This document discusses job analysis and job design. It begins by explaining that job analysis is the process of collecting information about the tasks, duties, responsibilities, and requirements of a job. This information forms the basis for accurate job descriptions and specifications. Accurate job descriptions are important for effective HR functions like recruitment, performance management, and legal compliance. The document then discusses different methods for conducting job analysis, such as interviews, questionnaires, observation, and diaries. It also covers developing job descriptions and specifications. Finally, the document discusses job design and how job characteristics can be modified to improve employee motivation, satisfaction, and performance through techniques like job enrichment, empowerment, and use of employee teams.

1. 2
Part 2: Meeting Human Resources Requirements
3
Chapter 4: Job Analysis and Job design
Job Analysis and job design
A major purpose of this chapter is to impress on students the
importance of job design and job descriptions in providing a
foundation for an effective HR program. Emphasized in the
chapter is the necessity for basing decisions involving the
various HR functions on the requirements of the job. The
contributions that accurate job descriptions can render to more
effective employee performance and to an equal employment
opportunity program are also emphasized. In the chapter the
reader is made aware of the principal approaches to job analysis
and the techniques to be used in preparing job descriptions and
specifications.
Employees make important contributions to the organization
through the design of their jobs and the freedom they are given
to perform their work. This chapter concludes by discussing
important concerns regarding how jobs are designed, including
ergonomics, employee empowerment, and various employee
involvement techniques. Special emphasis is given to employee
teams and the characteristics of all successful teams.Chapter
Learning Outcomes
Lecture Outline
A job can be defined as an activity people do for which they get
paid, particularly as part of the trade or occupation they occupy.
I. What Is a Job Analysis and How Does It Affect Human

2. Resources Management?
Figure 4.1 will be useful in the discussion on job analysis. Ask
students to name job requirements that have the potential to
negatively affect protected class members (for example, height
or weight requirements).
A job analysis is the systematic process of collecting
information about all of the parameters of a job—its basic
responsibilities, the behaviors, skills, and the physical and
mental requirements of the people who do it.
A.
Major Parts of the Job Analysis
The two major pieces of information that come out of a job
analysis:
· A job description is a written document that describes the
overall purpose of the job, and tasks, duties, and
responsibilities, or what human resources personnel refer to as
TDRs, and the qualifications needed to do it.
· Job specifications, or qualifications, are a part of the written
job description and outline in detail the specific knowledge,
skills, abilities, and other attributes (often referred to as
KSAOs) required of the person performing the job.
The information in a job analysis is crucial to a number of HRM
functions, including the following.
· Strategic HR planning—a job analysis is used to examine a
company’s organizational structure and strategically position it
for the future.
· Workflow analysis and job design—the information generated
by a job analysis can also be used to analyze a company’s work
processes—that is, how work is done.
· Recruitment and selection—the information provided via a job
analysis are contained in job advertisements, whether they are
posted on organizational bulletin boards, Internet sites, the
help-wanted sections of publications, or employment-agency
listings.
· Training and development—any discrepancies between the

3. abilities of jobholders and a firm’s job descriptions provide
clues about the training jobholders need to succeed and advance
into different jobs as well as the training the firm needs to
provide.
· Performance appraisal and compensation—a job analysis
provides the criteria for evaluating what constitutes a good
performance versus a poor performance, the firm can then take
steps to improve the latter.
· Compensation management—conducting a job analysis helps
HR managers figure out the relative worth of positions so the
compensation for them is fair and equitable, and employees
want to remain with the firm rather than search for other jobs.
· Legal compliance—if the criteria used to hire and evaluate
employees are not job-related, employers are more likely to find
themselves being accused of discrimination.
II. Sources of Job Analysis Information
Explain that job analysis consists of a number of logical steps
that must be performed in order. This will ensure that the
activity will be concluded successfully.
A job analysis is an important HR building block. Students
should fully understand the process of job analysis and how it
influences the other HR functions. Go over the definition of job
analysis provided in the textbook. Ensure that students
understand the relationship between the collection of job
analysis information and the development of job descriptions
and job specifications from these data. The first step is to
collect information needed to analyze jobs. The most common
methods of collecting this information are interviews,
questionnaires, observation, and diaries.
· Interviews—a job analyst or supervisor interviews individual
employees and their managers about the parameters of the job.
· Questionnaires—the job analyst or supervisor circulates
standard questionnaires to be filled out individually by
jobholders.
· Observation—the job analyst or supervisor learns about the
job by observing and recording the activities associated with it

