CRITERIA:

STANDARDS FOR
DECISION MAKING
Criteria
 Best defined as evaluative standards; they are
used as reference points in making judgments.
 Standards used to help make evaluative
judgments about objects, people, or events.
 We use different criteria to evaluate different
kinds of objects or people; that is, we use
different standards to determine what makes a
good movie, date, and teacher.
 MOVIE
(Criteria)

A B C
* Vicinity * Visual clarity * Artist/s
* Audio (Resolution) * Computer-
* Story Generated
Images
 CRITERIA

Conceptual Criteria Actual Criteria

- Is a theoretical - Serves as measures of
construct, an abstract the conceptual criteria
idea that can never be that we would prefer to
measured. assess.
- It is an ideal set of - The operational or actual
factors that constitute a standard that researchers
person or object. measure or assess.
 ACTUAL CRITERIA
CONCEPTUAL
CRITERIA
* INTELLIGENCE * I.Q TEST

* EMOTION * E.Q TEST

* PERSONALITY * PERSONALITY
TEST
 CRITERION
RELEVANCE

CRITERION
DEFICIENCY
CRITERION
CONTAMINATION
 CRITERION RELEVANCE
• The degree to which the actual criteria and
conceptual idea coincide.
• The degree of overlap or similarity between CC and AC
 CRITERION DEFICIENCY
• The degree to which the actual criteria fail to overlap the
conceptual criteria.
• Certain dimensions of the conceptual criterion are not
included in the actual criterion.
 CRITERION CONTAMINATION
• Is the part of the actual criteria that is unrelated to the
conceptual criteria.
• The part of the actual criterion that is unrelated to the
conceptual criterion.
 CRITERION CONTAMINATION
1. Error – Is the extent to which the actual criteria is not
related to anything.
2. Bias – Is the extent to which actual criteria systematically
or consistently measure something other than the
conceptual criteria.
Both contamination and deficiency are undesirable in the
actual criterion, and together they distort the conceptual
criterion.
Job Analysis
 A formal procedure by which the content of a job is
defined in terms of tasks performed and human
qualifications needed to perform the job.
 Gathering, analyzing, and structuring information
about a job’s components, characteristics, and
requirements.
 It is the gathering and analyzing of data about a
specific job so that a job description and job
specification can be written.
 According to Harvey (1991), job analysis is the
collection of data describing:
(a) observable job behaviors performed by workers,
including both what is accomplished as well as
what technologies are employed to accomplish
the end results; and
(b) verifiable characteristics of the job environment
with which workers interact, including physical,
mechanical, social, and informational elements.
 Importance of Job Analysis
1. Writing Job Description
 Written result of job analysis.
 A brief, two to five page summary of the tasks and
job requirements found in the job analysis.
2. Employee Selection
 It is possible to select tests or develop interview
questions that will determine whether a particular
applicant possesses the necessary knowledge,
skills, and abilities to carry out the job.
3. Training
 It is difficult to see how employees can be trained
unless the requirements of the job are known.
 Job activities that can be systematically used to
create training programs.
4. Person Power Planning (Human Resource Planning)
 To what other job can a person expects, to
eventually, be promoted and become successful
(worker mobility).
4. Person Power Planning
Peter-Principle (Laurence Peter)  promoting
employees until they eventually reach their highest
level of incompetence.
5. Performance Appraisal
 Performance appraisal can serve as an excellent
source of employee training and counseling.
6. Job Classification
 Job analysis enables to classify jobs into group
based on similarities in requirements and duties.
7. Job Evaluation
 Job analysis information can also be used to
determine the worth of a job.
8. Job Design
 Job analysis information can be used to
determine the optimal way in which a job should
be performed.
9. Compliance with Legal Guidelines
10. Organizational Analysis
 Sources of Job Information
1. Job Incumbent
 The holder of the job.
 The most common source of information.
2. Supervisor
 Supervisors play a major role in determining what job
incumbents do on their jobs.
3. Job Analyst
 The most consistent across-job rating.
 Understand the similarities and differences across jobs
in terms of tasks performed and abilities.
 Job incumbents and supervisors are the best
sources of descriptive job information.
 Job analysts are best qualified to
comprehend the relationships among a set
of jobs.
 Job incumbents, supervisors, and analysts
are collectively called subject matter expert
(SME).
 Procedures for Collecting Information
1. Interview (Interviewing Subject-Matter
Experts)
 Interviews: Individual and Group.
2. Direct observations (Observing Incumbents)
 Job analyst observes incumbents performing
their jobs in the work setting.
 Non-obtrusive.
3. Questionnaire or inventory
 Job analyst uses a commercially available
questionnaire that organizes the existing
knowledge about the job information into a
taxonomy.
Taxonomy  is a classification scheme useful in
organizing information.
4. Job participation
 A method in which the job analyst performs the
job being analyzed.
Job Analysis Procedures (Concepts)

 The purpose of job analysis is to explain the

tasks that are performed on the job and human
attributes needed to perform a job.
 A clear understanding of job analysis requires
knowledge of four-related concepts.
 Job Family
 A grouping of similar jobs in an organization. Example: Clerical job family.

