Topics
• Overview
• Developing a Job Analysis
• Ratings
• Additional Resources
Overview
• What is a job analysis?
• When to conduct a job analysis?
• Why use a job analysis?
• Uses for a job analysis?
What is a Job Analysis?
• A systematic examination of the tasks
performed in a job and the competencies
required to perform them
• A study of what workers do on the job,
what competencies are necessary to do
it, what resources are used in doing it,
and the conditions under which it is done
• A job analysis is NOT an evaluation of
the person currently performing the job
What is a Job Analysis?
• A job analysis consists of three general
steps:
1. Tasks and competencies are collected
2. Subject Matter Experts (SMEs) rate the
tasks and competencies
3. Any low-rated tasks and/or competencies
are dropped
When to Conduct a Job Analysis
• It depends on the novelty of the position
and the currency of the most recent job
analysis for that occupation. However, if
the requirements of the position are
relatively static, then the position may
only need to be reviewed as needed.
– From the Delegated Examining Operations
Handbook
When Should You Conduct a Job
Analysis?
• When the position you seek to fill is
unlike any other position in your agency
• When the requirements of the position
are likely to change with relative
frequency (e.g., information technology
positions), you should review the position
at least annually to ensure that your
selection tools are still valid
Why Use a Job Analysis?
• To establish and document the tasks and
competencies required for the job
• To identify the job-relatedness of the
tasks and competencies
• To form the basis of applicant
assessment tools
• To help provide legal defensibility
• To enhance the validity and utility of
human resource products
Why use a job analysis?
• Legal requirements:
– Federal regulations provide that each
employment practice of the Federal
Government generally, and of individual
agencies, shall be based on a job analysis to
identify:
• The basic duties and responsibilities;
• The knowledge, skills, and abilities required to
perform the duties and responsibilities; and
• The factors that are important in evaluating
candidates
– 5 CFR Part 300
Why Use a Job Analysis?
• Legal Requirements (continued):
– In addition, the Uniform Guidelines on
Employment Selection Procedures (1978),
(29 CFR Part 1607)
(www.uniformguidelines.com), provide a set
of generally accepted principles on employee
selection procedures, including when and
how to conduct a job analysis that will meet
the standards of the Guidelines.
Uses for a Job Analysis
• Job analysis data can be used to
determine:
– Job requirements
– Training needs
– Position classification and grade levels
– Other personnel actions, such as promotions
and performance appraisals
Developing a Job Analysis
• Definitions
• Gathering Information
• Developing Tasks
• Developing Competencies
Definitions
• Tasks: Activities an employee performs
on a regular basis in order to carry out
the functions of the job
• Competencies: A measurable pattern of
knowledge, skills, abilities, behaviors,
and other characteristics that an
individual needs to perform work roles or
occupational functions successfully
Definitions
• Subject Matter Expert: A person (first-
level supervisor, superior incumbents,
etc.) with bona fide expert knowledge
about a particular job
• Ratings/Cutoffs: Computed (numerical)
thresholds that determine which tasks
and competencies are required to
successfully perform the job
Gathering Information
• Job announcements
• Position descriptions (PD)
• Desk audits
• Internet searches
Developing Tasks
• Tasks can be developed through:
– Listing/editing existing tasks from job
announcements, position descriptions, desk
audits, and internet searches
– Writing new tasks
Developing Tasks
• You can develop tasks by pulling them
from many sources, such as Position
Descriptions, job announcements, etc.:
– Original text: Management relies on these
specialists and systems to help them apply
merit system principles to attracting,
developing, managing, and retaining a high
quality and diverse workforce.
– Resulting task: Assists management in
applying merit system principles in all
aspects (e.g., attracting, managing) of
retaining a high quality and diverse workforce
Developing Tasks
• You can also develop tasks by writing
them from scratch:
The general formula for writing items is:
Perform What? + to Whom? or What? + to produce
What? or Why? How?
E.g., Sort + incoming mail + into groups for
distribution
Developing Tasks
• When writing tasks, some common
pitfalls (and how to avoid them) are listed
below:
– Unnecessary Words
• Strip task to the bare elements; make it as concise
and clear as possible
– Double-barreled Item (includes multiple
tasks or components
• Remove extra actions or break the item into two (or
more) separate items
Developing Tasks
• Task writing pitfalls and fixes, continued:
– Overly Specific Items
• Replace specific items (e.g., Uses Excel to add,
subtract, and divide subordinates’ timecards to
calculate time and leave) with more general
actions (e.g., Uses spreadsheets to track pay and
leave)
– Vague or Ambiguous Terms
• Replace subjective adjectives and adverbs (e.g.,
excellent, adequate, best, all, timely, accurately)
with more descriptive terms (e.g., verify, provide,
create)
Developing Tasks
• Task writing pitfalls and fixes, continued:
– Abbreviations and Acronyms
• Avoid using abbreviations and acronyms; spell out
the term whenever possible to ensure others
understand the item
Developing Tasks
• Example of a poorly-written task:
– Makes a conscientious effort to check time
reports for persons under own supervision for
errors in addition and hours claimed within
the NFC system, uses daily work summary
sheets as a resource if necessary, signs time
reports and/or payroll sheets, and routes to
payroll department before pay period
deadline in order to authorize payment for
time worked.
• Fixed:
– Audits employee time reports.