4. on a standardized form.
· Diaries—jobholders are asked to keep diaries of their work
activities for an entire work cycle.
A.
Controlling the Accuracy of the Job Data Collected
When interviewing employees or reviewing their questionnaires,
a job analyst should look for any responses that do not agree
with other facts or impressions he or she has received about the
job. Sometimes employees exaggerate the difficulty of their
positions in order to inflate their egos and their paychecks.
B.Other Sources of Job Analysis Information
After reviewing the different methods of conducting the job
analysis, ask the class to identify the advantages and
disadvantages of each method and list these on the board. If
possible, have a job analyst from an organization serve as a
guest speaker.
There are several different quantitative job analysis approaches
that already exist. Five of the more popular methods are the
functional job analysis, the position analysis system, the critical
incident method, a task inventory analysis, and a competency-
based job analysis. Stress to students that a goal of job analysis
is to determine the job relatedness of selection requirements.
The Uniform Guidelines requires a job analysis.
1. Functional Job Analysis System
The functional job analysis (FJA) approach utilizes an inventory
of the various types of work activities that can constitute any
job. Basic activities called worker functions are used to
describe what workers do with regard to “information, people,
and things” as part of this system. Each job function is assigned
a percentage in terms of its importance to the job.
2. The Position Analysis Questionnaire System
The Position Analysis Questionnaire (PAQ), which

5. identifiesapproximately 200 different worker tasks, has been
used to collect and analyze job information since the 1970s.
Using a five-point scale, the PAQ seeks to determine the
degree, if any, to which the different tasks, or job elements, are
involved in performing a particular job.
3. The Critical Incident Method
The objective of the critical incident method is to identify
critical job tasks. Critical job tasks are important duties,
responsibilities, and behaviors performed by the jobholder that
lead to job success. Information about critical incidents can be
collected through interviews with employees or managers or
through self-report statements written by employees. Review the
example of the reference librarian provided in the textbook.
After the job information is collected, the analyst then writes
separate TDR statements that represent important job activities.
The job analyst writes 5 to 10 important TDR statements for
each job under study. The critical incident method is an
important job analysis method because it teaches the analyst to
focus on employee behaviors critical to job success.
4. Task Inventory Analysis
The task inventory analysis method was pioneered by the U.S.
Air Force. With the help of employees and their managers, a list
of tasks and their descriptions for different jobs are developed
and then rated based on how important they are. The goal is to
produce a comprehensive list of task statements applicable to all
jobs. The job analysis would also note the importance of the
task, frequency of occurrence, and time spent on the task to the
successful completion of the job.
5. Competency-Based Approach
Job analysis looks at how a job is currently done. But the ever-
changing business market makes it difficult to keep a job
analysis up-to-date. Also, companies are asking employees to do
more, so there is a question of whether ‘jobs’ are obsolete. The
risk is that in a dynamic environment where job demands
rapidly change, obsolete job analysis information will hinder an

