I NEED INSTRUCTIONS TO BE READ THROUGHLY AND FOLLOWED, PLEASE!!! THIS IS DOCTORAL WORK. Turnitin and Waypoint are being used to check for plagiarism, and please use APA format. Please pay close attention to plagiarism, it's not tolerated. make sure to use in-text citations demonstrating that I am citing my references. Please do not use fake references, this instructor will check, and this instructor will check Please keep plagiarism under! 0% or lower. VERY IMPORTANT. Let’s make sure all questions are covered and answered.
Job Design [WLOs: 2, 3] [CLOs: 1, 3] For this assignment, you will create the job description using the information from your Job Analysis assignment in Week 2. The job analysis is a critical step in the process for a job description to be reliable and useful. Remember, as an HR leader, you would typically have input from more than one position questionnaire to complete a job analysis. Prior to beginning work on this assignment, Read Chapters 2 and 3 in the textbook, Job and Work Analysis. You may consider reviewing Chapter 4 in the textbook, Job and Work Analysis. Using the job analysis that you conducted for the Week 2 assignment, Determine the appropriate design for the position. Analyze the various elements required for creating a job description for the specific position. Consider addressing the following to get started: What would this person do and to what extent? What is the job title and purpose? What education or skills are required? What duties and responsibilities are required? What are the working conditions? Create a job description that includes the information defined in the job analysis. Provide a rationale for the chosen design. Explain the purpose and importance of each section within the job description. Support your reasoning with at least two credible or professional resources. The Job Design paper Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA StyleLinks to an external site. as outlined in the Writing Center’s APA Formatting for Microsoft WordLinks to an external site.. Must include a separate title page with the following: Title of paper in bold font Space should appear between the title and the rest of the information on the title page. Student’s name Name of institution (University of Arizona Global Campus) Course name and number Instructor’s name Due date Must utilize academic voice. See the Academic VoiceLinks to an external site. resource for additional guidance. Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions & ConclusionsLinks to an external site. as well as Writing a Thesis StatementLinks to an external site., refer to the Writing Center resources. Must use at least two credible or professional sources in addition to the course text. The Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. To assist you in completing the research required for this assignment, view The University of Arizona Global Campus Library Quick ‘n’ DirtyLinks to an external site. tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips. Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your PaperLinks to an external site.. Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References List Job Design [WLOs: 2, 3] [CLOs: 1, 3] For this assignment, you will create the job description using the information from your Job Analysis assignment in Week 2. The job analysis is a critical step in the process for a job description to be reliable and useful. Remember, as an HR leader, you would typically have input from more than one position questionnaire to complete a job analysis. Prior to beginning work on this assignment, Read Chapters 2 and 3 in the textbook, Job and Work Analysis. You may consider reviewing Chapter 4 in the textbook, Job and Work Analysis. Using the job analysis that you conducted for the Week 2 assignment, Determine the appropriate design for the position. Analyze the various elements required for creating a job description for the specific position. Consider addressing the following to get started: What would this person do and to what extent? What is the job title and purpose? What education or skills are required? What duties and responsibilities are required? What are the working conditions? Create a job description that includes the information defined in the job analysis. Provide a rationale for the chosen design. Explain the purpose and importance of each section within the job description. Support your reasoning with at least two credible or professional resources. The Job Design paper Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA StyleLinks to an external site. as outlined in the Writing Center’s APA Formatting for Microsoft WordLinks to an external site.. Must include a separate title page with the following: Title of paper in bold font Space should appear between the title and the rest of the information on the title page. Student’s name Name of institution (University of Arizona Global Campus) Course name and number Instructor’s name Due date Must utilize academic voice. See the Academic VoiceLinks to an external site. resource for additional guidance. Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions & ConclusionsLinks to an external site. as well as Writing a Thesis StatementLinks to an external site., refer to the Writing Center resources. Must use at least two credible or professional sources in addition to the course text. The Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. To assist you in completing the research required for this assignment, view The University of Arizona Global Campus Library Quick ‘n’ DirtyLinks to an external site. tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips. Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your PaperLinks to an external site.. Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References List 3 WORKER-ORIENTED METHODS In this chapter, we describe job analysis methods that focus on attributes or characteristics that people need to be able to complete their jobs successfully. One of the main uses of such information is to hire qualified people. Often, the attributes refer to the person and might be considered psychological characteristics. For example, some characteristics are perceptual, such as use of color vision or sense of touch. Others refer to mental processes, such as arithmetic reasoning or speaking a foreign language. Still others refer to skill in using tools or equipment, such as a violin or a forklift. There is another class of attributes covered in worker-oriented methods that refers more to the context of work, and these are shorthand ways of saying that a person needs to have whatever is needed to cope with the job. For example, a person may need to be able to work alone or to work in noisy or dusty environments. Sometimes, the abilities become more or less synonymous with the task, such as the ability to weld or to dance. In such cases, it is difficult to determine whether we are talking about the work or the worker. But in this chapter, the intent of the job analysis procedure is to describe jobs from the worker’s point of view rather than the work itself. Sharp-eyed readers may, after reading this chapter, wonder why competency modeling, surely a worker-oriented method, is missing. We compliment you on your attention to detail. Actually, since competency modeling is often applied in the context of management, leadership, and team settings, we have included it in Chapter 5. In some ways, worker-oriented methods are the most “psychological” of the methods of job analysis. The psychology comes from attempting to determine what it takes to be good at a job. We are sometimes amazed at how skilled human performance can be. For example, we have been impressed watching a professional figure skater (that looks so effortless!), a guitar player knocking out an awesome riff (how can a person’s fingers move that fast?), or an astronomer pointing out features of some celestial object (how could he possibly know anything about a quasar?). What is it about these people that makes them so good at what they do? Of course, they have spent years practicing their specialties, but do they also possess something special, some needed capacity? On the other hand, are there some things that a person is unlikely ever to be really good at, regardless of the time spent practicing? Could it be drawing, tennis, calculus, poetry, or playing the violin? One of us (Brannick) will never progress beyond drawing stick figures. What does it take to be good at a job, and how do we find this out? That is the topic of this chapter. Job analysts have generally agreed to capture these human attributes by referring to KSAOs (knowledge, skills, abilities, and other characteristics). There are several ways of defining these human attributes. One approach was offered by Levine (1983). We adapt those definitions here. Knowledge is the existence in memory of a retrievable set of technical facts, concepts, language, and procedures directly relevant to job performance. Skill is the developed or trained capacity to perform tasks that call for the use of tools, equipment, or machinery. Abilities involve the relatively enduring capacity to acquire skills or knowledge and to carry out tasks at an acceptable level of proficiency where tools, equipment, and machinery are not major elements. Finally, other personal characteristics include job-relevant interests, preferences, temperament, and personality characteristics that indicate how well an employee is likely to perform on a routine, day-to-day basis or how an employee is likely to adjust to a job’s working conditions. (If you casually drop the term KSAOs among job analysts, they will immediately accept you into their secret society, even if you don’t know the secret handshake.) Several different techniques are described in this chapter. First, we describe the job element method (JEM). JEM is the earliest of the worker-oriented methods. It blurs the distinction between what gets done and what abilities are required to do the job. This method breaks a job down into pieces called elements (small surprise there) that are described in terms that job incumbents can easily understand. But note that these elements are very different from the elements we discussed in Chapter 2. Next, we turn to the Position Analysis Questionnaire (PAQ). The PAQ was developed over years of study and has been applied to a very large number of jobs since its development. You might say that the PAQ is a famous name in the business of job analysis. The PAQ lists a large number of standard elements (for example, the job requires standing) that the job analyst records on a specially designed form. It also uses the term element to mean something a bit different; here, “element” is just an item to respond to. https://platform.virdocs.com/rscontent/epub/615632/1954406/OEBPS/s9781544329543.i897.xhtml?#po14 https://platform.virdocs.com/rscontent/epub/615632/1954406/OEBPS/s9781544329543.i897.xhtml?#po11 We then turn to other trait-based worker-oriented methods. We briefly describe three methods that focus on other standard lists of human abilities: the Threshold Traits Analysis System (TTAS), the Ability Requirements Scales (ARS), and the Occupational Reinforcer Pattern (ORP). The list of traits in the TTAS is global and comprehensive. The list is useful, among other things, for keeping you from overlooking something important. The abilities covered by the ARS (see Table 3.6 later in the chapter for a sample of these) are each linked to one or more psychological tests. The ORP characteristics are linked to human motives at work that can be used for vocational purposes. The other two methods in this section are noted for their attention to tools and equipment. The methods are the AET (Arbeitswissenschaftliches Erhebungsverfahren zur Tätigkeitsanalyse; we will translate for you later so you can get this right on a TV quiz show) and the Job Components Inventory (JCI). The AET, which, as you may have guessed, was developed in Germany, looks at jobs from a human engineering standpoint, and asks how the job might be done in such a way that it is more friendly to the worker. The JCI lists 220 items related to tools and equipment. Next, we describe methods used in cognitive task analysis. Cognitive task analysis attempts to gain a better understanding of the mental processes and strategies that are used in completing the job. To do so, cognitive task analysis often focuses on the difference between novice and expert performance on the job. Finally, we describe job analysis for personality characteristics. There has been renewed interest in using personality for personnel selection, although there is still some disagreement about how useful personality tests may be in that context. Despite the controversy, this is an area of current interest, so we provide some detail about a systematic approach to identifying jobs’ personality requirements. The common thread through all the worker-oriented techniques is the focus on the qualities workers must have to be successful. JOB ELEMENT METHOD JEM is probably the earliest of the worker-oriented