This job analysis summarizes the key tasks and responsibilities of a Retail Store Manager at Bath and Body Works. It involved interviewing the current manager and surveying other subject matter experts to identify the essential duties. These included overseeing all store operations, developing sales and customer satisfaction plans, ensuring operational standards are met, training employees, and handling loss prevention issues. Statistical analysis of the survey responses determined the criticality, difficulty and importance of various job tasks and requirements. The results provide a basis for recruitment, selection, training, and legal compliance for the retail store manager position.

1.
1
April
2015

2.
2
Table
of
Contents
EXECUTIVE
SUMMARY………………………………………………………………………………………..3
INTRODUCTION………………………………………………………………………………………………….4
Job
Description………………………………………………………………………………………...4
RESULTS…………………………………………………………………………………………………………….5
Survey
Respondents…………………………………………………………………………………5
Statistical
Analysis…….……………………………………………………………………………...5
Survey
Results………………………………………………………………………………………….8
Table
1.1
………………………………………………………………………………………………....8
Table
1.2
………………………………………………………………………………………………...12
Table
1.3
………………………………………………………………………………………………...17
METHODOLOGY…………………………………………………………………………………………………20
Job
Analysis
Technique…………………………...……………………………..………………...20
Job
Analysis
Research……………………………………………………………………………...20
Job
Analysis
Survey………………………………………………………………………………....21
CONCLUSIONS
AND
RECOMMENDATIONS………………………………………………………....
22
Discussion………………………………………………………………….……………………………22
Additional
Thoughts………………………………………………...………………………….…..22
REFERENCES……………………………………………………………………………………………………..24
APPENDIX
A:
Job
Interview
Form……………………………………………………………………….25
APPENDIX
B:
Job
Analysis
Questionnaire…….………………………………………………………29
APPENDIX
C:
Alpha/ICC
for
Task
Importance……………………………………………………...42

3.
3
EXECUTIVE
SUMMARY
This
report
describes
the
procedures
followed
in
the
job
analysis
conducted
for
the
position
of
Retail
Store
Manager
at
Bath
and
Body
Works.
The
purpose
of
this
job
analysis
was
to
identify
and
describe
the
necessary
components
for
the
position
of
a
retail
store
manager.
The
results
from
this
report
can
be
used
for
various
important
management
and
employment
decisions,
such
as:
recruitment
and
selection,
determining
whether
training
is
needed,
and
to
make
sure
certain
legal
requirements
are
met.
The
process
of
this
job
analysis
included
collecting
preliminary
information
from
multiple
sources
online
about
the
position
and
interviewing
the
job
incumbent
to
identify
the
job
tasks
and
other
characteristics
that
were
the
basis
for
building
the
job
analysis
survey.
This
survey
was
administered
to
several
subject
matter
experts
(SMEs),
including
the
job
incumbent,
the
incumbent's
co-­‐manager,
the
incumbent's
supervisor,
and
two
of
the
incumbent's
subordinates.
This
job
analysis
focused
on
the
tasks,
responsibilities,
knowledges,
skills,
abilities,
and
other
characteristics
(KSAOs)
required
for
the
position.
Analyses
were
performed
on
the
survey
responses
to
determine
level
of
difficulty,
criticality,
and
the
importance
of
the
job
tasks.
Personal
attributes
including
knowledges,
skills,
abilities,
and
other
characteristics
were
also
analyzed
to
determine
whether
they
were
necessary,
practical,
whether
trouble
was
likely
if
ignored,
and
a
superior
vs.
an
average
worker.
This
job
analysis
contributes
important
information
on
the
tasks/duties
and
characteristics
for
the
selection
of
the
most
qualified
retail
store
managers.
The
included
data
will
also
detail
how
the
analysis
can
be
utilized
to
determine
what
areas
employees
need
training
on.
Overall,
the
job
analysis
provided
is
an
effective
instrument
for
recruitment/selection
and
training
purposes
by
offering
valuable
information
about
the
job
tasks
and
KSAOs
executed
and
required
for
the
Retail
Store
Manager
at
Bath
and
Body
Works.

4.
4
INTRODUCTION
A
job
analysis
is
referred
to
as
the
“process
of
discovery
of
the
nature
of
the
job”
(Brannick
et
al.,
2007).
In
order
to
be
valuable
for
organizations,
the
job
analysis
must
be
done
systematically,
carefully,
and
thoroughly.
Job
analyses
have
many
practical
implications
for
organizations
such
as,
delivering
a
firm
foundation
for
many
important
employment
or
management
decisions,
in
addition
to
being
legally
defensible
in
court.
Bath
and
Body
Works
is
currently
transitioning
into
a
High-­‐Performance
selling
business.
In
result
of
this
vast
company
transformation,
many
of
the
job
positions
are
in
need
of
being
altered
and
brought
up-­‐to-­‐date.
The
purpose
of
this
project
is
to
conduct
an
updated
task
and
KSAO
based
job
analysis
on
a
Retail
Store
Manager
for
Bath
and
Body
Works,
by
describing
what
is
done
on
the
job
and
how.
It
creates
an
overall
description
of
the
job
and
allows
one
to
understand
the
necessary
characteristics
required
to
perform
the
job
effectively.
The
job
analysis
results
provide
essential
information
to
develop
selection
procedures
and
to
design
training
programs
related
to
the
retail
store
manager
position.
Job
Description
The
Retail
Store
Manager
at
Bath
and
Body
Works
is
responsible
for
all
aspects
of
managing
a
single
retail
store
including:
Ø containing
complete
operation
liability
to
achieve
sales,
service,
customer
satisfaction
and
profitability
goals
for
the
store
that
are
in
compliance
with
company
procedures
Ø developing
and
implementing
short-­‐term/long-­‐term
plans
to
achieve
goals
Ø guaranteeing
the
maintenance
of
expected
operational
and
merchandising
standards
Ø ensuring
all
employees
maintain
store
presentation
and
support
brand
consistency
Ø providing
effective
coaching
and
training
to
staff
in
the
areas
of
customer
service,
product
knowledge,
inventory
control
and
merchandising
in
addition
to
offering
developmental
opportunities
Ø handling
all
store
loss
prevention
issues
and
reports
to
District
Manager
regularly

5.
5
RESULTS
Survey
Respondents
-­‐Response
Rate
of
Questionnaire:
100%
-­‐Demographics
of
Respondents:
Ethnicity
origin
(race):
White
100%
Gender:
Female
100%
Mean
Age
(in
years):
40.4
Current
Position
Held:
District
Manager
(Supervisor):
1
Store
Manager
(Incumbents):
2
Sales
Leads
(Subordinates):
2
Statistical
Analysis
Data
analyses
were
performed
on
the
results
of
the
questionnaire
given
to
the
job
incumbents
and
subject
matter
experts.
The
item
ratings
(for
both
tasks
and
KSAOs)
of
the
questionnaire
can
be
seen
in
Tables
1.1
and
1.2.
The
mean
and
standard
deviations
were
calculated
to
rank
tasks
in
order
of
importance.
The
rankings
allow
one
to
make
a
clear
decision
on
what
to
select
and/or
train
employees
on.
Intraclass
correlation
coefficient
(ICC)
for
task
importance
The
intraclass
correlation
coefficient
(ICC)
was
calculated
to
assess
the
consistency
between
the
ratings
of
the
five
different
judges
for
task
importance.
With
measuring
consistency,
average
measures
ICC
(see
Appendix
C)
are
identical
to
Cronbach's
alpha.
Average
measures
ICC
tells
you
an
index
for
the
reliability
of
different
raters
averaged
together.
A
high
degree
of
reliability
was
found
for
average
measures
of
ICC
at
.938
with
a
95%
confidence
interval
from
.824-­‐.993.
Single
measures
ICC
tells
you
an
index
for
the
reliability
of
the
ratings
for
one
typical,
single
rater.
A
low
degree
of
reliability
was
found
for
single
measures
of
ICC
at
.226
with
a
95%
confidence
interval
from
.082-­‐.719.
If
this
is
high,
one
might
choose
to
inquire
from
just
one
rater
for
that
sort
of
task.
However,
we
advise
that
you
use
as
many
raters
as
possible
because
this
allows
for
stronger
reliability
and
evidence
for
your
job
analysis.
In
reference
to
our
findings,
our
single
measures
or
reliability
of
one
rater
is
quite
low,
but
constructively
had
a
very
high
consistency
between
our
five
different
raters.

6.
6
A.
TASKS
Importance
A
task
importance
value
was
computed
for
each
of
the
52
task
statements.
This
value
is
calculated
by
the
simple
sum
of
task
difficulty
and
criticality.
These
values
as
seen
in
Table
1.1
may
range
from
a
minimum
score
of
2
to
a
maximum
of
14.
The
tasks
were
then
ranked
in
order
from
most
important
to
least
important.
The
mean
scores
and
standard
deviations
for
task
importance,
task
difficulty,
and
task
criticality
can
also
be
found
on
Table
1.1.
These
calculations
were
computed
by
using
the
responses
across
all
five
raters.
This
was
also
done
for
each
of
the
five
major
duties/functions.
The
final
step
in
this
process
was
to
organize
all
tasks
within
major
duties/function
categories
(keeping
tasks
in
order
from
most
to
least
important).
Difficulty
A
task
difficulty
rating
was
computed
for
each
of
the
52
task
statements
by
all
five
raters.
Refer
to
Table
1.1
that
provides
the
means
and
standard
deviations
of
these
difficulty
ratings
for
each
task,
as
well
as
major
duties/functions.
These
ratings
can
range
from
a
minimum
score
of
a
2
to
a
maximum
score
of
a
14
(scale
points
1-­‐7).
The
difficulty
ratings
were
utilized
to
create
the
importance
value
for
each
task.
Criticality/Consequences
of
Error
A
criticality/consequences
of
error
rating
was
computed
for
each
of
the
52
statements
by
all
five
raters.
Table
1.1
provides
the
means
and
standard
deviations
of
these
criticality
ratings
for
each
task,
as
well
as
the
major
duties/functions.
These
ratings
also
can
range
from
a
minimum
score
of
2
to
a
maximum
score
of
a
14
(scale
points
1-­‐7).
The
criticality
ratings
were
also
utilized
to
create
the
importance
value
for
each
task.

