4 Job Analysis and the

Talent Management
Process

4-

4-1
 Learning Objectives

4-1. Define talent management and explain

why it is important.

4-2. Discuss the process

4- of job analysis,
including why it is important.

4-3. Explain how to use at least three

methods of collecting job analysis
information, including interviews,
questionnaires, and observation.
4-2
 Learning Objectives

4-4. Explain how you would write a

job description.
4-5. Explain how to write
4- a job
specification.
4-6. List some human traits and behaviors
you would want an employee to bring to a
job if employee engagement is important
to doing the job well.

4-3
 Learning Objectives

4-7. Explain competency-based job analysis,

including what it means and how it’s done
in practice.
4-

4-4
 I.
Define talent management
and explain4-
why it is
important.

4-5
 TALENT MANAGEMENT

• Talent management is as the holistic, integrated and

results and goal-oriented process of planning,
recruiting, selecting, developing, managing, and
compensating employees.

6
 The Talent Management Process
The usual process of talent management consists of the
following steps:
[Link] what positions to fill
[Link] a pool of job candidates
[Link] application forms
4-
[Link] selection tools
[Link] to whom to make an offer
[Link], train, and develop employees
[Link] employees
[Link] employees to maintain their motivation

4-7
Improving Performance Through HRIS:
Talent Management Software

Talent Management Suite

4-
Let’s take a look..

4-8
 IMPROVING PERFORMANCE THROUGH HRIS:
TALENT MANAGEMENT SOFTWARE

• Because talent management is holistic and interdependent,

many employers use talent management software systems to
coordinate their talent-related activities.
• For example, Talent Management Solutions’
([Link]) Talent Management Suite
includes recruiting, employee performance management, a
learning management system, and compensation management
support.
• It “ensures that all levels of the organization are aligned—all
working for the same goals.”

9
 MANAGER WITH A TALENT MANAGEMENT
APPROACH TENDS TO TAKE THE FOLLOWINGS:-

1. He or she starts with the results and asks, “What recruiting, testing, training,
or pay action should I take to produce the employee competencies we need to
achieve our company’s goals?”
2. He or she treats activities such as recruiting and training as interrelated. For
example, the manager knows that having employees with the right skills depends as much on
recruiting and training as on applicant testing.
3. Because talent management is holistic and integrated, he or she will probably
use the same “profile” of required human skills, knowledge, and behaviors
(“competencies”) for formulating a job’s recruitment plans as for making
selection, training, appraisal, and compensation decisions for it.
4. He or she takes steps to actively coordinate/integrate talent management functions such
as recruiting and training. For example, HR managers meet to make sure they are using the
same skills profile to recruit as to select, train, and appraise for a particular job, or use talent
management software like the following to do so. [Link]

10
 II.
Discuss the process of job
analysis, including
4- why it
is important.

4-11
 What Is Job Analysis?

•Job Analysis – is the procedure through which

you determine the duties and skill
requirements of a job and the kind of person
4-
who should be hired for it.

4-12
 JOB DESCRIPTION

• A list of a job’s duties, responsibilities, reporting

relationships, working conditions, and supervisory
responsibilities—one product of a job analysis.

13
 JOB SPECIFICATIONS

• A list of a job’s “human requirements,” that is, the

requisite education, skills, personality, and so on—
another product of a job analysis.

14
 The Basics of Job Analysis

• Work activities
• Human behaviors
• Machines, tools, equipment,
and work aids
4-
• Performance standards
• Job context
• Human requirements

4-15
THE SUPERVISOR OR HUMAN RESOURCES SPECIALIST NORMALLY
COLLECTS ONE OR MORE OF THE FOLLOWING TYPES OF
INFORMATION VIA THE JOB ANALYSIS:

▪ Work activities. Information about the job’s actual work activities,

such as cleaning, selling, teaching, or painting. This list may also
include how, why, and when the worker performs each activity.
▪ Human behaviors. Information about human behaviors the job
requires, like sensing, communicating, lifting weights, or walking
long distances.
▪ Machines, tools, equipment, and work aids. Information
regarding tools used, materials processed, knowledge dealt with or
applied (such as finance or law), and services rendered (such as
counseling or repairing).
▪ Performance standards. Information about the job’s performance
standards (in terms of quantity or quality levels for each job duty,
for instance).