Job
 A set of similar jobs in an organization. Similar positions are grouped or aggregated to
form a job. Example: Secretary, Receptionist

Position
 Is set of tasks performed by a single employee. Example: Typing, filing, and scheduling.

Task
 The basic units of work that directed toward meeting specific job objectives. The lowest
level of analysis in the study of work; basic component of work. Example: Typing
FAMILY Clerical

Data
JOB Secretary Receptionist
Encoder

Person 1 Person 2 Person 3 Person 4 Person 5 Person 6

performs performs performs performs performs performs
POSITION tasks A, B, tasks A, B, tasks D, tasks D, tasks G, tasks G,
and C. and C. E, and F. E, and F. H, and I. H, and I.

A. Types
correspondence G. Enters data
D. Answer telephone
TASKS B. Schedule E. Greets visitors
H. Updates files
I. Reconciles
meetings F. Maintains register
C. Takes dictation statements
Job Analysis Procedures (Concepts)
TASK- WORKER-
JOB
ORIENTED ORIENTED

Seeks to LINKAGE ANALYSIS Seeks to

understand a job understand a job
by examining the Examines the by examining the
task performed, relationship between human attributes
KSAOs and task needed to perform
usually in terms
performed. it successfully
of what is
(KSAO).
accomplished.
H A Knowledge - specific type of information people need
U T in order to perform a job.

M T
A R Skills – usually enhance through practice
N I
B
Abilities – relatively enduring attributes that
U generally are stable over time.
T
E
Others – mostly personality factors.
S
 Job Analysis Procedures

1. Identify Tasks Performed

 Identify the major job dimensions and the tasks
performed for each dimension.
 Identify the tools and equipment used to perform
the tasks.
 Identify the conditions under which the tasks are
performed.
2. Write Task Statements
 A properly written task statement must contain
an action (what is done) and an object (to which
the action is done).
 Task statements will also include such
components as where the task is done, how it is
done, why it is done, and when it is done.
 Poorly Written Task Properly Written Task Statements
Statements
Sends purchase Sends (tense) purchase request
request (object) to the purchasing
department (where) using campus
mail (tool/s).
Drives a vehicle Drives (tense) a five-speed truck
(tool/s) to deliver cooked meals
(object) within Antipolo City
(where).
3. Rate Task Statements
 Conduct a task analysis.
 Using a group of SMEs to rate each
task statements on the frequency and
the importance or criticality of the task
being performed.
Example of Task Inventory Scales

Frequency
0 Task is not performed as part of the job.
1 Task is seldom performed.
2 Task is occasionally performed.
3 Task is frequently performed.
Importance
0 Unimportant: There would be no negative
consequences if the task was not
performed or if the task was not performed
properly.
1 Important: Job performance would be
diminished is the task was not completed
properly.
2 Essential: The job could not be performed
effectively if the incumbent did not
properly complete this task.
4. Determine essential KSAOs
 Aside from human attributes, KSAOs are
commonly referred as competencies.
 When competencies (KSAOs) are tied to an
organization’s strategic initiatives and plans rather
than to specific tasks, the process is called
competency modeling.
 Competencies are characteristics or qualities of
people that a company wants its employees to
manifest.
4. Determine essential KSAOs
 Modeling means identifying the array or
profile of competencies that an organization
desires in its employees.
 Competency modeling is often called “core
competencies” of an organization.
4. Determine essential KSAOs
 Like task statement, KSAO statements are
written to serve as a means of understanding the
human attributes needed to perform a job.
 They are written in standard format, using the
working: “Knowledge on”, “Skill in”, and
“Ability to”
4. Determine essential KSAOs
Example: Psychometrician
 Knowledge on different psychological tests/test
protocols.
 Skill in writing psychological reports/test results.
 Ability to converse in English.
 Has a personable character that can relate to all
department levels.
5. Selecting Tests to tap KSAOs.
 Determine the best methods to tap KSAOs
needed at the time of hire.
 It includes interview, work samples, ability
tests, personality tests, reference checks,
integrity tests, biodata, and assessment
centers.
Other Job Analysis Methods
I. Methods Providing General Information
About Worker Activities
 Specific information about the tasks and
activities performed by an incumbent in a
particular job.