7.
7
B.
KSAOs
Necessary
A
necessity
or
“necessary
for
new
worker”
rating
was
generated
for
each
knowledge,
skill,
ability
and
other
characteristics,
by
all
five
raters.
The
rater’s
answer
of
“yes/no”
to
each
KSAO
for
necessity
was
tallied
and
a
total
was
computed
(refer
to
Table
1.2).
Practical
A
practicality
or
“practical
to
expect”
rating
was
computed
for
each
knowledge,
skill,
ability
and
other
characteristic,
by
all
five
raters.
Similar
to
necessity,
the
rater’s
answer
of
“yes/no”
to
each
KSAO
for
practicality
was
tallied
and
a
total
was
computed
(refer
to
Table
1.2).
Trouble
Likely
A
trouble
likely
rating
was
generated
for
each
KSAO
on
a
1-­‐5
scale.
The
mean
and
standard
deviations
as
seen
in
Table
1.2
were
calculated
across
all
the
raters
for
each
KSAO.
Superior
A
superior
from
average
worker
rating
was
generated
for
each
KSAO
on
a
1-­‐5
scale
identical
to
the
trouble
likely
scale.
The
mean
and
standard
deviations
as
seen
in
Table
1.2
were
calculated
across
all
the
raters
for
each
KSAO.

8.
8
Survey
Results
Job
Functions:
Ø Hiring:
the
practice
of
attracting,
selecting,
and
appointing
suitable
candidates
for
a
position
within
the
organization
Ø Scheduling:
specifying
the
order
and
allotted
time
(hours)
each
employee
works
on
a
weekly
basis
Ø Coaching:
acting
as
a
mentor
to
employees
by
supporting
and
guiding
each
employee
in
achieving
their
personal
or
professional
goals
Ø Communicating:
sharing
or
exchanging
information
effectively
among
customers
and
coworkers
Ø Marketing
and
Sales:
learning
clients
needs
and
satisfying
those
needs
by
delivering
the
goods/services
Table
1.1
Task
Importance
Difficulty
Criticality
Mean
SD
Mean
SD
Mean
SD
Hiring
10.52
0.61
4.32
0.48
5.24
0.43
Hire
applicants
to
fill
sales
associate
positions,
sales
lead
positions,
and
other
job
titles.
11.40
2.88
5.00
1.00
5.40
2.07
Recruit
applicants
in
order
to
fill
vacancies
in
sales
team.
10.80
2.77
4.80
0.84
5.40
2.07
Terminate
employees
that
are
not
meeting
performance
standards.
10.40
3.91
4.00
2.00
5.40
2.07
Conduct
interviews
for
potential
job
candidates
to
hire
for
open
positions.
10.20
2.97
4.00
1.41
5.60
2.07
Review
applicant
resumes
in
order
to
choose
applicants
for
available
positions.
9.80
3.19
3.80
0.84
4.40
2.70

9.
9
Task
Importance
Difficulty
Criticality
Mean
SD
Mean
SD
Mean
SD
Scheduling
9.80
0.57
3.40
0.57
5.60
0.57
Develop
and
adjust
weekly
schedule
for
all
employees
on
ACES
and
ETM
computer
programs.
10.20
2.74
3.80
1.10
5.20
1.92
Facilitate
payroll
for
employees.
9.40
1.22
3.00
1.22
6.00
1.00
Task
Importance
Difficulty
Criticality
Mean
SD
Mean
SD
Mean
SD
Coaching
9.11
0.50
2.80
0.28
5.86
0.39
Monitor
work
performance
of
sales
leads
and
associates
to
ensure
performance
standards
are
being
met.
9.60
2.49
3.00
1.00
5.20
1.92
Coach
and
mentor
employees
in
order
to
provide
professional
development
for
associates
to
become
sales
lead
or
management.
9.60
1.48
3.20
1.30
5.60
0.55
Train
staff
in
the
areas
of
customer
service,
product
knowledge,
inventory
control,
and
merchandising
while
offering
developmental
opportunities.
9.40
1.30
3.00
1.00
5.80
0.84
Motivate
employees
to
increase
sales
and
ensure
efficiency.
9.40
1.10
2.80
1.10
6.40
0.89
Conduct
performance
appraisals
and
reviews
to
provide
feedback
to
employees
on
job
performance.
8.80
1.14
2.60
1.14
6.00
1.22
Supervise
subordinates
on
their
performance
and
duties.
8.60
0.45
2.60
0.89
6.20
0.84
Ensure
staff
maintains
store
presentation
and
supports
brand
consistency.
8.40
0.84
2.40
0.55
5.80
0.84
Task
Importance
Difficulty
Criticality
Mean
SD
Mean
SD
Mean
SD
Communicating
8.47
0.66
2.43
0.65
6.08
0.29
Organize
the
advertising
and
promotional
displays
in
order
to
successfully
market
the
products.
9.60
1.30
3.80
1.10
6.00
0.71
Oversee
stock
levels
to
make
decisions
about
stock
control.
9.60
1.52
3.60
1.34
6.00
0.71

10.
10
Respond
to
customers’
inquiries,
complaints
and
comments
in
a
timely
and
professional
manner.
8.80
1.79
3.20
1.30
6.00
1.22
Tour
sales
floor
regularly
to
make
sure
all
customers
have
been
helped.
8.80
0.84
2.20
0.45
6.00
1.00
Attend
phone
call
meetings
with
the
district
manager
and
other
store
managers.
8.80
1.48
2.60
1.14
6.20
0.84
Identify
customers’
needs
to
ensure
customers
purchase
the
products
they
want.
8.60
0.89
2.00
1.22
5.60
0.89
Demo
products
for
customers
to
ensure
satisfaction
with
product.
8.60
1.10
2.40
1.14
6.40
0.89
Administer
disciplinary
action
in
order
to
handle
any
conflicts
or
problems
that
occur.
8.60
0.71
2.60
0.89
6.40
0.55
Greet
customers
to
provide
friendly
customer
service.
8.40
1.14
1.60
0.89
6.00
0.71
Ensure
that
associates
and
environment
are
in
compliance
with
health
and
safety
legislation.
8.40
0.55
2.00
0.00
6.60
0.55
Lead
daily
"chat-­‐in"
sessions
to
inform
daily
store
goals
to
all
sales
associates
who
are
working
that
day.
8.20
1.10
2.20
1.10
6.00
1.00
Assign
tasks
or
responsibilities
to
employees
for
every
two-­‐hour
segment.
8.00
0.84
2.00
0.71
6.20
0.84
Update
sale
leads
and
associates
on
the
store's
performance
for
every
two-­‐hour
segment.
7.80
1.58
2.20
0.84
5.80
1.30
Report
to
district
manager
by
email
with
sales
that
are
in
at
12pm,
4pm,
and
9pm
for
the
day.
7.60
2.00
2.40
0.89
5.60
1.34
Verify
that
the
store
is
swept,
all
product
is
filled,
and
lights
changed
before
leaving
the
store
for
the
night.
7.20
1.00
1.60
0.55
6.40
0.89
Task
Importance
Difficulty
Criticality
Mean
SD
Mean
SD
Mean
SD
Marketing
and
Sales
8.17
0.83
2.37
0.83
6.18
0.38
Facilitate
annual
inventory.
10.60
3.70
4.40
1.95
5.40
2.07
Type
up
action
plan
in
order
to
establish
sale
goals
for
the
current
day.
8.80
1.92
3.40
1.52
6.80
0.45
Analyze
sale
figures
and
trends
to
facilitate
planning.
8.80
1.87
3.40
1.52
6.60
0.55
Review
operational
records
and
reports
to
project
sales
and
determine
profitability.
8.80
1.92
3.60
2.19
6.20
0.84
Watch
sales
floor
to
ensure
no
security
risks
or
thefts.
8.80
1.48
2.40
1.52
6.40
0.89

