Chapter 9: Analyzing Jobs and Work

Test Bank

Multiple Choice

1. As stated in the reading, work or job analysis all of these features of work EXCEPT ______.

A. content

B. context

C. compensation

D. worker attributes

Learning Objective: 9-1: Explain what job or work analysis is and the many purposes for which it is used.

Cognitive Domain: Knowledge

Answer Location: Definition, Professional Standards
Difficulty Level: Easy

AACSB: Analytical thinking

2. An accountant has to be able to balance spreadsheets and meet with companies as part of audits. This best represents which feature of work?

A. content

B. context

C. compensation

D. worker attributes

Learning Objective: 9-1: Explain what job or work analysis is and the many purposes for which it is used.

Cognitive Domain: Application

Answer Location: Definition, Professional Standards
Difficulty Level: Easy

AACSB: Analytical thinking

3. Job analysis can/should be used for all of the following EXCEPT ______.

A. setting product prices

B. changing the structures of work

C. developing criterion measures

D. making employment decisions

Learning Objective: 9-1: Explain what job or work analysis is and the many purposes for which it is used.

Cognitive Domain: Analysis

Answer Location: Definition, Professional Standards
Difficulty Level: Hard

AACSB: Analytical thinking

4. Work analysis has many purposes that fall into different categories. Which of these uses for work analysis does not fall under the “HR management” umbrella?

A. job evaluation

B. selection

C. recruitment

D. vocational guidance

Learning Objective: 9-1: Explain what job or work analysis is and the many purposes for which it is used.

Cognitive Domain: Comprehension

Answer Location: Definition, Professional Standards
Difficulty Level: Medium

AACSB: Analytical thinking

5. A(n) ______ is a distinct work activity carried out for a specific purpose.

A. element

B. task

C. duty

D. position

Learning Objective: 9-2: Distinguish the terms task, duty, position, job, and job family from each other.

Cognitive Domain: Knowledge

Answer Location: Terminology
Difficulty Level: Easy

AACSB: Analytical thinking

6. The manager at a fast food restaurant is responsible for keeping employee morale up and making sure the food is properly stocked. These are examples best fit which term?

A. element

B. task

C. duty

D. position

Learning Objective: 9-2: Distinguish the terms task, duty, position, job, and job family from each other.

Cognitive Domain: Application

Answer Location: Terminology
Difficulty Level: Medium

AACSB: Analytical thinking

7. Which is a group of two or more jobs that either call for similar work characteristics or contain parallel work tasks, per a work analysis?

A. job

B. job family

C. occupation

D. career

Learning Objective: 9-2: Distinguish the terms task, duty, position, job, and job family from each other.

Cognitive Domain: Comprehension

Answer Location: Terminology
Difficulty Level: Medium

AACSB: Analytical thinking

8. You are planning a work analysis for your organization on several, and are trying to decide whether to analyze current jobs or those that will exist in the company in the near future. Which work analysis decision are you making?

A. activities or attributes

B. general or specific

C. single job or multiple job comparison

D. descriptive or prescriptive

Learning Objective: 9-4: Identify seven key choices that exist in the analysis of work.

Cognitive Domain: Application

Answer Location: Choices
Difficulty Level: Medium

AACSB: Analytical thinking

9. If you use the Position Analysis Questionnaire to analyze a job, which of these choices is being utilized?

A. blank slate

B. multiple job comparison

C. quantitative

D. work-oriented

Learning Objective: 9-4: Identify seven key choices that exist in the analysis of work.

Cognitive Domain: Analysis

Answer Location: Choices
Difficulty Level: Hard

AACSB: Analytical thinking

10. The final product of a work analysis is often a ______, or written statement of what a worker actually does.

A. job evaluation

B. job specification

C. job description

D. job performance

Learning Objective: 9-3: Distinguish work-oriented from worker-oriented descriptors.

Cognitive Domain: Knowledge

Answer Location: Defining the Job
Difficulty Level: Easy

AACSB: Analytical thinking

11. All of the following could potentially be in a job description EXCEPT ______.

A. potential hazardous conditions

B. personality traits

C. wage structure

D. job title

Learning Objective: 9-3: Distinguish work-oriented from worker-oriented descriptors.