16
 Uses of Job Analysis
Information
• Recruitment and
selection

• EEO compliance
4-

• Performance
appraisal

• Compensation

• Training
4-17
 USES OF JOB ANALYSIS
• As Figure 4-2 summarizes, job analysis is important because it supports just about all human
resource management activities.
• Recruitment and Selection. Information about what duties the job entails and what human
characteristics are required to perform these activities helps managers decide what sort of people to
recruit and hire.
• EEO Compliance. Job analysis is crucial for validating all major human resources practices. For
example, to comply with the Americans with Disabilities Act, employers should know each job’s
essential job functions—which in turn requires a job analysis.
• Performance Appraisal. A performance appraisal compares each employee’s actual performance
with his or her duties and performance standards. Managers use job analysis to learn what these
duties and standards are.
• Compensation. Compensation (such as salary and bonus) usually depends on the job’s required
skill and education level, safety hazards, degree of responsibility, and so on—all factors you assess
through job analysis.
• Training. The job description lists the job’s specific duties and requisite skills—thus pinpointing
what training the job requires.

18
 6 steps in Conducting a Job Analysis
Step 1: Decide how you’ll use the information.
Step 2: Review relevant background information such as
organization charts, process charts, and job descriptions.
Step 3: Select representative positions.
Step 4: Actually analyze the job by collecting data on job activities,
working conditions, and human traits and abilities needed to
4-
perform the job.
Step 5: Verify the job analysis information with the worker
performing the job and with his or her immediate supervisor.
Step 6: Develop a job description and job specification.

4-19
 ORGANIZATION CHART

• organization chart A chart that shows the organization wide

distribution of work, with titles of each position and
interconnecting lines that show who reports to and
communicates with whom.

20
 Processes involved in Job Analysis

• Workflow
Analysis

4-

Process chart A workflow chart that shows the flow of inputs to and outputs from a
particular job.
workflow analysis A detailed study of the flow of work from job to job in a work
process.

4-21
 BUSINESS PROCESS REENGINEERING.

• Business process reengineering means redesigning business processes,

usually by combining steps, so that small multifunction teams, often using
information technology, do the jobs formerly done by a sequence of
departments.

The basic reengineering approach is to:

1. Identify a business process to be redesigned (such as processing an
insurance claim).
2. Measure the performance of the existing processes.
3. Identify opportunities to improve these processes.
4. Redesign and implement a new way of doing the work.
5. Assign ownership of sets of formerly separate tasks to an individual or a
team who use new computerized systems to support the new arrangement.

22
 Other Processes involved
in Job Analysis

• Business Process Reengineering

• Job Redesign
4-
• Job Enlargement
• Job Rotation
• Job Enrichment

4-23
 BUSINESS PROCESS REENGINEERING

• Job redesign. Researches proposed redesigning jobs using methods such as job
enlargement, job rotation, and job enrichment.
• Job enlargement. Means assigning workers additional same-level activities. Thus,
the worker who previously only bolted the seat to the legs might attach the back
too.
• Job rotation. Means systematically moving workers from one job to another.
• Job enrichment. Means redesigning jobs in a way that increases the opportunities
for the worker to experience feelings of responsibility, achievement, growth, and
recognition—and therefore more motivation. It does this by empowering the
worker—for instance, by giving the worker the skills and authority to inspect the
work, instead of having supervisors do that.
• Herzberg said empowered employees would do their jobs well because they wanted
to, and quality and productivity would rise. That philosophy, in one form or
another, is the theoretical basis for the team-based self-managing jobs in many
companies around the world today.

24
Improving Performance:
HR as a Profit Center

Boosting Productivity
Through Work
4- Redesign

Let’s talk about it…

4-25
 BOOSTING PRODUCTIVITY THROUGH WORK REDESIGN

• The Atlantic American insurance company in Atlanta conducted a

workflow analysis to identify inefficiencies in how it processes its insurance
claims.
• As the firm’s HR director said, “We followed the life of a claim to where it
arrived in the mail and where it eventually ended up” in order to find ways to
improve the process.
• The workflow analysis prompted several performance-boosting redesigns of
the insurance claim jobs. The firm reduced from four to one the number of
people opening mail, replacing three people with a machine that does it
automatically. A new date stamping machine lets staff stamp 20 pages at a time
rather than 1. A new software program adds bar codes to each claim
automatically, rather than manually. The new system lowered costs.