11.
11
*
Task
Importance=
Task
Difficulty+
Task
Criticality
Maintain
knowledge
of
current
sales
promotions
and
coupon
guidelines.
8.80
1.22
2.60
0.89
6.40
0.55
Analyze
prior
day's
sale
reports
to
recap
if
goals
were
met.
8.60
1.52
3.20
1.48
6.40
0.89
Compare
sales
from
day
before
to
past
week/month/year
sales.
8.60
1.48
2.60
1.14
6.60
0.55
Safeguard
and
account
for
all
money
received/disbursed
in
order
to
complete
all
banking
requirements.
8.60
1.30
2.20
0.84
6.00
1.00
Study
the
traffic
of
the
same
day
a
year/month/week
ago
in
order
to
determine
trends.
8.40
1.52
3.00
1.41
6.40
0.55
Confirm
availability
of
merchandise
and
services
by
approving
contracts
and
maintaining
inventories.
8.40
1.22
2.40
0.89
6.60
0.55
Recommend
merchandise
to
customers
to
match
their
needs.
8.20
1.10
2.20
0.84
5.60
0.89
Close
registers
in
order
to
end
sales
for
the
day.
8.20
1.64
1.80
0.84
5.40
1.14
Open
registers
in
order
to
start
selling
for
the
day.
7.80
1.52
1.40
0.55
6.00
1.00
Operate
the
cash
registers
to
complete
customer
purchases.
7.80
1.10
1.80
0.45
6.40
0.89
Check
action
plan
after
every
two-­‐hour
segment
and
if
not
satisfactory,
make
changes.
7.60
1.58
2.00
1.00
6.00
1.00
Order
supplies
for
the
store
in
order
to
replenish
when
stock
gets
low.
7.60
1.64
1.80
0.84
6.00
1.00
Approve
and
sign
paperwork
to
ensure
all
freight
was
delivered
to
store.
7.60
1.00
1.60
0.55
6.40
0.89
Drive
to
bank
to
pick
up
money
needed
to
fill
registers
to
open
the
store.
7.40
1.64
1.60
0.89
6.20
0.84
Pull
forward
all
product
on
shelves
in
order
to
keep
them
fully
stocked.
7.40
0.89
1.60
0.55
6.00
1.00
Prepare
budgets
and
approve
budget
expenditures.
7.20
2.45
2.80
2.05
6.20
0.84
Wrap
up
purchases
to
create
gift
sets.
7.00
1.00
1.60
0.55
6.40
0.89
Bag
and
package
purchases
for
customers.
6.80
1.58
1.20
0.45
5.80
1.30

12.
12
Table
1.2
Yes
Count
Trouble
Likely
Superior
KNOWLEDGES
Necessary
Practical
Mean
SD
Mean
SD
Knowledge
of
sales
and
marketing:
principles
and
methods
for
showing,
promoting,
and
selling
products
or
services.
1
3
3.00
1.58
4.00
1.00
Knowledge
of
customer
service:
principles
and
processes
for
providing
customer
and
personal
services.
4
5
3.80
0.84
4.80
0.45
Knowledge
of
business
and
management
principles
involved
in
strategic
planning,
resource
allocation,
human
resources
modeling,
leadership
technique,
production
methods,
and
coordination
of
people
and
resources.
1
3
3.20
1.48
4.40
0.89
Knowledge
of
principles
and
procedures
for
personnel
recruitment
and
selection.
3
4
3.40
0.89
4.00
1.00
Knowledge
of
economic
and
accounting
principles
and
practices,
the
financial
markets,
banking
and
the
analysis
and
reporting
of
financial
data.
0
4
2.80
0.84
4.20
1.10
Knowledge
of
human
behavior
and
performance
such
as:
individual
differences
in
ability,
personality,
interests,
learning
and
motivation.
4
3
3.40
1.14
4.20
0.84
Knowledge
of
principles
and
methods
for
coaching
and
training,
teaching
and
instruction
for
employees.
3
5
3.60
1.14
4.40
0.89
Knowledge
of
compensation
and
benefits,
labor
relations
and
negotiation,
and
personnel
information
systems.
2
3
2.80
1.10
3.80
1.30
Knowledge
of
how
to
operate
computers
and
registers.
3
4
3.60
1.52
3.20
1.30
Knowledge
of
company's
mission/values
and
culture.
2
4
3.40
1.34
4.00
1.41
Knowledge
of
mathematics
such
as:
arithmetics,
basic
algebra,
and
statistics.
2
4
3.20
1.30
3.80
1.30
Knowledge
of
products
and
services
the
company
provides.
3
4
3.80
1.64
3.60
1.34
Knowledge
of
store's
operations,
policies
and
procedures.
1
4
3.60
1.67
4.00
1.41

13.
13
Knowledge
of
online
programs
ACES,
Access,
and
schedule
software.
1
2
3.00
1.22
3.80
1.30
Knowledge
of
procedures
to
prevent
and
handle
theft
situations.
2
4
3.80
1.79
4.00
1.41
Knowledge
of
store's
returns
and
exchange
policies.
1
3
3.60
1.95
4.20
1.30
Yes
Count
Trouble
Likely
Superior
SKILLS
Necessary
Practical
Mean
SD
Mean
SD
Skill
in
leading
others
by
developing
a
vision
of
where/what
you
want
the
sales
team
to
achieve.
3
5
3.80
1.30
4.20
1.30
Skill
in
time
management
by
making
sure
everything
gets
done
within
the
allotted
time
frame
given.
4
4
4.20
0.84
4.20
1.30
Skill
in
listening
to
customers
and
understanding
their
needs.
4
5
4.20
1.10
4.20
1.30
Skill
in
providing
excellent
customer
service.
4
5
4.40
0.89
4.20
1.30
Skill
in
judgment
and
decision
making
by
considering
the
costs/benefits
and
to
choose
the
most
appropriate
action.
3
4
3.80
1.79
4.20
1.30
Skill
in
persuading
others
to
change
their
mind
and
behavior.
2
5
3.40
1.14
4.00
1.41
Skill
in
organizing
surroundings
and
sales
floor.
2
4
3.60
1.14
4.00
1.41
Skill
in
motivating
yourself
and
other
staff
members
to
achieve
goals.
4
5
3.80
0.84
4.20
1.30
Skill
in
communicating
and
presenting
information
to
others
effectively.
4
5
3.80
1.64
4.00
1.22
Skill
in
collaboration
to
build
morale
and
rapport
among
employees.
3
5
3.40
1.52
4.20
1.30
Skill
in
using
logic
and
reasoning
to
identify
the
strengths
and
weaknesses
of
alternative
solutions,
conclusions
or
approaches
to
problems.
3
4
3.80
0.84
4.20
1.30
Skill
in
monitoring/assessing
performance
of
yourself,
other
individuals,
or
organizations
to
make
improvements/take
corrective
action.
3
5
4.20
0.84
4.00
1.22

14.
14
Skill
in
business
management
to
understand
business
functions,
strategy,
and
workflow.
3
4
3.20
1.48
4.20
1.30
Skill
in
finance
to
build
a
sound
budget
and
formulate
reasonable
forecasts.
0
3
3.00
1.58
4.20
1.30
Skill
in
prioritizing
the
daily
"To
Do"
List.
3
5
3.40
1.34
3.80
1.30
Skill
in
selling
merchandise
to
customers.
4
4
4.20
1.30
3.80
1.30
Skill
in
operating
the
store's
computers
and
registers.
2
3
4.00
1.41
3.60
1.34
Skill
in
containing
a
strong
customer
focus.
5
5
4.40
0.89
4.20
1.30
Skill
in
multi-­‐tasking
by
managing
multiple
assignments
and
tasks
at
one
time.
4
4
3.80
0.84
4.20
1.30
Yes
Count
Trouble
Likely
Superior
ABILITIES
Necessary
Practical
Mean
SD
Mean
SD
The
ability
to
listen
to
and
understand
information
and
ideas
presented
through
spoken
words
and
sentences.
5
5
4.00
1.22
3.80
1.30
The
ability
to
effectively
communicate
information
and
ideas
orally
so
others
will
understand.
5
5
4.00
1.22
4.20
1.30
The
ability
to
work
with
a
diverse
group
of
people.
5
5
4.80
0.45
4.00
1.41
The
ability
to
speak
clearly.
5
5
4.80
0.45
4.20
1.30
The
ability
to
speak
publicly.
2
3
4.00
1.41
4.00
1.41
The
ability
to
professionally
and
personally
develop
people.
3
4
3.60
1.67
4.20
1.30
The
ability
to
effectively
communicate
in
written
form
(e.g.
emails,
letters,
paperwork).
5
4
4.40
0.89
4.00
1.41
The
ability
to
tell
when
something
is
wrong
or
is
likely
to
go
wrong.
It
does
not
involve
solving
the
problem,
only
recognizing
there
is
a
problem.
4
5
4.00
1.73
4.00
1.41
The
ability
to
apply
general
rules
to
specific
problems
to
produce
answers
that
make
sense.
5
5
4.20
1.30
4.00
1.41
The
ability
to
read
and
understand
information
and
ideas
presented
in
writing.
5
5
4.60
0.55
4.00
1.41