Cognitive Domain: Knowledge

Answer Location: Defining the Job
Difficulty Level: Medium

AACSB: Analytical thinking

12. Which of the following is true about Levine et al.’s method for determining minimal qualifications for court cases?

A. A set of SMEs rate only tasks.

B. The finalized profiles are rated for both level and clarity.

C. The same set of SMEs is used for both parts.

D. SMEs must reach a consensus.

Learning Objective: 9-5: Establish legally defensible minimum qualifications.

Cognitive Domain: Comprehension

Answer Location: Job Specifications
Difficulty Level: Hard

AACSB: Analytical thinking

13. The first step of the Buster et al. method for developing content-oriented evidenced of validity for education and experience-based MQs is to ______.

A. emphasize that the point of reference for the MQs is the individual who is newly appointed

B. have SMEs link all potential MQs back to KSAs or tasks

C. instruct individuals who are generating potential MQs to think about alternative MQs

D. do a structured analysis of work that identifies critical tasks and KSA’s

Learning Objective: 9-5: Establish legally defensible minimum qualifications.

Cognitive Domain: Comprehension

Answer Location: Job Specifications
Difficulty Level: Medium

AACSB: Analytical thinking

14. Which is a measure of stability, namely repeated item and rate–rerate the same work at different times?

A. interrater reliability

B. intrarater reliability

C. internal consistency

D. split-half reliability

Learning Objective: 9-3: Distinguish work-oriented from worker-oriented descriptors.

Cognitive Domain: Knowledge

Answer Location: Reliability and Validity of Work Analysis Information
Difficulty Level: Easy

AACSB: Analytical thinking

15. Direct observation as a method for gathering job information assumes that jobs are relatively ______.

A. fluid

B. complicated

C. cerebral

D. static

Learning Objective: 9-6: Construct appropriate interview questions for analyzing work.

Cognitive Domain: Comprehension

Answer Location: Direct Observation and Job Performance
Difficulty Level: Easy

AACSB: Analytical thinking

16. The main purpose of a functional job analysis (FJA) is to answer all of the following questions EXCEPT ______?

A. where

B. what

C. why

D. how

Learning Objective: 9-6: Construct appropriate interview questions for analyzing work.

Cognitive Domain: Knowledge

Answer Location: Direct Observation and Job Performance
Difficulty Level: Easy

AACSB: Analytical thinking

17. What is the most commonly used technique for establishing the tasks, duties, and behaviors necessary for work analysis?

A. direct observation

B. Position Analysis Questionnaire

C. interviews

D. SME panels

Learning Objective: 9-6: Construct appropriate interview questions for analyzing work.

Cognitive Domain: Knowledge

Answer Location: Interview
Difficulty Level: Easy

AACSB: Analytical thinking

18. All of the following are advantages of using interview data for job analysis EXCEPT ______.

A. the information provided is free from cognitive biases

B. worker can provide activities that happen over a long period of time

C. incumbents in the job have extensive knowledge of what they do on the job

D. worker can report information that might not be observed

Learning Objective: 9-6: Construct appropriate interview questions for analyzing work.

Cognitive Domain: Comprehension

Answer Location: Interview
Difficulty Level: Medium

AACSB: Analytical thinking

19. Which of the following is NOT recommended in terms of constructing interview questions for job analysis?

A. Make the questions related to the purpose of the analysis.

B. Questions should not ask for information the interviewee doesn’t have.

C. Questions should lead the interviewee to the answer the interview is looking for.

D. The wording of questions should be clear and unambiguous.

Learning Objective: 9-6: Construct appropriate interview questions for analyzing work.

Cognitive Domain: Comprehension

Answer Location: Interview
Difficulty Level: Easy

AACSB: Analytical thinking

20. When using SME panels for job analysis, the SMEs should represent ______ of sample incumbents and supervisors.

A. 2–5%

B. 10–20%

C. 25–35%

D. 40–50%

Learning Objective: 9-6: Construct appropriate interview questions for analyzing work.

Cognitive Domain: Knowledge

Answer Location: SME Panels
Difficulty Level: Easy

AACSB: Analytical thinking

21. Which of the following is a disadvantage of the questionnaire approach?

A. They do not allow for quick quantification of the data for easy analysis.

B. They can only cover a small portion of the information needed.

C. They do not allow the rapport building of face-to-face methods.

D. They take a lot of time from the incumbents, resulting in lost productivity.

Learning Objective: 9-3: Distinguish work-oriented from worker-oriented descriptors.