6. organization’s ability to adapt to change.
When organizations operate in a fast-moving environment,
managers often adopt a competency-based approach to job
analysis. This job analysis method relies on building job
profiles that look at not only the responsibilities and activities
of jobs a worker does currently but the competencies or
capabilities he or she needs to do them well and to adapt to new
job challenges.
The objective is to identify key competencies for the
organization’s success. Competencies can be identified through
focus groups, surveys, or interviews and might include such
things as interpersonal communication skills, decision-making
ability, conflict resolution skills, adaptability, or self-
motivation.
C.
Parts of a Job Description
Obtain samples of different job descriptions prepared by
organizations in an area. Use it as an introduction to this
section. Have students discuss the job descriptions under which
they work. Ask students if the descriptions accurately reflect
the responsibilities and the duties they perform.
Have students, in groups, prepare a job description for the job
of college instructor. Have them present the results orally in
class. This is an exercise students enjoy, and it provides them
an opportunity to write a job description. Explain that there is
no standard format for job descriptions. Organizations will
write job descriptions based on their particular needs.
However, as a minimum, most job descriptions will contain
three parts: the job’s title and location; a job identification
section, which contains administration information such a
numerical code for the job, to whom the jobholder reports, and
wage information; and a job duties section (e.g., essential
functions). The other important outcome of the job analysis is
the job specifications, or the description of KSAOs. If the job

7. specification is not prepared as a separate document, it is
usually stated in the concluding section of the job description.
Refer students to Highlights in HRM 2 in the textbook for an
example of a job description.
1.
Job Title
Selecting a job’s title serves several purposes:
· The job title is psychologically important because it provides
status to the employee.
· If possible, the title provides an indication of what the duties
of the job entail.
2.
Job Identification Section
The job identification section of a job description usually
follows the job title. It includes such items as the departmental
location of the job, the person to whom the jobholder reports,
and the date the job description was last revised.
3.
Tasks, Duties, and Responsibilities Section
Explain to students that this is the heart of any job description.
Statements covering job duties are typically arranged in their
order of importance. These statements should indicate the
weight, or value, of each duty. As a result of the Civil Rights
Act of 1991, the American with Disabilities Act (ADA), and
landmark court rulings, employers need to be able to show that
the job criteria they use to select employees for a particular
position relate specifically to the duties for that job
4.
Job Specifications Section
A job specification section covers two areas of qualifications:
(i) the skills required to perform the job (ii) and the physical
demands on the job places on the employee doing it. Skills
relevant to the job include the education, experience, and
specialized training it requires, and the personal traits or
abilities and manual dexterities it requires.

8. The job specifications section should also include interpersonal
skills if a competency-based job analysis approach is used. Ask
students for examples of interpersonal skills needed for
different jobs and how those skills might be assessed in a job
interview.
D.
Writing Clear and Specific Job Descriptions
As an in-class project, have students brainstorm what they
consider to be problems associated with job descriptions. Refer
to the textbook for a list of frequently identified problems with
job descriptions.
When writing a job description, keep the items on it direct and
simply worded. Federal guidelines and court decisions now
require that the specific performance requirements of a job be
based on valid job-related criteria.
Most job descriptions end with a statement such as, “The
employee shall perform other duties as may be necessary.” Ask
students how they feel about this umbrella statement. Point out
to students that a statement like this could lead to legal
problems.
III. Job Design
Job design, which isan outgrowth of job analysis, focuses on
restructuring jobs to capture the talents of employees, improve
their work satisfaction, and enhance an organization’s
performance. Motivating people is especially important when
you consider the fact that people—not machines—are the most
strategic asset companies have today.
Industrial engineering, a top-down job design approach, is the
study of work to determine which, if any, elements of work can
be modified, combined, rearranged, or eliminated to reduce the
time needed to complete the work cycle.
A.
Ergonomics
Ergonomics is the process of studying and designing equipment
and systems that are easy and efficient for employees to use so