15.
15
The
ability
to
walk/stand
for
extended
periods
of
time.
5
5
4.20
0.84
3.60
1.34
The
ability
to
lift
up
to
20-­‐pound
boxes.
3
4
3.40
0.89
3.20
1.30
The
ability
to
adapt
to
a
changing
environment.
5
5
4.20
0.45
4.00
1.41
The
ability
to
take
initiative
and
make
accurate
judgments/decisions.
5
5
4.00
1.73
4.20
1.30
The
ability
to
delegate
responsibilities
among
the
employees.
2
4
3.60
1.67
4.20
1.30
The
ability
to
use
box
cutters
and
other
gadgets
to
break
down
shipment
boxes.
3
3
2.20
1.10
3.00
1.87
The
ability
to
trust
other
employees
and
customers.
4
4
3.40
1.67
3.60
1.34
The
ability
to
create
a
positive,
upbeat
attitude
and
energy
in
the
store.
5
5
3.60
1.67
4.00
1.41
The
ability
to
be
professional
with
all
personal
and
work
activities.
5
5
4.00
1.73
3.80
1.30
The
ability
to
climb
a
ladder
to
store
or
retrieve
materials.
4
2
2.00
0.71
2.80
1.48
The
ability
to
work
with
minimum
direction
or
supervision.
3
5
3.20
1.48
4.00
1.41
Yes
Count
Trouble
Likely
Superior
OTHER
CHARACTERISTICS
Necessary
Practical
Mean
SD
Mean
SD
Willingness
to
work
flexible
hours.
5
5
4.20
0.84
3.60
1.34
Willingness
to
work
on
weekends.
5
5
4.20
0.84
3.60
1.34
Willingness
to
learn
new
skills
or
techniques
as
they
come
about.
5
5
4.60
0.55
4.00
1.41
Willingness
to
be
challenged
and
take
risks.
4
5
4.40
0.55
4.00
1.41
Willingness
to
work
long
hours.
5
5
3.20
1.30
3.60
1.34
Willingness
to
be
creative
with
props
and
products
in
order
to
market
new
merchandise
effectively.
3
4
3.00
1.58
4.00
1.41
Willingness
to
demo
products
on
oneself.
5
5
4.00
1.22
3.60
1.34
Willingness
to
demo
products
on
customers.
4
4
4.60
0.55
4.20
1.30
Willingness
to
approach
customers
and
start
conversation.
5
5
4.80
0.45
4.20
1.30
Willing
to
work
in
high-­‐pressure
situations
in
order
to
produce
results.
3
5
4.00
0.71
4.00
1.41
Efficient
in
meeting
frequent
deadlines.
5
4
4.40
0.89
3.60
1.34

16.
16
Can
handle
a
great
volume
of
paperwork.
1
4
3.00
1.58
4.00
1.41
Can
handle
always
having
a
"To
Do"
List.
4
5
3.60
1.14
4.00
1.41
Moderate
work
pace.
5
5
4.20
0.84
4.00
1.41
Very
little
travel.
4
5
3.00
2.00
4.00
1.41
*Yes
Count:
the
number
of
respondents
who
answered
yes
to
“is
the
KSAO
necessary
for
newly
hired
employees?”
and
“is
the
KSAO
practical
to
expect
in
the
labor
market?”
**Trouble
Likely:
“to
what
extent
is
trouble
likely
if
this
KSAO
is
ignored
in
selection
(compared
with
the
other
KSAOs)?”
***Superior:
“to
what
extent
do
different
levels
of
the
KSAO
distinguish
the
superior
from
the
average
worker
(compared
with
the
other
KSAOs)?”

17.
17
Table
1.3
Knowledges
Selection?
Training?
Knowledge
of
sales
and
marketing:
principles
and
methods
for
showing,
promoting,
and
selling
products
or
services.
Knowledge
of
customer
service:
principles
and
processes
for
providing
customer
and
personal
services.
Y
Knowledge
of
business
and
management
principles
involved
in
strategic
planning,
resource
allocation,
human
resources
modeling,
leadership
technique,
production
methods,
and
coordination
of
people
and
resources.
Knowledge
of
principles
and
procedures
for
personnel
recruitment
and
selection.
Y
Knowledge
of
economic
and
accounting
principles
and
practices,
the
financial
markets,
banking
and
the
analysis
and
reporting
of
financial
data.
Knowledge
of
human
behavior
and
performance
such
as:
individual
differences
in
ability,
personality,
interests,
learning
and
motivation.
Y
Knowledge
of
principles
and
methods
for
coaching
and
training,
teaching
and
instruction
for
employees.
Y
Knowledge
of
compensation
and
benefits,
labor
relations
and
negotiation,
and
personnel
information
systems.
Knowledge
of
how
to
operate
computers
and
registers.
Y
Knowledge
of
company's
mission/values
and
culture.
Knowledge
of
mathematics
such
as:
arithmetics,
basic
algebra,
and
statistics.
Knowledge
of
products
and
services
the
company
provides.
Y
Knowledge
of
store's
operations,
policies
and
procedures.
Knowledge
of
online
programs
ACES,
Access,
and
schedule
software.
Y
Knowledge
of
procedures
to
prevent
and
handle
theft
situations.
Knowledge
of
store's
returns
and
exchange
policies.
SKILLS
Selection?
Training?
Skill
in
leading
others
by
developing
a
vision
of
where/what
you
want
the
sales
team
to
achieve.
Y
Skill
in
time
management
by
making
sure
everything
gets
done
within
the
allotted
time
frame
given.
Y
Skill
in
listening
to
customers
and
understanding
their
needs.
Y
Skill
in
providing
excellent
customer
service.
Y

18.
18
Skill
in
judgment
and
decision
making
by
considering
the
costs/benefits
and
to
choose
the
most
appropriate
action.
Y
Skill
in
persuading
others
to
change
their
mind
and
behavior.
Skill
in
organizing
surroundings
and
sales
floor.
Skill
in
motivating
yourself
and
other
staff
members
to
achieve
goals.
Y
Skill
in
communicating
and
presenting
information
to
others
effectively.
Y
Skill
in
collaboration
to
build
morale
and
rapport
among
employees.
Y
Skill
in
using
logic
and
reasoning
to
identify
the
strengths
and
weaknesses
of
alternative
solutions,
conclusions
or
approaches
to
problems.
Y
Skill
in
monitoring/assessing
performance
of
yourself,
other
individuals,
or
organizations
to
make
improvements/take
corrective
action.
Y
Skill
in
business
management
to
understand
business
functions,
strategy,
and
workflow.
Y
Skill
in
finance
to
build
a
sound
budget
and
formulate
reasonable
forecasts.
Skill
in
prioritizing
the
daily
"To
Do"
List.
Y
Skill
in
selling
merchandise
to
customers.
Y
Skill
in
operating
the
store's
computers
and
registers.
Skill
in
containing
a
strong
customer
focus.
Y
Skill
in
multi-­‐tasking
by
managing
multiple
assignments
and
tasks
at
one
time.
Y
ABILITIES
Selection?
Training?
The
ability
to
listen
to
and
understand
information
and
ideas
presented
through
spoken
words
and
sentences.
Y
The
ability
to
effectively
communicate
information
and
ideas
orally
so
others
will
understand.
Y
The
ability
to
work
with
a
diverse
group
of
people.
Y
The
ability
to
speak
clearly.
Y
The
ability
to
speak
publicly.
The
ability
to
professionally
and
personally
develop
people.
Y
The
ability
to
effectively
communicate
in
written
form
(e.g.
emails,
letters,
paperwork).
Y
The
ability
to
tell
when
something
is
wrong
or
is
likely
to
go
wrong.
It
does
not
involve
solving
the
problem,
only
recognizing
there
is
a
problem.
Y
The
ability
to
apply
general
rules
to
specific
problems
to
produce
answers
that
make
sense.
Y

19.
19
The
ability
to
read
and
understand
information
and
ideas
presented
in
writing.
Y
The
ability
to
walk/stand
for
extended
periods
of
time.
Y
The
ability
to
lift
up
to
20-­‐pound
boxes.
Y
The
ability
to
adapt
to
a
changing
environment.
Y
The
ability
to
take
initiative
and
make
accurate
judgments/decisions.
Y
The
ability
to
delegate
responsibilities
among
the
employees.
The
ability
to
use
box
cutters
and
other
gadgets
to
break
down
shipment
boxes.
Y
The
ability
to
trust
other
employees
and
customers.
Y
The
ability
to
create
a
positive,
upbeat
attitude
and
energy
in
the
store.
Y
The
ability
to
be
professional
with
all
personal
and
work
activities.
Y
The
ability
to
climb
a
ladder
to
store
or
retrieve
materials.
The
ability
to
work
with
minimum
direction
or
supervision.
Y
OTHER
CHARACTERISTICS
Selection?
Training?
Willingness
to
work
flexible
hours.
Y
Willingness
to
work
on
weekends.
Y
Willingness
to
learn
new
skills
or
techniques
as
they
come
about.
Y
Willingness
to
be
challenged
and
take
risks.
Y
Willingness
to
work
long
hours.
Y
Willingness
to
be
creative
with
props
and
products
in
order
to
market
new
merchandise
effectively.
Y
Willingness
to
demo
products
on
oneself.
Y
Willingness
to
demo
products
on
customers.
Y
Willingness
to
approach
customers
and
start
conversation.
Y
Willing
to
work
in
high-­‐pressure
situations
in
order
to
produce
results.
Y
Efficient
in
meeting
frequent
deadlines.
Y
Can
handle
a
great
volume
of
paperwork.
Can
handle
always
having
a
"To
Do"
List.
Y
Moderate
work
pace.
Y
Very
little
travel.
Y

