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Worker Oriented Methods

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JWA-Chapter 3: Worker-Oriented Methods 1. Introduction a. This chapter focuses on methods that focus on attributes or characteristics that people need to be able to complete their jobs successfully. This kind of information is used to hire qualified people. b. Worker-oriented methods are the most ‘psychological’ of the methods of job analysis. 2. Job Element Method c. This method blurs the distinction between what gets done and what abilities are required to do the job. This method breaks the job down into pieces called elements and are described in terms that job incumbents can easily understand. d. JEM focuses on work-behaviors and the results of this behavior rather than more abstract characteristics. e. An element in JEM is a combination of behaviors and associated evidences. f. Contents of Elements i. Contents cover a broad range of behaviors, including cognitive, psychomotor, and work habits. ii. One of the advantages of JEM over more narrow analytic approaches to job analysis is the use of work habits as elements. g. Steps in the JEM iii. Gathering Information for JEM 1. Usually conducted by a professional analyst and a team of six subject matter experts, who are usually incumbents and supervisors. 2. During the first session, SMEs brainstorm and rate a list of elements that the analyst compiles. A list of job elements and ratings of each will be created. The results of the first session will be put to some particular purpose, such as developing a test or training program. iv. Rating Scales 3. The four scales used include: a. B-Barely Acceptable b. S-Supervisor c. T-Trouble Likely if not Considered d. P-Practical 4. Derived Scales e. TV- Total Value i. The value of the element in “differentiating abilities of applicants for a job”. f. IT- Item Index ii. The extent to which a sub-element is important in the content of a test. g. TR-Training Value iii. The value of the element in training. 5. Assigning Elements to Categories h. JEM is particularly useful in developing work sample tests for selection. i. JEM also provides for checks on the job analysis through the development of products that were the impetus for the analysis. j. It can also be used to choose tests developed outside the current job and job analysis. 6. Research on JEM: The J-coefficient k. The j-coefficient (job coefficient). l. Job performance represents a value to the organization that results from the incumbent’s performance over some period of time on specific tasks. m. Job performance could also be seen as resulting from a series of elements such as those collected during JEM. The job elements cause overall job performance. n. The J coefficient is an estimate of te validity coefficient that would result if such a validation study were conducted. o. We need three pieces of information to compute a J-coefficient: iv. The correlations of job elements with overall job performance. v. The correlations of tests with the job elements vi. The correlation of the job elements among themselves. 7. Remarks on JEM p. JEM is admittedly circular. q. JEM often refers to broader and narrower collections of job-oriented behaviors. r. Problems with JEM include: vii. There ahs been no solid evidence to show that the complex rating formulas are always necessary. viii. A heavy reliance on SME input from start to finish can lead to screening tools that can get you in some legal hot water. 3. Position Analysis Questionnaire h. The PAQ lists a large number of standard elements that the job analyst records on a specially designed form. i. The PAQ also notes that the environment and social setting play a role in job performance. j. The PAQ is usually used to analyze a group of related positions that are similar enough to be called a job and given a single title. k. Uses of the PAQ v. The PAQ was designed to meet two main objectives. 8. The first was to develop a standardized approach to identify the person requirements of jobs, thus eliminating the need for costly test validation studies. 9. The second purpose was to help organizations with job evaluation for compensation. 10. Today a major use of the PAQ is for determining disability. l. Reliability and Validity vi. Agreement among judges has typically been highest when the comparison is of scores across items for the same job and lowest when the comparison is across the same items between jobs. m. Remarks on the PAQ vii. The PAQ has been used extensively, often to solve problems related to personnel selection and job evaluation. viii. The reading level on the PAQ is very high so it is not recommended to be completed by those who are not highly educated. ix. It is not very informative on managerial jobs. x. The PAQ has many positive qualities: 11. It uses a common set of elements for all jobs. 12. The PAQ is helpful in identifying knowledge, skills and abilities and in defining job-relatedness of tests. 4. Other Trait-Based Worker-Oriented Measures (pgs 80-83) n. Threshold Traits Analysis System o. Ability Requirements Scales p. Occupational Reinforcer Pattern q. The AET r. Job Components Inventory 5. Cognitive Task Analysis s. This is a worker-oriented approach that differs in several ways from the other methods already discussed. t. Cognitive Task analysis does not refer to a specific set of traits or elements used to understand the human abilities required by work. Instead it refers to a collection of different approaches or methods that are related by a common goal of understanding the mental activities used by experts in completing the task being analyzed. u. It usually begins with the completion of a work-oriented job analysis method that describes in detail the job’s duties and tasks.

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