9. that their physical well-being isn’t compromised and work gets
done more efficiently in the organization. Factors such as the
climate employees work in, the temperatures of facilities, noise
and lighting conditions, and the length of schedules and fatigue
factors are examined.
B.
Enrichment
Any effort that makes work more rewarding or satisfying by
adding more variety and meaning to a job is called job
enrichment. Job enrichment programs are designed to fulfill the
high motivational needs of employees, such as self-fulfillment
and self-esteem, while achieving long-term job satisfaction and
performance goals.
Richard Hackman and Greg Oldham proposed a job enrichment
theory called the job characteristics model. Thejob
characteristics model proposes that three psychological states of
a jobholder result in improved work performance, internal
motivation, and lower absenteeism and turnover. A motivated,
satisfied, and productive employee:
· Experiences meaningfulness of the work performed
· Experience responsibility for work outcomes
· Has knowledge of the results of the work performed
Hackman and Oldham believe that five core job dimensions
produce the three psychological states. Refer to the textbook for
the five core job dimensions. Explain that it is important to
build all five core dimensions into a job because each of these
dimensions affects employee performance differently.
Job enrichment can be accomplished by increasing the
autonomy and responsibility of employees. A number of job
design techniques are being used today in an effort to enrich
jobs. The techniques include job enlargement, job rotation, and
job enrichment. Job enlargement is the process of adding a
greater variety of tasks to a job. Additionally, job rotation is a
process whereby employees rotate in and out of different jobs.
Both job enlargement and job rotation help alleviate the

10. boredom people experience where they perform narrow,
specialized jobs.
1.
Empowerment
Employee empowerment encourages workers to become
innovators and managers of their own work, and it involves
them in their jobs in ways that give them more control and
autonomous decision-making capabilities. Employee
empowerment succeeds when the culture of an organization is
open and receptive to change.
The following are additional tips for managers who want to
empower their employees:
· Participation—employees should be encouraged to take
control of their work tasks.
· Innovation—the work environment should be receptive to
people with innovative ideas and encourage people to explore
new paths and to take reasonable risks at reasonable costs.
· Access to information—employees must have access to a wide
range of information.
· Accountability—empowered employees should be held
accountable for producing agreed-upon results.
Another type of empowerment technique getting attention is job
crafting. Job crafting is a naturally occurring phenomenon
whereby employees mold their tasks to fit their individual
strengths, passions, and motives better. Employees often
reshape their jobs whether managers want them to or not, and
that in many cases, job crafting results in significantly more
employee engagement, a situation in which workers are
enthusiastic and immersed in their work to the degree that it
improves the performance of their companies.
IV. Employee Teams and Flexible Work Schedules
Increasingly, teams are how work gets done in organizations. In
addition, companies are seeing advantages of tinkering with and
redesigning work schedules to make them more flexible, adding
flexibility to where employees can work.
A.

11. Employee Teams
Organizations of all types are using employee teams to solve
unique and complex problems and improve the collaboration
among workers and their morale. Ask students to identify
organizations they know about that employ teams to achieve
organizational improvement.
An employee team can be defined as a group of individuals
working together toward a common purpose, in which members
have complementary skills, members’ work is mutually
dependent, and the group has discretion over tasks performed.
Teams seek to make members of the work group share
responsibility and accountability for their group’s performance.
Part of the reason why employee teams exist is that employees,
not managers, are closest to the work that’s actually being done
in an organization. Thus, they are often in a better position to
see how the work can be done better.
Ask students what they think is meant by team synergy.
Teamwork embraces the concept of synergy. Synergy occurs
when the interaction and outcome of team members is greater
than the sum of their individual efforts.
Teams can operate in a variety of structures, each with different
strategic purposes or functional activities. They include:
· Cross-functional teams
· Project teams
· Self-directed teams
· Task-force teams
· Process-improvement teams
· Virtual teams