Cognitive Domain: Analysis

Answer Location: Questionnaires
Difficulty Level: Hard

AACSB: Analytical thinking

22. Imagine you are an HR supervisor doing a job analysis. You answer a large number of items about your incumbents that fall into several categories including mental processes, work output, and relationships with other persons. You are most likely doing a ______.

A. Position Analysis Questionnaire

B. Fleishman Job Analysis Survey

C. Critical Incidents

D. Job Analysis Wizard

Learning Objective: 9-3: Distinguish work-oriented from worker-oriented descriptors.

Cognitive Domain: Application

Answer Location: The Position Analysis Questionnaire
Difficulty Level: Medium

AACSB: Analytical thinking

23. Which of the following approaches would most likely be considered a strictly worker-oriented approach to job analysis?

A. Position Analysis Questionnaire

B. Fleishman Job Analysis Survey

C. Critical Incidents

D. Job Analysis Wizard

Learning Objective: 9-3: Distinguish work-oriented from worker-oriented descriptors.

Cognitive Domain: Analysis

Answer Location: Fleishman Job Analysis Survey
Difficulty Level: Hard

AACSB: Analytical thinking

24. Which method of job analysis involves the collection of a series of anecdotes of work behavior that describe especially good or bad behavior?

A. Position Analysis Questionnaire

B. Fleishman Job Analysis Survey

C. Critical Incidents

D. Job Analysis Wizard

Learning Objective: 9-3: Distinguish work-oriented from worker-oriented descriptors

Cognitive Domain: Knowledge

Answer Location: Critical Incidents
Difficulty Level: Easy

AACSB: Analytical thinking

25. Which of the following is NOT true of the Job Analysis Wizard?

A. It utilizes paper-and-pencil surveys completed by incumbents, supervisors, and other SMEs.

B. It uses fuzzy logic.

C. It combines work- and worker-related dimensions.

D. It creates high-quality reports for ease of data interpretation.

Learning Objective: 9-3: Distinguish work-oriented from worker-oriented descriptors.

Cognitive Domain: Comprehension

Answer Location: The Job Analysis Wizard
Difficulty Level: Medium

AACSB: Analytical thinking

26. ______ is a set of characteristics of a person that account for the consistent ways that he or she responds to situations.

A. Competency

B. General cognitive ability

C. Critical incidents

D. Personality

Learning Objective: 9-7: Know when to use personality-based job analysis.

Cognitive Domain: Knowledge

Answer Location: Incorporating Personality Dimensions into Job Analysis
Difficulty Level: Easy

AACSB: Analytical thinking

27. Which of the following is NOT a Big Five dimension of personality?

A. conscientiousness

B. character structure

C. neuroticism

D. agreeableness

Learning Objective: 9-7: Know when to use personality-based job analysis.

Cognitive Domain: Knowledge

Answer Location: Incorporating Personality Dimensions into Job Analysis
Difficulty Level: Easy

AACSB: Analytical thinking

28. If you are looking to hire an employee for sales that will be outgoing and sociable, you are most likely going to look for a person high on ______.

A. conscientiousness

B. openness to experience

C. extraversion

D. agreeableness

Learning Objective: 9-7: Know when to use personality-based job analysis.

Cognitive Domain: Application

Answer Location: Incorporating Personality Dimensions into Job Analysis
Difficulty Level: Medium

AACSB: Analytical thinking

29. ______ is a systematic effort to identify or define current or anticipated work or worker requirements that align to an organization’s mission and goals.

A. job analysis wizard

B. job evaluation

C. strategic work analysis

D. competency modeling

Learning Objective: 9-8: Compare and contrast job or work analysis to competency modeling.

Cognitive Domain: Knowledge

Answer Location: Strategic or Future-Oriented Work Analyses
Difficulty Level: Easy

AACSB: Analytical thinking

30. Which practice/method is similar to job analysis, but is more focused on broader characteristics and using those characteristics to inform HR practices?

A. job analysis wizard

B. job evaluation

C. strategic work analysis

D. competency modeling

Learning Objective: 9-8: Compare and contrast job or work analysis to competency modeling.

Cognitive Domain: Knowledge

Answer Location: Competency Models
Difficulty Level: Medium

AACSB: Analytical thinking

31. Competency modeling tends to be more ______ and ______ than standard job/work analysis.

A. prescriptive; broad

B. prescriptive; specific

C. descriptive; broad

D. descriptive; specific

Learning Objective: 9-8: Compare and contrast job or work analysis to competency modeling.