20.
20
METHODOLOGY
There
were
many
steps
taken
in
conducting
this
job
analysis
of
the
Retail
Store
Manager
for
Bath
and
Body
Works.
These
steps
included
researching
relevant
information
to
develop
an
initial
list
of
task
statements
and
KSAO's,
conducting
an
on-­‐site
interview
with
the
job
incumbent,
developing
a
questionnaire
for
the
subject
matter
experts,
posting
the
questionnaire
online
and
notifying
the
SME's
with
the
information
needed
to
complete
the
questionnaire,
analyzing
the
data
from
the
surveys,
and
identifying
the
respective
tasks
and
required
KSAO's
needed
upon
entry
to
the
position
of
retail
store
manager.
The
position
of
store
manager
is
a
current
position
within
the
company
and
this
job
analysis
is
intended
to
update
the
information
on
the
job.
Job
Analysis
Technique
This
job
analysis
was
designed
by
choosing
to
utilize
the
combination
job
analysis
method
also
known
as
the
C-­‐JAM
method.
Because
of
availability
constraints,
we
were
not
able
to
hold
group
meetings
but
combined
the
use
of
background
material
and
the
interview
with
the
incumbent,
in
order
to
develop
the
tasks
required
for
the
retail
store
manager
position.
The
C-­‐JAM
method
was
utilized
as
a
reference
in
determining
what
task
statements
and
human
attributes
are
most
important
for
the
job.
It
also
provided
the
job
analysis
with
easily
understood
scales
used
in
the
questionnaire
given
to
the
incumbents
and
our
subject
matter
experts.
This
method
was
the
basis
for
looking
at
the
job
as
a
whole
and
not
as
an
individual
position,
allowing
the
ratings
on
the
scales
to
be
used
for
personnel
selection
and
training.
Job
Analysis
Research
One
of
the
first
steps
in
conducting
a
job
analysis
is
to
review
previous
literature.
The
initial
data
was
collected
from
Occupational
Network
Online
(O*Net),
previous
job
analyses,
and
several
retail
company
websites
(including
Bath
&
Body
Works),
to
familiarize
project
staff
with
the
duties
and
responsibilities
of
a
retail
store
manager.
This
information
was
useful
in
developing
the
preliminary
list
of
important
task
statements
and
KSAOs
that
were
discussed
and
reviewed
with
the
job
incumbent
during
the
interview.

21.
21
The
interviewee
was
chosen
based
on
association
of
one
of
the
analysts
who
has
previously
worked
for
this
store
manager.
Demographic
information
for
the
interviewee
is
white,
female,
and
67
years
of
age
with
14
years
working
with
the
company.
She
has
been
a
store
manager
at
this
Southwest
Florida
Bath
&
Body
Works
location
for
12
years.
The
incumbent
held
the
position
of
co-­‐manager
for
2
years
prior
to
becoming
store
manager.
The
interview
time
was
set
up
to
meet
with
the
job
incumbent.
The
job
incumbent
was
asked
permission
to
allow
the
interview
to
be
recorded
to
which
she
granted
approval.
Notes
were
also
taken
throughout
the
interview
process.
The
length
of
the
interview
was
approximately
an
hour
and
twenty
minutes.
Both
analysts
interviewed
the
incumbent
at
the
store
location
to
discuss,
review,
and
broaden
the
preliminary
list
of
task
statements
and
KSAOs
that
were
identified.
The
incumbent
answered
the
questions
as
they
were
asked,
suggested
additional
tasks,
and
provided
further
information
as
needed
to
expand
on
the
position
until
the
analysts
had
a
full
understanding
of
the
position.
Job
Analysis
Survey
A
job
analysis
survey
was
posted
online
and
the
job
incumbent,
in
addition
to
four
other
subject
matter
experts,
was
sent
an
email
with
a
link
to
the
survey
using
Qualtrics.
The
subject
matter
experts
were
instructed
to
fill
out
the
survey
according
to
the
importance,
criticality,
and
difficulty
of
the
tasks
and
KSAOs
that
are
necessary,
practical,
if
trouble
would
be
likely
if
ignored,
and
distinguishing
superior
vs.
average
workers
for
the
position
of
store
manager.
The
average
survey
time
of
completion
was
about
30
minutes.
There
were
a
total
of
five
emailed
survey
request
forms
distributed
and
a
total
of
five
surveys
that
were
completed.
All
respondents
received
a
follow-­‐up
email
thanking
them
for
their
participation
and
feedback.

22.
22
CONCLUSIONS
AND
RECOMMENDATIONS
Discussion
The
job
analysis
utilizes
the
C-­‐JAM
method,
thus
we
can
recommend
how
these
results
can
be
used
for
personnel
selection
and
training.
When
referring
to
selection
and
training,
the
KSAO
results
offer
the
most
essential
information
about
both
of
these
areas.
Beginning
with
selection,
the
KSAOs
must
meet
three
criteria.
A
clear
majority
(in
this
case
3
of
our
5
respondents)
of
the
raters
must
have
voted
that
a
KSAO
was
necessary
for
newly
hired
workers,
as
well
as
voted
that
it
is
practical
to
expect
in
the
labor
market.
Finally,
the
average
rating
on
trouble
likely
must
have
been
greater
than
or
equal
to
1.5.
If
any
of
these
conditions
do
not
apply
then
the
KSAO
cannot
be
utilized
for
selection
purposes.
Table
1.3
provides
the
results
of
the
KSAOs
that
met
such
criteria.
The
decision
for
utilizing
the
KSAOs
for
training
relies
on
two
scales.
If
the
KSAO
is
not
rated
as
essential
by
the
majority
of
raters
and
is
rated
higher
than
an
average
of
1.5
on
the
superior
scale,
it
should
be
utilized
for
training.
In
our
results,
we
found
only
one
item
to
fit
both
requirements
(knowledge
of
online
programs
ACES,
Access,
and
schedule
software).
Although
worker
attributes
are
most
important
for
these
two
practical
applications,
the
tasks
are
still
of
great
value
and
use
for
the
organization.
The
tasks
and
their
importance
ratings
can
assist
in
the
design
of
work
sample
tests
for
selection.
Work
sample
tests
must
have
items
that
are
representative
of
the
important
aspects
of
a
job,
so
these
tests
may
utilize
the
tasks
rated
most
important
for
this
position.
In
regards
to
training,
the
tasks
associated
with
KSAOs
that
are
being
trained
may
also
be
used
in
the
training
program
content.
Additional
Thoughts
While
this
job
analysis
provides
some
useful
information
on
the
store
manager
position,
there
are
several
limitations
that
we
encountered
during
the
process.
One
challenge
we
faced
was
trying
to
keep
on
track
with
our
due
dates
we
originally
set.
We
planned
on
having
two
interviewees,
but
circumstances
arose
that

23.
23
only
allowed
us
to
interview
one
incumbent.
It
might
have
been
beneficial
if
we
had
utilized
a
Gantt
chart
or
created
stricter
deadlines
so
that
our
interviewees
had
exact
timeframes
of
when
the
interview
and
questionnaires
responses
needed
to
be
completed.
Another
challenge
encountered
was
only
being
able
to
use
our
results
for
selection
and
training
purposes.
Job
analyses
have
countless
other
purposes
of
interest
to
organizations
including:
job
classifications,
job
evaluations,
performance
appraisals,
workforce
planning,
efficiency
and
safety.
Since
our
group
only
used
the
C-­‐JAM
method
to
design
the
job
analysis,
our
results
could
only
apply
to
practical
implications
in
the
selection
and
training
domains.
For
future
job
analyses,
we
recommend
utilizing
various
methods
so
results
can
serve
for
multiple
purposes.
What
we
learned
from
this
experience
is
that
a
job
analysis
is
an
extensive
process.
Initially,
we
anticipated
that
writing
the
task
statements
and
KSAOs
was
going
to
be
a
quick
and
simple
phase
of
the
project.
However,
this
took
more
time
and
editing
than
expected.
Although
it
did
seem
like
a
tedious
step,
it
provided
our
project
staff
with
practice
in
writing
effective
and
good
task
statements/KSAOs.
We
learned
a
good
task
statement
is
one
that
is
clear
and
easy
to
read,
free
of
jargon,
specific
and
describes
what
is
done/how.
Also
through
this
project
we
have
learned
that
a
job
analysis
can
be
of
great
importance
for
employment
practices
especially
when
dealing
with
lawsuits
and
court
cases.
Since
our
job
analysis
is
useful
for
the
purpose
of
selection
it
is
extremely
important
that
the
job
analysis
is
legally
defensible.
The
job
analysts
should
make
sure
that
all
the
information
being
produced
is
job
related,
to
make
sure
to
document
every
step
of
the
process,
utilize
multiple
collection
methods,
have
a
variety
of
sources,
and
have
diverse
respondents.
These
are
critical
elements
in
providing
legal
support
for
the
job
analysis.

24.
24
REFERENCES
Brannick,
M.T.,
Levine,
E.L.,
&
Morgeson,
F.P.
(2007).
Job
and
work
analysis:
Methods,
research,
and
applications
for
human
resource
management.
(2nd
ed.).
Los
Angeles,
CA:
Sage
Publications,
Inc.
National
Center
for
O*NET
Development.
11-­‐2022.00.
O*NET
OnLine.
Retrieved
April
9,
2015,
from
http://www.onetonline.org/link/summary/11-­‐2022.00

25.
25
APPENDIX
A:
Job
Interview
Form
Name of Employee: Marylinda Snowwhite
Job Title: Retail Store Manager
Job Analysts: Diane and Marissa
Company: Bath and Body Works
Location: Bell Tower Shops- Fort Myers, FL
Date: 02/27/15
Initial question:
Describe in as much detail, what your typical workday looks like…
Job Criteria:
What is the official job title for the position you hold?
How long have you worked at this company?
How long have you worked in this position?
Did you hold a position in the company before?
Did you hold an equivalent position in another company before?
What are job titles of people above you that you report to each day?
What are job titles of people below you that report to you each day?
What educational requirements or education equivalents are there for this
position?
What would be the minimum qualifications for this position?
What additional qualifications would be beneficial to the job?
What types of prior work experience are essential for effective performance in
this job?
How long (months/years are needed?)
What does it take to do your job?
Explain some of the toughest elements of your work.
Who else would have the best understanding of your role?
Supervisor Interview:
What would bare minimum qualifications for an applicant look like?
What additional qualifications would be beneficial to the job?
What activities would you want to see a job applicant performing before hiring or
promoting them?
What information would you need to select the right person for the job?
What types of prior work experience, knowledge, skills, are essential for effective
performance in this job?
How do you know when this person has done good or bad work?