12. Closely associated with teams is dejobbing. Dejobbing refers to
a process of structuring organizations not around jobs but
around projects that are constantly changing and have different
team members.
1.
Virtual Teams
Companies are recognizing that the best people for projects are
often in different locations. Virtual teams utilize
telecommunications technology to link team members who are
geographically dispersed—often worldwide across cultures and
across time zones.
2.
Facilitating Teams
Regardless of the structure or purpose of the team, the
following characteristics have been identified with successful
teams:
· A commitment to shared goals and objectives
· Motivated and energetic team members
· Open and honest communication
· Shared leadership
· Clear role assignments
· A climate of cooperation, collaboration, trust, and
accountability
· The recognition of conflict and its positive resolution
Unfortunately, not all teams succeed or operate at their full
potential. Power struggles, uncertainty about the roles members
should play, a lack of resources, conflicts of interest, and

13. personality differences are common team problems.
Organizations can help prevent some of the problems a team
experiences. First the firm should determine when and when not
a team is needed. Once it’s been determined a team is a needed,
a company can help it succeed by designing the compensation
so that the team’s members individually and jointly work for its
achievements and have the members undergo team training.
B.
Flexible Work Schedules
Employers sometimes depart from the traditional workday or
workweek to improve their productivity and the morale of their
employees by giving them more control over the hours they
work. The more common flexible work schedules are the
compressed workweek, flextime, job sharing, and
telecommuting. Ask students if they work, or know of anyone
working, under one of these work schedules. Have them
describe the schedule.
1.
Flextime
Flextime, or flexible working hours, give employees the option
of choosing daily starting and quitting times, provided they
work a certain number of hours per day or week. With flextime,
employees are given considerable latitude in scheduling their
work.
Flextime provides both employees and employers with several
advantages. For instance, by allowing employees greater
flexibility in work scheduling, employers can reduce some of
the traditional causes of tardiness and absenteeism. Employees
can adjust their work to accommodate their particular lifestyles
and, in doing so, gain greater job satisfaction.
However, there are several disadvantages to flextime. First, it is
not suited to some jobs. It is not feasible, for example, when
specific workstations must be staffed at all times. Second, it can
create problems for managers in communicating with and
instructing employees.

14. 2. Compressed Workweek
Under the compressed workweek, the number of days in the
workweek is shortened by lengthening the number of hours
worked per day. Managers cite the following reasons for
implementing compressed workweek schedules:
· Recruitment and retention of employees
· Coordinating employee work schedules with production
schedules
· Accommodating the leisure time activities of employees while
facilitating employee personal appointments—medical, dental,
financial
· Improvements in employee job satisfaction and morale
The major disadvantage of the compressed workweek involves
federal laws regarding overtime. The Fair Labor Standards Act
has stringent rules requiring the payment of overtime to
nonsupervisory employees who work more than 40 hours a
week.
3. Job Sharing
The arrangement whereby two part-time employees perform a
job that otherwise would be held by one full-time employee is
called job sharing. Job sharers usually work three days a week,
“creating an overlap day for extended face-to-face
conferencing.”
Job sharing is suited to the needs of families in which one or
both spouses desire to work only part-time. It is suited also to
the needs of older workers who want to phase into retirement by
shortening their workweek.
Job sharing does have several problems. For instance,
employers may not want to employ two people to do the work of
one because the time required to orient and train a second
employee constitutes an added burden. Additionally, managers
may find it more difficult to supervise two employees,
particularly when one job sharer is not dependable, job sharers

15. cannot effectively work together, or they simply distrust one
another.
4.Telecommuting
Telecommuting is the use of smart phones, tablets, personal
computers, and other communications technology to do work
traditionally done in the workplace. Ask students to discuss the
advantages and disadvantages of telecommuting to the
individual employee and to the organization. Also, ask them to
think about the additional burdens that are placed on
supervisors.Answers to End-of-Chapter Discussion Questions
1. Formally written job requirements aid managers in almost all
aspects of managing employees. By knowing the requirements
of the job, managers can select, orient, and train employees for
job success. Job requirements that are accurate descriptors of
job success comply with EEOC requirements for valid job-
related criteria. When managers know the requirements of jobs,
they are in a defensible position to evaluate employees during
performance appraisal periods.
2. The textbook discusses the common approaches to
performing job analysis. These include interviews,
questionnaires, observations, diaries, functional job analysis,
the position analysis questionnaire, and the critical incident
method. While all job analysis techniques are subjective to
some degree, those using quantitative approaches (FJA and
PAQ) are often viewed as more valid by the EEOC and the
courts. Techniques such as personal questionnaires, interviews,
and observations are highly subject to bias and subjectivity.
3. Your students should not have any difficulty responding to
this question. Clearly, if there are at least two alternative ways
to design a job with one that is demotivational (with one
resulting in low productivity and employee turnover) and
another that will produce the opposite result, the choice is
obvious. Ask students if they have ever had a job that they