1. Position Analysis Questionnaire (PAQ)

 McCormick, Jeanneret, and Mecham of Purdue
University.
Other Job Analysis Methods
1. Position Analysis Questionnaire (PAQ)
 194 items organized into six main dimensions:
information input, mental processes, work
output, relationships with other persons, job
context, and other job-related variables (work
schedule, pay, responsibility).
Other Job Analysis Methods
2. Job Structure Profile (JSP)
 Develop Moore
 A revised version by Patrick and of Position
Analysis Questionnaire.
3. Job Elements Inventory (JEI)
 Developed by Cornelius and Hakel
 153 items.
Other Job Analysis Methods
4. Functional Job Analysis (FJA)
 Developed by Sidney Fine.
 FJA are broken into the percentage of time the
incumbent spends on three functions: data
(information and ideas), people, and things.
 Each function (data, people, and things) is
presented in hierarchy ranging from low to
high.
Other Job Analysis Methods
4. Functional Job Analysis (FJA)
 An analyst is given 100 points to allot to the
three functions such as things, data, and
people. The points are usually assigned in
multiples of 5.
Other Job Analysis Methods
II. Methods Providing Information About Tools
and Equipment
1. Job Components Inventory (JCI)
 Developed by Banks, Jackson, Stafford, and Warr.
 400 questions covering five major categories:
tools and equipment, perceptual and physical
requirements, mathematical requirements,
communication requirements, and decision
making and responsibility.
Other Job Analysis Methods
III. Methods Providing Information About
the Work Environment
1. Ergonomic Job Analysis Procedure
 Developed by Rohmert and Landau of
Germany with 216 items about ergonomics’
relevance to workers.
Other Job Analysis Methods
IV. Methods Providing Information About the
Competencies
1. Occupational Information Network (O*NET)
 Is a national job analysis system by the federal
government to replace Dictionary of Occupational
Titles (DOT).
 O*NET can be viewed at four levels: economic,
organizational, occupational, and individual.
Other Job Analysis Methods
1. Occupational Information Network (O*NET)
 There are six domains of description.
 It offers a series of assessment instruments
designed to assist individuals in exploring career
decisions.
Other Job Analysis Methods
1. Occupational Information Network (O*NET)

WORKER REQUIREMENTS: EXPERIENCE OCCUPATIONAL

Basic skills REQUIREMENTS: REQUIREMENTS:
Cross-functional skills Training Generalized work activities
Knowledge Experience Work context
Education Licensure Organizational context

O*NET
6 DOMAINS
WORKER OCCUPATIONAL-SPECIFIC
CHARACTERISTICS: REQUIREMENTS:
OCCUPATIONAL
Abilities Occupational knowledge
CHARACTERISTICS:
Occupational values & interest Occupational skills
Labor market information
Work styles Tasks
Occupational outlook
Duties
Wages
Other Job Analysis Methods
2. Critical Incident Technique (CIT)
 Developed by John Flanagan at University of
Pittsburg.
 It is used to discover actual incidents of job
behavior that make the difference between a
job’s successful or unsuccessful performance.
Other Job Analysis Methods
3. Threshold Traits Analysis (TTA)
 Developed by Lopez, Kesselman, and Lopez.
 33 items where five trait categories: physical,
mental, learned, motivational, and social are
ranked according to specific positions.
Other Job Analysis Methods
5. Job Adaptability Inventory (JAI)
 Developed by Pulakos, Arad, Donovan, and Plamondon
 Focuses on adaptive performance in the work
environment.
6. Personality-Related Position Requirements Form (PPRF)
 Developed by Raymark, Schmit, and Guion.
 107 items tapping 12 personality dimensions that fall
under the “Big 5”.
 Managerial Job Analysis
 Managerial work involves such factors as
planning, decision making, forecasting, and
maintaining harmonious relations.
 Managerial work involves mainly cognitive and
social skills, which are not so readily observable
or identifiable.
 Methods: Professional and Managerial Position
Questionnaire developed by Mitchell and
McCormick.
Writing A Good Job Description
 Job description is a relatively short summary of a job
and should be about two to five pages in length.
 Job description can be written in many ways.
 It contain eight sections.
Eight Sections of Job Description:
1. Job Title
 Describes the nature of the job, its power and status
level, and the competencies needed to perform the
job.
2. Brief Summary
 Briefly describe the nature and purpose of the
job.
3. Work Activities
 This section lists the tasks and activities in which
the worker is involved.
 Tasks and activities should be organized into
meaningful categories to make the job
description easy to read and understand.
4. Tools and Equipment Used
5. Job Context
 This section describes the environment in which
the employee works and should mention stress
level, work schedule, physical demands, level of
responsibility, temperature, number of
coworkers, degree of danger, and any other
relevant information.
6. Work Performance
 This section contains a relatively brief
description of how an employee’s performance
is evaluated and what work standards are
expected of the employee.
7. Compensation Information
 Contains information on salary grade, whether
the position is exempt, and the compensable
factors used to determine salary.
8. Job Competencies
 These are the knowledge, skills, abilities, and
other characteristics (KSAOs).
 The competencies section should be divided into
two subsections: The first contains KSAOs that
an employee must have at the time of hiring.
The second contains the KSAOs that are
important part of the job but can be obtained
after being hired.
Job Evaluation
 The process of determining the monetary
worth of a job.
 A procedure for assessing the relative value of
jobs in an organization for the purpose of
establishing levels of compensations.
Job Evaluation