26
 JOB ANALYSIS OUTCOMES (OUTPUTS, FINAL
PRODUCTS):

[1] Job description

A list of a job’s duties, responsibilities, reporting relationships,
working conditions, and supervisory responsibilities-one product of
a job analysis. I.e. a developed “job profile”
[2] Job specification
A list of a job’s “human requirements,” that is, the requisite education,
skills, personality, and so on —another product of a job analysis. =
“the person profile” Ex: experience, learning (education), and Sex
[3] Job performance standards:
The criterion or the benchmark according to which the performance is
going to be evaluated.

27
 III.
Explain how to use at least three
methods of collecting job
analysis information,
4-
including
interviews, questionnaires, and
observation.

4-28
4-

4-29
 Methods for Collecting Job
Analysis Information

1. Interviews
2. Quantitative
4-
“position analysis”
questionnaire
3. Additional Things to
keep in mind

4-30
 METHODS FOR COLLECTING JOB ANALYSIS INFORMATION
CON’T
• There are many ways (interviews, or questionnaires, for instance) to collect job information. The
basic rule is to use those that best fit your purpose.

1. Thus, an interview might be best for creating a list of job duties.

2. The more quantitative “position analysis questionnaire” method may be best for quantifying
each job’s worth for pay purposes.

3. Before actually analyzing the job, keep several things in mind:

• Make the job analysis a joint effort by a human resources manager, the worker, and the
worker’s supervisor. The human resource manager might observe the worker doing the job, and
have both the supervisor and worker fill out job questionnaires. Then he or she lists the job’s
duties and required human traits. The supervisor and worker then verify the HR manager’s list of
job duties.

• Make sure the questions and the process are both clear to the employees. (For example, some
might not know what you mean when you ask about the job’s “mental demands.”)

• Use several job analysis methods. For example, a questionnaire might miss a task the worker
performs just occasionally. Therefore, it’s prudent to follow up the questionnaire with a short
interview.
31
 The Interview

1. Typical Questions
2. Structure Interviews
3. Pros and Cons 4-
4. Interviewing Guidelines

4-32
 (1) THE INTERVIEW
• Job analysis interviews range from unstructured (“Tell me about your job”) to highly structured ones
containing hundreds of specific items to check off.
• Typical Questions. Typical interview questions include the following:
• What is the job being performed?
• What exactly are the major duties of your position?
• What physical locations do you work in?
• What are the education, experience, skill, and [where applicable] certification and licensing requirements?
• In what activities do you participate?
• What are the job’s responsibilities and duties?

• Structured Interviews. Many managers use questionnaires to guide the interview. Figure 4-4 presents one
example.
• It includes questions regarding matters like the general purpose of the job; supervisory responsibilities; job
duties; and education, experience, and skills required. Such structured lists are not just for interviews. Job
analysts who collect information by personally observing the work or by using questionnaires—two methods
explained later—can also use structured lists.

• Pros and Cons. The interview’s wide use reflects its advantages. It’s a simple and quick way to collect
information. However there are con’s as well. Distortion of information is the main problem.

33
 INTERVIEWING GUIDELINES

To get the best information possible:

● Establish rapport with the interviewee. Know the person’s name, speak understandably,
briefly review the interview’s purpose, and explain how the person was chosen for the
interview.
● Use a structured guide that lists questions and provides space for answers. This ensures
you’ll identify crucial questions ahead of time and that all interviewers (if more than
one) cover all the required questions. (However, also ask, “Was there anything we didn’t
cover with our questions?”)
● Make sure you don’t overlook crucial but infrequently performed activities—like a
nurse’s occasional emergency room duties. Ask the worker to list his or her duties in
order of importance and frequency of occurrence.
● After completing the interview, review the information with the worker’s immediate
supervisor and with the interviewee.

34
STRUCTURED INTERVIEW: MANY MANAGERS USE
QUESTIONNAIRES TO GUIDE THE INTERVIEW.

• Figure 4-4 presents one example. It includes questions

regarding matters like the general purpose of the job;
supervisory responsibilities; job duties; and education,
experience, and skills required. Such structured lists are not
just for interviews. Job analysts who collect information by
personally observing the work or by using questionnaires—
two methods explained later—can also use structured lists.1

4-35
4-

4-36
4-

4-37
 (2) Questionnaires

4-

Having employees fill out questionnaires to describe their job duties and responsibilities is
another good way to obtain job analysis information. Some questionnaires are structured
checklists.