16. really disliked and how it could have been designed better.
4. Figure 4.7 describes common team forms. They include
cross-functional teams, project teams, self-directed teams, task-
force teams, process-improvement teams, and virtual teams.
Cross-functional teams are a group staffed with a mix of
employees from an organization’s marketing, production,
engineering departments, and so forth, and is formed to
accomplish a specific objective.
Project teams are a group formed specifically to design a new
product or service. The members are assigned by their managers
on the basis of their ability to contribute to the team’s success.
The group normally disbands after the task is completed.
Self-directed teams are groups of highly trained individuals
performing a set of interdependent job tasks within a natural
work unit. The team members rely on consensus-type decision-
making to perform their work duties, solve problems, or deal
with internal or external customers.
Task force teams are a task force formed by management to
immediately resolve a major problem.
Process-improvement teams are a group made up of experienced
people from different departments or functions. The group is
charged with improving quality, decreasing waste, or enhancing
the productivity of processes that affect all departments or
functions. The members are normally appointed by management.
Synergy occurs when the interaction and outcome of team
members is greater than the sum of their individual efforts.
However, synergy in teams does not automatically happen,
rather, it must be nurtured within the team environment. Team
synergy is heightened when team members engage in the
following behaviors:
· Support

17. · Listening and Clarification
· Disagreement
· Consensus
· Acceptance
· Quality
Nontraditional work schedules facilitate recruitment by helping
employees balance work and personal demands. Part-time work,
flexible work schedules, and telecommuting allow employees to
meet family, educational, or recreational needs while fulfilling
the work requirements of employers.
Establishing Ground Rules for Team Success
The experience of working with teams is that team member’s
conduct and performance is enhanced when teams formally
adopt team norms prior to working on their assigned task. This
exercise takes about 30-45 minutes to complete. Once the teams
have selected 10 norms and have written down the norms on a
sheet of paper, each team member signs the paper as a sign of
commitment to the selected norms. Having teams present their
norms in a class presentation also builds commitment while
allowing the class to hear the norms that each team has selected.
Notes for End-of-Chapter Case Studies
Case Study 1: Yahoo Cuts the Cord on Telecommuting
1. Students’ answers may vary. Some may say that the best way
that a firm can find out whether telecommuting would work out
as a good option would be to try it out. The firm would have to
monitor the quality of work and the level of productivity of
workers to determine whether it will work out in the long term
or not. Some jobs require the physical presence of an employee
at all times. Communication may also require that presence.
Customers may need the employee to be on hand to perform
some task. Additionally, if an employee’s work requires
brainstorming then telecommuting wouldn’t be an ideal option.
2. Students’ answers may vary. Some may say that one major
plus point of using telecommuting, as the text points out, is that