26.
26
Major Functions:
What is the main reason/purpose for this job’s existence?
What wouldn’t happen if this job were vacant?
What are the duties, responsibilities, and essential functions of the job?
We’d like you to think about four or five major functions of the job and what would
they be. If you would please list each of them for us and then we will ask you
some questions about each separately to gather the details on each of them.
(*Ask “Tasks Under Major Function” questions below for each task listed)
What other job-related duties do you perform?
How would you define success in your work?
How do you determine what to do when you show up on the job?
What powers and authorities do you have?
How will your boss know when you have done good or bad work?
What are the time expectations: daily hours? flexible hours? weekend/night
requirements? overtime?
Tasks Under Major Functions:
What are the specific activities or tasks you perform to accomplish the major
function?
Tell me all the steps that you would take to accomplish that.
How do you prepare for the task?
How long does this task take?
Are there follow-up activities?
Non-routine Tasks:
What tasks are performed only occasionally, such as:
• daily?
• weekly?
• monthly?
• quarterly?
• annually?
Tell me all the steps you would take to accomplish that.
How do you prepare for the task?
How long does this task take?
Follow-up activities?
Critical Incidents:
Could you give us an example of critical incident that has occurred?
How was the situation handled?
Ask for one negative situation and one of exemplary performance.
KSAOs: What do you feel you need for the job based on...
Knowledges:
What areas of technical knowledge does this job require?
What knowledge of computer programs is needed for this job?
What knowledge of safety does this job require?

27.
27
What level of formal education is needed?
What government rules/regulations do you need to know to perform the job?
Skills: What tools/equipment do you use on a daily basis (computer, copy
machine)?
What type of management or teamwork skills does this job require (leadership,
organizing, planning)?
What communication skills do you need (group presentation, written)?
Abilities: What physical abilities does this job require (lifting)?
What mental abilities does this job require? (reading level)
Other Characteristics:
Are there any special certifications or licenses required for this job?
Are there any other important aspects of the job I haven’t covered?
Which of these statements best describes your job, or does your job fall
somewhere in the middle?
Much travel…………………………………………………..………………Little travel
Predictable work schedule…………………………….Unpredictable work schedule
Flexible work hours…………………………………………………. ...Set work hours
Moderate-to-slow work pace……………………..…………………. Fast work pace
High pressure for results………………….………………. Low pressure for results
Frequent deadlines………………..……………………………..Infrequent deadlines
Closely supervised………………………………………………… Little supervision
High level of decision-making responsibility…………………Low to moderate level
Establish own goals……………………………………..Goals established by others
Work closely with others…………………………….....................Work mostly alone
Able to accomplish scheduled tasks…………. .Must continually reprioritize tasks
Much record-keeping/routine paperwork…...Minimal record-keeping & paperwork
Work requires attention to detail……………… .Work focused on overall strategy
Work requires little creativity……………… Work requires considerable creativity
Work and environment constantly changing….................................relatively static
Interactions:
What interactions occur on a daily basis within the organization?
Who do you interact with (job titles, groups, depts.)?
What activities require coordination/team effort?
How do you usually communicate with people (memo, phone, meetings)?
What interactions occur on a daily basis outside the organization?
Who do you interact with (job titles, groups, depts.)?
What activities require coordination/team effort?
How do you usually communicate with people (memo, phone, meetings)?
Accountability:
What is your level of decision-making?
What is your level of responsibility for the work of others? money? confidential
materials?

28.
28
Working Conditions:
Describe your working conditions.
Sitting, standing, walking, indoors, outdoors?
What level of physical activity is required – occasional, moderate, or frequent?
Describe the most physically demanding activity of the position.
Do you have an office on premises?
Are you required to work from home?
Are you required to travel?
Do you work alongside other managers, supervisors, subordinates?
Are you required to work long shifts, weekends, holidays?
What equipment/tools are used on the job?
Are there safety requirements needed for the job?
Training:
What types of KSA would you most want to train incumbents to be highly
effective?
What skills should the incumbent have to develop to ensure he/she will perform
the job as it changes in the future?
Do you see this job position or any specific aspects of this job changing in the
near future?
Demographics:
Gender:
Race:
Age:
Additional Questions/Concerns: Do you have any questions for us?

29.
29
APPENDIX B: Job
Analysis
Questionnaire
The
following
survey
was
created
to
measure
various
aspects
of
the
Bath
and
Body
Works
Retail
Store
Manager
job
position.
Please
answer
the
following
questions
to
the
best
of
your
ability
in
order
to
ensure
the
most
accurate
results.
The
ratings
you
provide
should
be
based
on
the
job
in
general,
not
on
the
workers’
own
job
or
the
positions
directly
supervised/observed
by
the
group
members.
We
highly
value
your
input
and
feedback!
Q1
Please
rate
each
task
statement
based
on
the
level
of
difficulty
(difficulty
in
doing
a
task
correctly
relative
to
all
other
tasks
within
a
single
job)
using
the
scale
provided.

30.
30
Task
Difficulty
One
of
the
easiest
of
all
tasks
(1)
Considerably
easier
than
most
tasks
(2)
Easier
than
most
tasks
performed
(3)
Approximately
half
of
the
tasks
are
more
difficult,
half
less
(4)
Harder
than
most
tasks
performed
(5)
Considerably
harder
than
most
tasks
performed
(6)
One
of
the
most
difficult
of
all
tasks
(7)
1.
Analyze
prior
day's
sale
reports
to
recap
if
goals
were
met.
m
m
m
m
m
m
m
2.
Type
up
action
plan
in
order
to
establish
sale
goals
for
the
current
day.
m
m
m
m
m
m
m
3.
Analyze
sale
figures
and
trends
to
facilitate
planning.
m
m
m
m
m
m
m
4.
Study
the
traffic
of
the
same
day
a
year/month/week
ago
in
order
to
determine
trends.
m
m
m
m
m
m
m
5.
Report
to
district
manager
by
email
with
sales
that
are
in
at
12pm,
4pm,
and
9pm
for
the
day.
m
m
m
m
m
m
m
6.
Check
action
plan
after
every
2-­‐hour
segment
and
if
not
satisfactory,
make
changes.
m
m
m
m
m
m
m
7.
Prepare
budgets
and
approve
budget
expenditures.
m
m
m
m
m
m
m
8.
Review
operational
records
and
reports
to
project
sales
and
determine
profitability.
m
m
m
m
m
m
m
9.
Update
sale
leads
and
associates
on
the
store's
performance
for
every
two-­‐hour
segment.
m
m
m
m
m
m
m

31.
31
10.
Compare
sales
from
day
before
to
past
week/month/year
sales.
m
m
m
m
m
m
m
11.
Lead
daily
"chat-­‐in"
sessions
to
inform
daily
store
goals
to
all
sales
associates
who
are
working
that
day.
m
m
m
m
m
m
m
12.
Drive
to
bank
to
pick
up
money
needed
to
fill
registers
to
open
the
store.
m
m
m
m
m
m
m
13.
Open
registers
in
order
to
start
selling
for
the
day.
m
m
m
m
m
m
m
14.
Assign
tasks
or
responsibilities
to
employees
for
every
2-­‐
hour
segment.
m
m
m
m
m
m
m
15.
Greet
customers
to
provide
friendly
customer
service.
m
m
m
m
m
m
m
16.
Identify
customers’
needs
to
ensure
customers
purchase
the
products
they
want.
m
m
m
m
m
m
m
17.
Demo
products
for
customers
to
ensure
satisfaction
with
product.
m
m
m
m
m
m
m
18.
Recommend
merchandise
to
customers
to
match
their
needs.
m
m
m
m
m
m
m
19.
Develop
and
adjust
weekly
schedule
for
all
employees
on
ACES
ETM
computer
program.
m
m
m
m
m
m
m
20.
Recruit
applicants
in
order
to
fill
vacancies
in
sales
team.
m
m
m
m
m
m
m
21.
Review
applicant
resumes
in
order
to
m
m
m
m
m
m
m

32.
32
choose
applicants
for
available
positions.
22.
Conduct
interviews
for
potential
job
candidates
to
hire
for
open
positions.
m
m
m
m
m
m
m
23.
Hire
applicants
to
fill
sales
associate
positions,
sales
lead
positions,
and
other
job
titles.
m
m
m
m
m
m
m
24.
Terminate
employees
that
are
not
meeting
performance
standards.
m
m
m
m
m
m
m
25.
Monitor
work
performance
of
sales
leads
and
associates
to
ensure
performance
standards
are
being
met.
m
m
m
m
m
m
m
26.
Respond
to
customers’
inquiries,
complaints
and
comments
in
a
timely
and
professional
manner.
m
m
m
m
m
m
m
27.
Watch
sales
floor
to
ensure
no
security
risks
or
thefts.
m
m
m
m
m
m
m
28.
Conduct
performance
appraisals
and
reviews
to
provide
feedback
to
employees
on
job
performance.
m
m
m
m
m
m
m
29.
Coach
and
mentor
employees
in
order
to
provide
professional
development
for
associates
to
become
sales
lead
or
management.
m
m
m
m
m
m
m
30.
Supervise
subordinates
on
their
performance
and
duties.
m
m
m
m
m
m
m

