Job Analysis Exercise Please conduct a job analysis for the position graduate student enrolled in a...

 

 

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Job Analysis Exercise Please conduct a job analysis for the position "graduate student enrolled in a master's program in the general field of business." This job analysis may benefit from interviewing incumbents (i.e., other students) as well as supervisors (i.e., faculty). In addition, of course, you can rely on your own knowledge of the "job." By the end of your job analysis, follow the O*NET format to create a summary description for the position as well as a list of tasks, knowledge, skills, and abilities needed for successful performance. Use the box "Summary Report for Tractor-Trailer Truck Drivers (from O*NET)" as a template. Frequency and Criticality Scales Frequency 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: hourly to many times each hour in the general field of business) do the same rating task with the same job description. Then, answer the following questions. 1. Are there any disagreements between or among the res- ulting orderings? If so, why do you think that is the case? 2. What can be done to mitigate any observed disagree- ment between or among the resulting orderings? After discussing some possible techniques to reducing dis- agreement, if there were indeed any disagreements, apply some of those techniques until 100% agreement is reached. Your job description should include four lists-one for tasks, one for knowledge, one for skills, and one for abilities. For each of the four lists, rate the corresponding elements in terms of frequency and criticality. Use the scales provided below to rate each element. Then, multiply the frequency and criticality scores for each of the elements in each list to obtain its overall score. Then, arrange the list of elements in order of importance from high to low. Have one or more people (who are knowledgeable about the position "graduate student enrolled in a master's program Criticality 0: not critical 1: low level of criticality 2: below average level of criticality 3: average level of criticality 4: above average level of criticality 5: extremely critical 3. Recall that tasks listed in a job description can largely be divided into behaviors (i.e. how to per- form) and results (i.e. what outcomes should result from performance). In the job description you cre- ated, which of the tasks are behaviors and which tasks are outcomes? Are there more behaviors or more outcomes? Or, is there a strong balance between the two types of tasks? Whether there is such an imbalance or balance, do you think the observed (im)balance is justified? Explain. Job Analysis Exercise Please conduct a job analysis for the position "graduate student enrolled in a master's program in the general field of business." This job analysis may benefit from interviewing incumbents (i.e., other students) as well as supervisors (i.e., faculty). In addition, of course, you can rely on your own knowledge of the "job." By the end of your job analysis, follow the O*NET format to create a summary description for the position as well as a list of tasks, knowledge, skills, and abilities needed for successful performance. Use the box "Summary Report for Tractor-Trailer Truck Drivers (from O*NET)" as a template. Frequency and Criticality Scales Frequency 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: hourly to many times each hour in the general field of business) do the same rating task with the same job description. Then, answer the following questions. 1. Are there any disagreements between or among the res- ulting orderings? If so, why do you think that is the case? 2. What can be done to mitigate any observed disagree- ment between or among the resulting orderings? After discussing some possible techniques to reducing dis- agreement, if there were indeed any disagreements, apply some of those techniques until 100% agreement is reached. Your job description should include four lists-one for tasks, one for knowledge, one for skills, and one for abilities. For each of the four lists, rate the corresponding elements in terms of frequency and criticality. Use the scales provided below to rate each element. Then, multiply the frequency and criticality scores for each of the elements in each list to obtain its overall score. Then, arrange the list of elements in order of importance from high to low. Have one or more people (who are knowledgeable about the position "graduate student enrolled in a master's program Criticality 0: not critical 1: low level of criticality 2: below average level of criticality 3: average level of criticality 4: above average level of criticality 5: extremely critical 3. Recall that tasks listed in a job description can largely be divided into behaviors (i.e. how to per- form) and results (i.e. what outcomes should result from performance). In the job description you cre- ated, which of the tasks are behaviors and which tasks are outcomes? Are there more behaviors or more outcomes? Or, is there a strong balance between the two types of tasks? Whether there is such an imbalance or balance, do you think the observed (im)balance is justified? Explain.

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