4-38
 QUESTIONNAIRES
• Having employees fill out questionnaires to describe their job duties and
responsibilities is another good way to obtain job analysis information. Some
questionnaires are structured checklists. Here each employee gets an
inventory of perhaps hundreds of specific duties or tasks. or she must indicate
if he or she performs each task and, if so, how much time is normally spent on
each. At the other extreme, the questionnaire may simply ask, “describe the
major duties of your job.”
• In practice, the best questionnaire often falls between these two extremes. As
illustrated in Figure 4-4, a typical job analysis questionnaire might include
several open-ended questions (such as “Give a brief description of the main
function/purpose of your job?”) as well as structured questions (concerning,
for instance, education required).

39
 PROS AND CONS OF QUESTIONNAIRE

• All questionnaires have pros and cons. A questionnaire is a

quick and efficient way to obtain information from a large
number of employees; it’s less costly than interviewing
hundreds of workers, for instance.
• However, developing the questionnaire and testing it (perhaps
by making sure the workers understand the questions) can be
time-consuming. And as with interviews, employees may
distort their answers.

40
(3) Observations

4-

4-41
 OBSERVATIONS
• Direct observation is especially useful when jobs consist mainly of observable
physical activities—assembly-line worker and accounting clerk are examples.
However, observation is usually not appropriate when the job entails a lot of
mental activity (lawyer, design engineer). Nor is it useful if the employee only
occasionally engages in important activities, such as a nurse who handles
emergencies. Reactivity—the worker’s changing what he or she normally does
because you are watching—is another problem.
• Managers often use direct observation and interviewing together. One
approach is to observe the worker on the job during a complete work cycle.
(The cycle is the time it takes to complete the job; it could be a minute for an
assembly-line worker or an hour, a day, or longer for complex jobs.) Here you
take notes of all the job activities.
• Then, ask the person to clarify open points and to explain what other activities
he or she performs that you didn’t observe.

42
 (4) Participant Diary /Logs

4-

Another method is to ask workers to keep a diary/log; here for every activity
engaged in, the employee records the activity (along with the time) in a log.
Some firms give employees pocket dictating machines and pagers. Then at
random times during the day, they page the workers, who dictate what they are
doing at that time.

4-43
(4) Participant Diary /Logs

4-

4-44
 (5) Quantitative Job
Analysis Techniques

1. Position Analysis4- Questionnaire

2. Department of Labor (DOL) Procedure

4-45
The position analysis questionnaire and the Department of Labor approach are
quantitative methods.

Position Analysis Questionnaire. Is a questionnaire used to collect quantifiable

data concerning the duties and responsibilities of various jobs. The position
Analysis questionnaire (PAQ) is a very popular quantitative job analysis tool,
consisting of a questionnaire containing 194 items.

Department of Labor (DOL) Procedure. Experts at the U.S. Department of

Labor did much of the early work developing job analysis. They used their results
to compile what was, for many years, the4-bible of job descriptions, the Dictionary
of Occupational Titles. This massive book contained detailed information on
virtually every job in America. Internet-based tools have largely replaced the
Dictionary. However, the U.S. Department of Labor job analysis procedure
remains a good example of how to quantitatively rate, classify, and compare jobs.

4-46
NOTE:

47
 4-

As Table 4-1 shows, the DOL method uses a set of standard activities called worker functions to describe what a
worker must do with respect to data, people, and things. With respect to data, for instance, the functions include
synthesizing and copying. For people, they include mentoring
and supervising. For things, basic functions include manipulating and handling. Each worker function has an
importance rating. Thus, “coordinating” is 1, whereas “copying” is 5. If you were analyzing the job of a
receptionist/clerk, for example, you might label the job 5, 6, 7 to represent copying data, speaking/ signaling people,
and handling things. The manager can then present a summary of the job along with its 3-digit rating on a form such
as in Figure 4-5.

4-48
4-

4-49
 Electronic Job Analysis
Methods
Employers increasingly rely on electronic
or Web-based job analysis methods. For
example, the manager or job analyst may
use the Web to review existing information4-
about a job. Then, rather than collecting
information about a job through direct
interviews or questionnaires, the analyst
uses online systems to send job
questionnaires to job experts (often job
incumbents) in remote locations. This also
facilitates sharing and discussing
responses, for instance, via Skype.

4-50
4-

4-51
 IV.
Explain how you would
write a job4-description.