33.
33
31.
Train
staff
in
the
areas
of
customer
service,
product
knowledge,
inventory
control,
and
merchandising
while
offering
developmental
opportunities.
m
m
m
m
m
m
m
32.
Administer
disciplinary
action
in
order
to
handle
any
conflicts
or
problems
that
occur.
m
m
m
m
m
m
m
33.
Organize
the
advertising
and
promotional
displays
in
order
to
successfully
market
the
products.
m
m
m
m
m
m
m
34.
Motivate
employees
to
increase
sales
and
ensure
efficiency.
m
m
m
m
m
m
m
35.
Tour
sales
floor
regularly
to
make
sure
all
customers
have
been
helped.
m
m
m
m
m
m
m
36.
Operate
the
cash
registers
to
complete
customer
purchases.
m
m
m
m
m
m
m
37.
Bag
and
package
purchases
for
customers.
m
m
m
m
m
m
m
38.
Wrap
up
purchases
to
create
gift
sets.
m
m
m
m
m
m
m
39.
Attend
phone
call
meetings
with
the
district
manager
and
other
store
managers.
m
m
m
m
m
m
m
40.
Order
supplies
for
the
store
in
order
to
replenish
when
stock
gets
low.
m
m
m
m
m
m
m
41.
Ensure
staff
maintains
store
presentation
and
supports
brand
consistency.
m
m
m
m
m
m
m

34.
34
42.
Close
registers
in
order
to
end
sales
for
the
day.
m
m
m
m
m
m
m
43.
Verify
that
the
store
is
swept,
all
product
is
filled,
and
lights
changed
before
leaving
the
store
for
the
night.
m
m
m
m
m
m
m
44.
Approve
and
sign
paperwork
to
ensure
all
freight
was
delivered
to
store.
m
m
m
m
m
m
m
45.
Confirm
availability
of
merchandise
and
services
by
approving
contracts
and
maintaining
inventories.
m
m
m
m
m
m
m
46.
Facilitate
payroll
for
employees.
m
m
m
m
m
m
m
47.
Facilitate
annual
inventory.
m
m
m
m
m
m
m
48.
Oversee
stock
levels
to
make
decisions
about
stock
control.
m
m
m
m
m
m
m
49.Maintain
knowledge
of
current
sales
promotions
and
coupon
guidelines.
m
m
m
m
m
m
m
50.
Ensure
that
associates
and
environment
are
in
compliance
with
health
and
safety
legislation.
m
m
m
m
m
m
m
51.
Safeguard
and
account
for
all
money
received/disbursed
in
order
to
complete
all
banking
requirements.
m
m
m
m
m
m
m
52.
Pull
forward
all
product
on
shelves
in
order
to
keep
them
fully
stocked.
m
m
m
m
m
m
m
**
Q2
was
identical
in
format
except
respondents
were
asked
about
the
criticality/
consequences
of
error
of
the
52
tasks.

35.
35
Q3
Is
the
Knowledge,
Skill,
Ability,
or
Other
characteristic
necessary
for
newly
hired
employee?
Yes
(1)
No
(2)
Knowledge
of
sales
and
marketing:
principles
and
methods
for
showing,
promoting,
and
selling
products
or
services.
m
m
Knowledge
of
customer
service:
principles
and
processes
for
providing
customer
and
personal
services.
m
m
Knowledge
of
business
and
management
principles
involved
in
strategic
planning,
resource
allocation,
human
resources
modeling,
leadership
technique,
production
methods,
and
coordination
of
people
and
resources.
m
m
Knowledge
of
principles
and
procedures
for
personnel
recruitment
and
selection.
m
m
Knowledge
of
economic
and
accounting
principles
and
practices,
the
financial
markets,
banking
and
the
analysis
and
reporting
of
financial
data.
m
m
Knowledge
of
human
behavior
and
performance
such
as:
individual
differences
in
ability,
personality,
interests,
learning
and
motivation.
m
m
Knowledge
of
principles
and
methods
for
coaching
and
training,
teaching
and
instruction
for
employees.
m
m
Knowledge
of
compensation
and
benefits,
labor
relations
and
negotiation,
and
personnel
information
systems.
m
m
Knowledge
of
how
to
operate
computers
and
registers.
m
m
Knowledge
of
company's
mission/values
and
culture.
m
m
Knowledge
of
mathematics
such
as:
arithmetics,
basic
algebra,
and
statistics.
m
m
Knowledge
of
products
and
services
the
company
provides.
m
m
Knowledge
of
store's
operations,
policies
and
procedures.
m
m
Knowledge
of
online
programs
ACES,
Access,
and
schedule
software.
m
m
Knowledge
of
procedures
to
prevent
and
handle
theft
situations.
m
m
Knowledge
of
store's
returns
and
exchange
policies.
m
m
Skill
in
leading
others
by
developing
a
vision
of
where/what
you
want
the
sales
team
to
achieve.
m
m
Skill
in
time
management
by
making
sure
everything
gets
done
within
the
allotted
time
frame
given.
m
m
Skill
in
listening
to
customers
and
understanding
their
needs.
m
m
Skill
in
providing
excellent
customer
service.
m
m
Skill
in
judgment
and
decision
making
by
considering
the
costs/benefits
and
to
choose
the
most
appropriate
action.
m
m
Skill
in
persuading
others
to
change
their
mind
and
behavior.
m
m
Skill
in
organizing
surroundings
and
sales
floor.
m
m
Skill
in
motivating
yourself
and
other
staff
members
to
achieve
goals.
m
m
Skill
in
communicating
and
presenting
information
to
others
effectively.
m
m

36.
36
Skill
in
collaboration
to
build
morale
and
rapport
among
employees.
m
m
Skill
in
using
logic
and
reasoning
to
identify
the
strengths
and
weaknesses
of
alternative
solutions,
conclusions
or
approaches
to
problems.
m
m
Skill
in
monitoring/assessing
performance
of
yourself,
other
individuals,
or
organizations
to
make
improvements/take
corrective
action.
m
m
Skill
in
business
management
to
understand
business
functions,
strategy,
and
workflow.
m
m
Skill
in
finance
to
build
a
sound
budget
and
formulate
reasonable
forecasts.
m
m
Skill
in
prioritizing
the
daily
"To
Do"
List.
m
m
Skill
in
selling
merchandise
to
customers.
m
m
Skill
in
operating
the
store's
computers
and
registers.
m
m
Skill
in
containing
a
strong
customer
focus.
m
m
Skill
in
multi-­‐tasking
by
managing
multiple
assignments
and
tasks
at
one
time.
m
m
The
ability
to
listen
to
and
understand
information
and
ideas
presented
through
spoken
words
and
sentences.
m
m
The
ability
to
effectively
communicate
information
and
ideas
orally
so
others
will
understand.
m
m
The
ability
to
work
with
a
diverse
group
of
people.
m
m
The
ability
to
speak
clearly.
m
m
The
ability
to
speak
publicly.
m
m
The
ability
to
professionally
and
personally
develop
people.
m
m
The
ability
to
effectively
communicate
in
written
form
(e.g.
emails,
letters,
paperwork).
m
m
The
ability
to
tell
when
something
is
wrong
or
is
likely
to
go
wrong.
m
m
The
ability
to
apply
general
rules
to
specific
problems
to
produce
answers
that
make
sense.
m
m
The
ability
to
read
and
understand
information
and
ideas
presented
in
writing.
m
m
The
ability
to
walk/stand
for
extended
periods
of
time.
m
m
The
ability
to
lift
up
to
20-­‐pound
boxes.
m
m
The
ability
to
adapt
to
a
changing
environment.
m
m
The
ability
to
take
initiative
and
make
accurate
judgments/decisions.
m
m
The
ability
to
delegate
responsibilities
among
the
employees.
m
m
The
ability
to
use
box
cutters
and
other
gadgets
to
break
down
shipment
boxes.
m
m
The
ability
to
trust
other
employees
and
customers.
m
m
The
ability
to
create
a
positive,
upbeat
attitude
and
energy
in
the
store.
m
m
The
ability
to
be
professional
with
all
personal
and
work
activities.
m
m
The
ability
to
climb
a
ladder
to
store
or
retrieve
materials.
m
m
The
ability
to
work
with
minimum
direction
or
supervision.
m
m
Willingness
to
work
flexible
hours.
m
m
Willingness
to
work
on
weekends.
m
m
Willingness
to
learn
new
skills
or
techniques
as
they
come
about.
m
m
Willingness
to
be
challenged
and
take
risks.
m
m

37.
37
Willingness
to
work
long
hours.
m
m
Willingness
to
be
creative
with
props
and
products
in
order
to
market
new
merchandise
effectively.
m
m
Willingness
to
demo
products
on
oneself.
m
m
Willingness
to
demo
products
on
customers.
m
m
Willingness
to
approach
customers
and
start
conversation.
m
m
Willing
to
work
in
high-­‐pressure
situations
in
order
to
produce
results.
(
m
m
Efficient
in
meeting
frequent
deadlines.
m
m
Can
handle
a
great
volume
of
paperwork.
m
m
Can
handle
always
having
a
"To
Do"
List.
m
m
Moderate
work
pace.
m
m
Very
little
travel.
m
m
**Q4
was
identical
in
format
except
respondents
were
asked
about
if
the
KSAO
was
“practical
to
expect
in
the
labor
market.”