Developing Competencies
• Competencies can be developed
through:
– Listing/editing existing competencies from job
announcements, position descriptions, and
internet searches
– Writing new competencies
Developing Competencies
• You can develop competencies by pulling
them from many sources, such as
Position Descriptions, job
announcements, etc.:
– Original text: Has basic understanding of the
legislation, regulations, and guidance
applicable to formulating, executing, and
reporting on the use of Federal resources.
– Resulting competency: Knowledge of the
legislation, regulations, and guidance
applicable to formulating, executing, and
reporting on the use of Federal resources.
Developing Competencies
• You can also develop competencies by
writing them from scratch. Some tips
from the Delegated Examining
Operations Handbook include:
– Define competencies simply and clearly
– Make sure competencies embody a single,
readily identifiable characteristic
– Avoid stating a competency in a way that
would confuse it with a task
• This frequently occurs when competency
statements begin with a statement such as “Ability
to (perform a task)”
Developing Competencies
• Competency writing tips, continued:
– Make the competency definitions behaviorally
based
• This ensures the competency can be assessed
through measurable behaviors. One way to do this
is to incorporate action verbs into the competency
definitions (except for definitions of knowledge
areas)
– Remove unnecessary qualifiers such as
“Thorough Knowledge,” “Considerable Skill,”
or “Basic Understanding”
• They do not provide meaningful information to
distinguish examples of performance clearly
Ratings
• Handling the Data
• Rating Scales
– Tasks
– Competencies
• Cut-off Scores
• Task-Competency Linkages
• Documentation
Handling the Data
• Collect all the tasks and competencies in
one area
– Spreadsheet (preferred)
– Word Processor
• Subject Matter Experts will provide
ratings on all tasks and competencies
• Use a data-processing software (e.g.,
Excel) to average ratings and apply cut-
off scores
Rating Scales
• Task Rating Scales
– Tasks are often rated using two criteria
• Frequency: How often a task is performed
• Importance: How important a task is to
successfully performing the job
Rating Scales
• Example of a Task Frequency Rating
Scale
– Indicate how often you perform the task as
part of your job, using the following scale:
0 = Not Performed
1 = Every Few Months to Yearly
2 = Every Few Weeks to Monthly
3 = Every Few Days to Weekly
4 = Every Few Hours to Daily
5 = Many Times Each Hour to Hourly
Rating Scales
• Example of a Task Importance Rating
Scale
– Indicate how important the task is to
successfully performing the job, using the
following scale:
0 = Not Performed
1 = Not Important
2 = Somewhat Important
3 = Important
4 = Very Important
5 = Extremely Important
Rating Scales
• Competency Rating Scales
– Competencies are often rated using three
criteria
• Importance: How important a competency is to
successfully performing the job
• Needed at Entry: When the competency is
needed to successfully perform the job
• Distinguishing Value: How valuable the
competency is to distinguish superior from barely
acceptable performance
Rating Scales
• Example of a Competency Importance
Rating Scale
– Indicate how important the competency is to
successfully performing the job, using the
following scale:
1 = Not Important
2 = Somewhat Important
3 = Important
4 = Very Important
5 = Extremely Important
Rating Scales
• Example of a Competency Need at Entry
Rating Scale
– Indicate when the competency is needed to
successfully perform the job, using the
following scale:
1 = Needed the first day
2 = Must be acquired within the first 3 months
3 = Must be acquired within the first 4-6 months
4 = Must be acquired after the first 6 months
Rating Scales
• Example of a Competency Distinguishing
Value Rating Scale
– Indicate how valuable the competency is for
distinguishing between superior and barely
acceptable performance, using the following
scale:
1 = Not Valuable
2 = Somewhat Valuable
3 = Valuable
4 = Very Valuable
5 = Extremely Valuable
Cut-off Scores
• Cut-offs are applied to the average
task/competency ratings
• You can apply your own cut-offs if
proficiency levels are supported
• See OPM’s guidelines for cut-offs from
the Delegated Examining Operations
Handbook
Cut-off Scores
• Tasks:
– Eliminate tasks that were rated as “Not
Performed” on either the importance or
frequency scale by at least half of the SMEs
– Of the tasks that remain, compute an
average rating (excluding any “0=Not
Performed” ratings from the average) across
SMEs for each task on each scale
Cut-off Scores
• Tasks, continued:
– Recommended cut-offs for both the
Importance and Frequency scales is 3.0 or
above. That is, tasks that, on average, were
rated 3.0 or above on both importance and
frequency are considered critical for the job.
Cut-off Scores
• Competencies:
– Recommended cut-off for the Importance
scale is 3.0 or above, and the recommended
cut-off for the Need at Entry scale is 2.0 or
below. Competencies with rating averages
that meet these cut-offs are considered
critical for the job.
Cut-off Scores
• Competencies, continued:
– Ratings on the Distinguishing Value scale
may be used to guide your decision on which
critical competencies to include in the
assessment process. A recommended cut-off
for the distinguishing value scale is 3.0 or
above.
Task-Competency Linkages
• Tasks and competencies should be
linked by SMEs to demonstrate the job-
relatedness of each competency
• Tasks that cannot be linked to one or
more competencies and competencies
that cannot be linked to one or more
tasks should be eliminated
Documentation
• Thoroughly document any job analysis
you conduct
• Date the results and keep them in a file
maintained exclusively for the position(s)
in question
• This practice will help to ensure your
selection methodologies are current and
valid