4-52
Writing Job Descriptions

4-

4-53
Diversity Counts

4-

4-54
 Writing Job Descriptions

• Job identification
• Job summary
• Responsibilities and duties
• Authority of incumbent
4-
• Standards of performance
• Working conditions
• Job specifications

4-55
Job Identification

4-

4-56
Job Summary

4-

4-57
Relationships

4-

4-58
Responsibilities and Duties

4-

4-59
 Trends Shaping HR:
Digital and Social Media

Social Media helping to

democratize
4- HR

Let’s take a look…

4-60
Know Your Employment Law

Writing Job Descriptions

That Comply with the ADA
4-
Let’s take a look…

4-61
 Standards of Performance and Working
Conditions
A “standards of performance” section lists the standards the company expects
the employee to achieve for each of the job description main duties and
responsibilities. One way to set standards is to finish the statement, “I will be
completely satisfied with your work when….” This sentence, if completed for
each listed duty, should result in a usable set of performance standards.

For example:
4-
Duty: Accurately Posting Accounts Payable
1. Post all invoices received within the same working day.
2. Route all invoices to the proper department managers for approval no later
than the day following receipt.
3. Commit an average of no more than three posting errors per month.

The job description may also list the job’s working conditions, such as noise
level, hazardous conditions, or heat.

4-62
Improving Performance: HR Tools for Line
Managers and Small Businesses

Using O*NET
4-
Let’s talk about it…

4-63
 Steps in using O*NET to
write job descriptions
Step 1. Review Your Plan
Step 2. Develop an Organization Chart
Step 3. Use a Job Analysis Questionnaire
4-
Step 4. Obtain Job Duties from O*NET
Step 5. List the Job’s Human Requirements
from O*NET
Step 6. Finalize the Job Description.

4-64
 V.
Explain how to write a
job specification.
4-

4-65
Writing Job Specifications
4-

4-66
 Writing job specifications

• Trained vs. untrained

• Judgment 4-

• Statistical analysis
• Job Requirement
Matrix

4-67
 Specifications for Trained
versus Untrained Personnel
❑ Writing job specifications for trained and experienced
employees is relatively straightforward.

❑ Here job specifications tend 4- to focus on factors such as

length of previous service, quality of relevant training, and
previous job performance. The problems are more
complex when you’re filling jobs with untrained people
(with the intention of training them on the job). Here you
must specify qualities such as physical traits, personality,
interests, or sensory skills that imply some potential for
performing the job or for trainability.

4-68
 Specifications Based on
Judgment
❑ Most job specifications simply reflect the educated
guesses of people like supervisors and human
resource managers.

❑ The basic procedure here 4- is to ask, “What does it take

in terms of education, intelligence, training, and the like
to do this job well?” How does one make such
“educated guesses”? You could simply review the job’s
duties, and deduce from those what human traits and
skills the job requires. You can also choose human
traits and skills from those listed in Web-based job
descriptions like those at [Link].
4-69
 Specifications Based on
Statistical Analysis

• Predictor
4-
• Criterion
• Five Step Procedure

4-70
Basing job specifications on statistical analysis rather than only
judgment is the more defensible approach, but it’s also more difficult.
The aim here is to determine statistically the relationship between (1)
some predictor (human trait such as height, intelligence, or finger
dexterity), and (2) some indicator or criterion of job effectiveness, such
as performance as rated by the supervisor.

This procedure has five steps:

(1)analyze the job and decide how 4- to measure job performance;
(2)select personal traits like finger dexterity that you believe should
predict performance;
(3)test candidates for these traits;
(4)measure these candidates’ subsequent job performance; and
(5)statistically analyze the relationship between the human trait (finger
dexterity) and job performance. Your aim is to determine whether the
trait predicts performance.

4-71
 The Job-Requirements Matrix
The Job- Requirements Matrix – is a more complete description of
what the worker does and how and why he or she does it; it clarifies
each task purpose and each duty’s required knowledge, skills, abilities,
and other characteristics.

A typical matrix lists the following information, in five columns:

Column 1: Each of the job’s four or 4-
five main job duties
Column 2: The task statements for the main tasks associated with each
main job duty
Column 3: The relative importance of each main job duty
Column 4: The time spent on each main job duty
Column 5: The knowledge, skills, ability, and other human
characteristics (KSAO) related to each main job duty

4-72
 VI.
List some human traits and
behaviors you would want an
employee to bring to a job if
4-
employee engagement is
important to doing the job well

4-73
 Employee Engagement Guide
for Managers
❑ The human resource consulting company Development
Dimensions International conducted a study of 3,800 employees.
It identified several personal characteristics that seemed to
predict the likelihood someone would be engaged.