38.
38
Q5
To
what
extent
is
trouble
likely
if
this
Knowledge,
Skill,
Ability,
or
Other
characteristic
is
ignored
in
selection
(compared
with
other
KSAOs)?
1=
Very
little
or
none
(1)
2=
To
some
exten
t
(2)
3=
To
a
great
extent
(3)
4=
To
a
very
great
extent
(4)
5=
To
an
extremel
y
great
extent
(5)
Knowledge
of
sales
and
marketing:
principles
and
methods
for
showing,
promoting,
and
selling
products
or
services.
m
m
m
m
m
Knowledge
of
customer
service:
principles
and
processes
for
providing
customer
and
personal
services.
m
m
m
m
m
Knowledge
of
business
and
management
principles
involved
in
strategic
planning,
resource
allocation,
human
resources
modeling,
leadership
technique,
production
methods,
and
coordination
of
people
and
resources.
m
m
m
m
m
Knowledge
of
principles
and
procedures
for
personnel
recruitment
and
selection.
m
m
m
m
m
Knowledge
of
economic
and
accounting
principles
and
practices,
the
financial
markets,
banking
and
the
analysis
and
reporting
of
financial
data.
m
m
m
m
m
Knowledge
of
human
behavior
and
performance
such
as:
individual
differences
in
ability,
personality,
interests,
learning
and
motivation.
(
m
m
m
m
m
Knowledge
of
principles
and
methods
for
coaching
and
training,
teaching
and
instruction
for
employees.
m
m
m
m
m
Knowledge
of
compensation
and
benefits,
labor
relations
and
negotiation,
and
personnel
information
systems.
m
m
m
m
m
Knowledge
of
how
to
operate
computers
and
registers.
m
m
m
m
m
Knowledge
of
company's
mission/values
and
culture.
m
m
m
m
m
Knowledge
of
mathematics
such
as:
arithmetics,
basic
algebra,
and
statistics.
m
m
m
m
m
Knowledge
of
products
and
services
the
company
provides.
m
m
m
m
m
Knowledge
of
store's
operations,
policies
and
procedures.
m
m
m
m
m
Knowledge
of
online
programs
ACES,
Access,
and
schedule
software.
m
m
m
m
m
Knowledge
of
procedures
to
prevent
and
handle
theft
situations.
m
m
m
m
m
Knowledge
of
store's
returns
and
exchange
policies.
m
m
m
m
m
Skill
in
leading
others
by
developing
a
vision
of
where/what
you
want
the
sales
team
to
achieve.
m
m
m
m
m
Skill
in
time
management
by
making
sure
everything
gets
done
within
the
allotted
time
frame
given.
m
m
m
m
m
Skill
in
listening
to
customers
and
understanding
their
needs.
m
m
m
m
m

39.
39
Skill
in
providing
excellent
customer
service.
m
m
m
m
m
Skill
in
judgment
and
decision
making
by
considering
the
costs/benefits
and
to
choose
the
most
appropriate
action.
m
m
m
m
m
Skill
in
persuading
others
to
change
their
mind
and
behavior.
m
m
m
m
m
Skill
in
organizing
surroundings
and
sales
floor.
m
m
m
m
m
Skill
in
motivating
yourself
and
other
staff
members
to
achieve
goals.
m
m
m
m
m
Skill
in
communicating
and
presenting
information
to
others
effectively.
m
m
m
m
m
Skill
in
collaboration
to
build
morale
and
rapport
among
employees.
m
m
m
m
m
Skill
in
using
logic
and
reasoning
to
identify
the
strengths
and
weaknesses
of
alternative
solutions,
conclusions
or
approaches
to
problems.
m
m
m
m
m
Skill
in
monitoring/assessing
performance
of
yourself,
other
individuals,
or
organizations
to
make
improvements/take
corrective
action.
m
m
m
m
m
Skill
in
business
management
to
understand
business
functions,
strategy,
and
workflow.
m
m
m
m
m
Skill
in
finance
to
build
a
sound
budget
and
formulate
reasonable
forecasts.
m
m
m
m
m
Skill
in
prioritizing
the
daily
"To
Do"
List.
m
m
m
m
m
Skill
in
selling
merchandise
to
customers.
m
m
m
m
m
Skill
in
operating
the
store's
computers
and
registers.
m
m
m
m
m
Skill
in
containing
a
strong
customer
focus.
m
m
m
m
m
Skill
in
multi-­‐tasking
by
managing
multiple
assignments
and
tasks
at
one
time.
m
m
m
m
m
The
ability
to
listen
to
and
understand
information
and
ideas
presented
through
spoken
words
and
sentences.
m
m
m
m
m
The
ability
to
effectively
communicate
information
and
ideas
orally
so
others
will
understand.
m
m
m
m
m
The
ability
to
work
with
a
diverse
group
of
people.
m
m
m
m
m
The
ability
to
speak
clearly.
m
m
m
m
m
The
ability
to
speak
publicly.
m
m
m
m
m
The
ability
to
professionally
and
personally
develop
people.
m
m
m
m
m
The
ability
to
effectively
communicate
in
written
form
(e.g.
emails,
letters,
paperwork).
m
m
m
m
m
The
ability
to
tell
when
something
is
wrong
or
is
likely
to
go
wrong.
It
does
not
involve
solving
the
problem,
only
recognizing
there
is
a
problem.
m
m
m
m
m
The
ability
to
apply
general
rules
to
specific
problems
to
produce
m
m
m
m
m

40.
40
answers
that
make
sense.
The
ability
to
read
and
understand
information
and
ideas
presented
in
writing.
m
m
m
m
m
The
ability
to
walk/stand
for
extended
periods
of
time.
m
m
m
m
m
The
ability
to
lift
up
to
20-­‐pound
boxes.
m
m
m
m
m
The
ability
to
adapt
to
a
changing
environment.
m
m
m
m
m
The
ability
to
take
initiative
and
make
accurate
judgments/decisions.
m
m
m
m
m
The
ability
to
delegate
responsibilities
among
the
employees.
m
m
m
m
m
The
ability
to
use
box
cutters
and
other
gadgets
to
break
down
shipment
boxes.
m
m
m
m
m
The
ability
to
trust
other
employees
and
customers.
m
m
m
m
m
The
ability
to
create
a
positive,
upbeat
attitude
and
energy
in
the
store.
m
m
m
m
m
The
ability
to
be
professional
with
all
personal
and
work
activities.
m
m
m
m
m
The
ability
to
climb
a
ladder
to
store
or
retrieve
materials.
m
m
m
m
m
The
ability
to
work
with
minimum
direction
or
supervision.
m
m
m
m
m
Willingness
to
work
flexible
hours.
m
m
m
m
m
Willingness
to
work
on
weekends.
m
m
m
m
m
Willingness
to
learn
new
skills
or
techniques
as
they
come
about.
m
m
m
m
m
Willingness
to
be
challenged
and
take
risks.
m
m
m
m
m
Willingness
to
work
long
hours.
m
m
m
m
m
Willingness
to
be
creative
with
props
and
products
in
order
to
market
new
merchandise
effectively.
m
m
m
m
m
Willingness
to
demo
products
on
oneself.
m
m
m
m
m
Willingness
to
demo
products
on
customers.
m
m
m
m
m
Willingness
to
approach
customers
and
start
conversation.
m
m
m
m
m
Willing
to
work
in
high-­‐pressure
situations
in
order
to
produce
results.
m
m
m
m
m
Efficient
in
meeting
frequent
deadlines.
m
m
m
m
m
Can
handle
a
great
volume
of
paperwork.
m
m
m
m
m
Can
handle
always
having
a
"To
Do"
List.
m
m
m
m
m
Moderate
work
pace.
m
m
m
m
m
Very
little
travel.
m
m
m
m
m
**Q6
was identical in format except respondents were asked “to
what
extent
do
different
levels
of
the
KSAO
distinguish
the
superior
from
the
average
worker."

41.
41
Please
provide
the
following
demographic
information.
(optional)
Q7
Ethnicity
origin
(or
race):
How
would
you
best
define
your
ethnicity?
m White
m Hispanic
or
Latino
m Black
or
African
American
m Native
American
or
American
Indian
m Asian/Pacific
Islander
m Other
____________________
Q8
What
is
your
gender?
m Male
m Female
m Other
Q9
Please
enter
your
age:
(in
years)
Q10
What
position
do
you
currently
hold
at
Bath
and
Body
Works?
Thank
you
for
taking
the
time
to
complete
this
survey!
Your
response
has
been
recorded.

42.
42
APPENDIX C: Alpha/ICC
for
Task
Importance
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha
Based on
Standardize
d Items
N of
Items
.938 .960 52
Intraclass Correlation Coefficient
Intraclass
Correlationb
95% Confidence Interval F Test with True Value 0
Lower
Bound Upper Bound Value df1 df2 Sig
Single Measures .226a
.082 .719 16.165 4 204 .000
Average
Measures
.938c
.824 .993 16.165 4 204 .000
Two-way mixed effects model where people effects are random and measures effects are fixed.
a. The estimator is the same, whether the interaction effect is present or not.
b. Type C intraclass correlation coefficients using a consistency definition. The between-measure
variance is excluded from the denominator variance.
c. This estimate is computed assuming the interaction effect is absent, because it is not estimable
otherwise.