External equity Internal equity

 is a fair wage  Is the fairness
in comparison of
Equity
to what other compensation
means
employers are levels within
fairness
paying. the
 Used to organization.
determine the
“going rate”
Determining Internal Pay Equity:
1. Determining Compensable Job Factors
 Compensable factor are dimensions of work used
to assess the relative value of a job for
determining compensation rates.
 Compensable factors: level of responsibility,
physical demands, mental demands, education
requirements, training & experience
requirements, and working conditions.
 The compensable factors for managers and
executives are: know-how, problem solving,
accountability, and additional compensable
elements.
2. Determining the Levels for each Compensable
Factor
 Determined levels of responsibility, physical
demands, mental demands, education
requirements, training & experience
requirements, and working conditions.
3. Determining the Factor Weights
 Weights must be assigned to each factor and
to each level within the factor.

Processes involve in factor weight:

A. A job evaluation committee determines the
total number of points that will be distributed
among the factors.
3. Determining the Factor Weights

Factor Weight: Dean of

EDUCATION Points
Psychology Dept.
Education (10 points) High school education or LEVEL OF
less. FACTORS IN
Two years of college. TERMS OF
Bachelor’s degree EDUCATION.
HIGHEST NUMBER EXAMPLE:
OF POINTS IN TERMS Master’s degree LEVEL 1 HIGH
OF EDUCATION Ph.D. SCHOOL
 Processes involve in factor weight:
B. Each factor is weighted by assigning a
number of points. The more important the
factor, the greater the number of points that
will be assigned.
C. The number of points assigned to a factor is
then divided into each level.
3. Determining the Factor Weights

Processes involve in factor weight:

D. The total number of points for a job is

compared with the salary currently being
paid for the job.
Determining External Pay Equity:
 Worth of a job is determined by comparing the
job to the external market (other
organization).
 Two types of audits should be conducted:
identical duties (equal pay for equal work) and
similar worth and responsibility (comparable
worth).
Eight Major Job Performance Criteria
1. Production  Most common in
manufacturing jobs or company.
2. Sales  Common performance criterion for
wholesale and retail sales work.
3. Tenure or Turnover
 Tenure means length of service.
 Turnover is the most frequently used
nonperformance criterion.
3. Tenure or Turnover
 Campion (1991) suggested that many factors
should be considered in the measurement of
turnover.
A. Voluntariness  Whether the employee was
fired, quit to take another job with better
promotional opportunities, or quit because of
dissatisfaction.
B. Functionality  The employee was performing
effectively or ineffectively.
4. Absenteeism
5. Accidents
6. Theft
7. Counterproductive Workplace Behavior
 Counterproductive workplace behavior includes a
broad range of employee actions that are bad for
the organizations.
 Theft and absenteeism are the two most
prominent examples.
8. Customer-Service Behavior
 Ryan and Ployhart (2003) describe three dimensions
of customer service behavior that establish it as an
emerging criterion of job performance.
A. Intangibility – the impression of others.
B. Simultaneity – the interaction of customer and the
service agent.
C. Coproduction – the connection between the
behavior of the customer and the behavior of the
employee.
References:

Psychology Applied to Work

8th Edition
Paul M. Muchinsky

Industrial and Organizational Psychology

2nd Edition
Michael G. Aamodt