18. employees can adjust their work to accommodate their
particular lifestyles and, in doing so, gain greater job
satisfaction. Employees can also schedule their working hours
for the time of day when they are most productive. In addition,
variations in arrival and departure times can help reduce traffic
congestion at the peak commuting hours, so employees spend
less time on the road. However, the less time in the office also
means less time in the physical presence of the boss which may
mean that others who have greater visibility may get promoted
instead.
Case Study 2: Virtual Teams in Action: Building the F-35
Fighter
1.
Virtual teams allow employees to work interdependently across
large or short geographical areas. They reduce costs through
reductions in travel time and commuting costs. Virtual teams
increase organizational efficiency through cross-functional
coordination of projects, product design requirements,
manufacturing capabilities or marketing opportunities. An
important advantage of virtual teams is that they permit
organizations to tap the potential skills and expertise of a
multitalented workforce that is geographically dispersed.
2.
Virtual teams working internationally can experience language
and cultural barriers as well as logistical problems related to
different time zones. Network connections aren’t always
reliable, so real-time collaboration sessions sometimes cut off
suddenly in midstream. With the lack of face-to-face contact,
virtual team members may encounter behavioral problems such
as differences in values, beliefs, or disagreements over how
work is to be done. Conflict between team members separated
geographically is harder to resolve. One major problem often
identified with virtual teams is their inability to establish clear
objectives, goals, or performance standards prior to starting a

19. project or task.
3.Researchers do not agree on one specific list of favorable
characteristics that virtual team members should possess.
However, the literature on teams often focuses on the following
factors as contributing to virtual team success:
· Having a collaborative mindset rather than an individualistic
mindset
· Open to new ideas and receptive to change
· Good communication and problem-solving skills
· Acceptance of a multicultural workforce
· Ability to meet deadlines
· Ability to clarify role expectations and foster a team culture
· ; (7) Ability to identify and resolve conflict
· Having high personal energy (i.e., be a self-starter)
4. Because of their geographical separation, virtual team
members need training in goal setting or task objectives. Where
culturally diverse teams interact, training in cultural differences
such as reporting arrangements, work attitudes, beliefs, or
attitude toward time need to be explored. Training in the
technologies used virtually will be needed for those unfamiliar
with various technologies used. Finally, virtual teams may need
specific training in conflict resolution to iron out differences
between team members.Flip Tips
Activity 1:
Divide students into groups of two. Ask them to find two
articles related to job analysis and summarize their findings
based on the following questions. To initiate discussions
students can share their findings with the rest of the class.
Questions:
· Describe the major parts of the job analysis process.
· What is the difference between job description and job

20. specification? Cite examples.
· Why is information collected during job analysis important for
strategic HR planning?
· What are the sources for job analysis? How can the accuracy
of data be controlled?
· Why is it important to have clear and specific job
descriptions?
These discussion questions will help students understand the
importance of the job analysis process. It will also help students
select an appropriate job position when they are applying for a
job.
Activity 2:
Ask students to watch the following videos:
http://www.youtube.com/watch?v=faVk912qxIA
http://www.youtube.com/watch?v=WSkM63KtQ6o
After watching the videos, ask students to divide themselves
into groups and conduct a debate on whether they are for
flexible work schedules or against it. Students need to address
the following questions:
· Does a flexible work schedule help maximize employee
contribution? Why or why not?
· Cite examples of successful companies and the type of work
schedules that they have (Yahoo vs. eBay).
· Will broadening job functions help increase/decrease
employee productivity? Explain.

21. This activity will help students evaluate the pros and cons of
having flexible work schedules. Additionally, on a more
practical note it would help them identify the type of work
schedules that students would be comfortable with while
seeking employment.
4
chapter
Explain what a job analysis is and how the information it
generates is
used in conjunction with a firm’s HRM functions.
Explain how the information for a job analysis typically is
collected
and incorporated into various sections of a job’s
description.
Provide examples illustrating the various factors that must
be taken
into account when designing a job, including what
motivates

22. employees.
Describe the different group techniques and types of work
schedules
used to broaden a firm’s job functions and maximize the
contributions of employees.
LEARNING OUTCOME 1
LEARNING OUTCOME 2
LEARNING OUTCOME 3
LEARNING OUTCOME 4

23. HRM EXPERIENCE
© 2016 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
© 2016 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.