❑ These traits included adaptability,

4- passion for work, emotional
maturity, positive disposition, self-advocacy, and achievement
orientation. A sensible suggestion is to seek out people who
already have track records of being engaged employees. Since
past behavior is often the best predictor of future behavior, one
suggestion is that if you want to hire people who are more likely
to become engaged employees.

4-74
 VII.
Explain competency-based job
analysis, including what it
means and how it’s done in
4-
practice

4-75
Using Competencies Models

4-

4-76
❑ Many people still think of a “job” as a set of specific duties someone carries
out for pay, but the concept of job is changing. Companies today are
flattening their hierarchies, squeezing out managers, and leaving the
remaining workers with more jobs to do. Changes like these tend to blur
where one job starts and another ends. In situations like these, relying on a
list of job duties that itemizes specific things you expect the worker to do is
often impractical.

❑ Many employers are therefore using a newer job analysis approach. Instead
of listing the job’s duties, they are listing, in competency models (or profiles),
the knowledge, skills, and experience someone needs to do the job. Such
models or profiles (see Figure 4-10 4- shown) list the competencies employees
must be able to exhibit to get their jobs done.

❑ The competency model or profile then becomes the guidepost for recruiting,
selecting, training, evaluating, and developing employees for each job. For
instance, the manager hires new employees using tests that measure the
profile’s list of competencies, trains employees with courses that develop
these competencies, and appraises performance by assessing the worker’s
competencies. This is illustrated in the Strategic Context feature on the next
slide.

4-77
Improving Performance:
The Strategic Context

Daimler Alabama Example

4-
Let’s talk about it…

4-78
Improving Performance: The Strategic Context

Daimler Alabama Example

In planning its Alabama Mercedes-Benz factory, Germany-based Daimler’s strategy was to design a
high-tech factory. The plant emphasizes just-in-time inventory methods, so inventories stay negligible
due to the arrival “just in time” of parts. It also organizes employees into work teams, and emphasizes
that all employees must dedicate themselves to continuous improvement (seeking continuously to find
better ways to do things). Such a production strategy requires certain employee competencies (skills
and behaviors). For example, it requires multiskilled and flexible employees who are eager to work
cooperatively in teams.

Competencies-based job analysis played an important 4- role in this factory. Guidelines here regarding
whom to hire and how to train them are based more on the competencies someone needs to do the job
(such as “ability to work cooperatively on a team”) than on lists of job duties. Because they don’t have to
follow detailed job descriptions showing what “my job” is, it’s easier for employees to move from job to
job within their teams. Not being pigeonholed also encourages workers to look beyond their own jobs to
find ways to improve things. For instance, one team found a $0.23 plastic prong that worked better than
the one for $2.50 the plant was using to keep car doors open during painting. Building its modern
“continuous improvement” plant meant Daimler needed employees who thought for themselves.
Organizing its jobs around worker competencies and using competency-based job analysis helped
Daimler achieve its strategic aims here.

Talk About it (Discussion): Specifically, what competencies would you look for in a prospective
Alabama plant employee? Why?

4-79
 How to Write
Competencies Statements

1. Name and brief description

4-
2. Description of the
observable behaviors
3. Proficiency Level

4-80
The ideal competency statement will include three
elements:
[Link] is the name and a brief description of the
competency, such as “Project Management—creating
accurate and effective project schedules.”
[Link] second is a description of the observable behaviors
that represent proficiency in the
4-
competency, such as
“continuously manage project risks and dependencies by
making timely decisions.”
[Link] are proficiency levels.

4-81
 Chapter 4 Review

What you should now know….

4-

4-82
In review of Chapter 4, you should now be able to:

4-1. Define talent management and explain why it is

important.
4-2. Discuss the process of job analysis, including why it is
important.
4-3. Explain how to use at least three methods of collecting
job analysis information, including interviews,
questionnaires, and observation.
4-
4-4. Explain how you would write a job description.
4-5. Explain how to write a job specification.
4-6. List some human traits and behaviors you would want
an employee to bring to a job if employee engagement is
important to doing the job well.
4-7. Explain competency-based job analysis, including what
it means and how it’s done in practice.
4-83