Cognitive Domain: Comprehension

Answer Location: Competency Models
Difficulty Level: Medium

AACSB: Analytical thinking

32. Cognitive task analysis is particularly appropriate for ______ work.

A. physical-based

B. skill-based

C. knowledge-based

D. personality-based

Learning Objective: 9-8: Compare and contrast job or work analysis to competency modeling.

Cognitive Domain: Knowledge

Answer Location: Cognitive Task Analysis
Difficulty Level: Medium

AACSB: Analytical thinking

33. All of the following are major categories you can find information for on O*NET EXCEPT ______.

A. occupational requirements

B. salary specifications

C. workforce characteristics

D. experience requirements

Learning Objective: 9-8: Compare and contrast job or work analysis to competency modeling.

Cognitive Domain: The O*NET Content Model

Answer Location: Cognitive Task Analysis
Difficulty Level: Easy

AACSB: Analytical thinking

34. The first database for employment information published by the U.S. Department of Labor in the 1930s was called ______.

A. Occupational Information Network

B. Job Analysis Wizard

C. Competency Occupational Network

D. Dictionary of Occupational Titles

Learning Objective: 9-8: Compare and contrast job or work analysis to competency modeling.

Cognitive Domain: Knowledge

Answer Location: Occupational Information--From the Dictionary of Occupational Titles to the O*Net
Difficulty Level: Easy

AACSB: Analytical thinking

35. All of the following are concepts someone doing a job analysis might have to consider EXCEPT ______.

A. critical incidents

B. subject matter experts

C. biographical information blanks

D. job descriptions

Learning Objective: 9-1: Explain what job or work analysis is and the many purposes for which it is used.

Cognitive Domain: Analysis

Answer Location: Obtaining Information about Jobs and Work
Difficulty Level: Hard

AACSB: Analytical thinking

36. Which covers a sequence of positions, jobs, or occupations that one person engages in during his or her working life?

A. job

B. career

C. occupation

D. duty

Learning Objective: 9-2: Distinguish the terms task, duty, position, job, and job family from each other.

Cognitive Domain: Knowledge

Answer Location: Terminology
Difficulty Level: Easy

AACSB: Analytical thinking

Short Answer

1. According to the reading, why is job analysis so important to organizational functioning?

Learning Objective: 9-2: Distinguish the terms task, duty, position, job, and job family from each other.

Cognitive Domain: Comprehension

Answer Location: Terminology
Difficulty Level: Hard

AACSB: Analytical thinking

2. Explain the difference between a job, occupation, and career.

Learning Objective: 9-2: Distinguish the terms task, duty, position, job, and job family from each other.

Cognitive Domain: Comprehension

Answer Location: Terminology
Difficulty Level: Medium

AACSB: Analytical thinking

3. What is the difference between work- and worker-oriented job analysis approaches?

Learning Objective: 9-3: Distinguish work-oriented from worker-oriented descriptors.

Cognitive Domain: Comprehension

Answer Location: Defining the Job
Difficulty Level: Easy

AACSB: Analytical thinking

4. Briefly describe some evidence for inter- and intrarater reliability for work analysis information.

Learning Objective: 9-3: Distinguish work-oriented from worker-oriented descriptors.

Cognitive Domain: Comprehension

Answer Location: Reliability and Validity of Work Analysis Information
Difficulty Level: Medium

AACSB: Analytical thinking

5. Briefly discuss at least two disadvantages of using video information as a source for observation in job analysis.

Learning Objective: 9-6: Construct appropriate interview questions for analyzing work.

Cognitive Domain: Comprehension

Answer Location: Direct Observation and Job Performance
Difficulty Level: Medium

AACSB: Analytical thinking

6. Briefly describe what a task inventory/checklist is, and how they are used in the workplace for job analysis.

Learning Objective: 9-6: Construct appropriate interview questions for analyzing work.

Cognitive Domain: Knowledge

Answer Location: Questionnaires
Difficulty Level: Medium

AACSB: Analytical thinking

7. When might you use personality-based job analysis?

Learning Objective: 9-7: Know when to use personality-based job analysis.

Cognitive Domain: Comprehension

Answer Location: Incorporating Personality Dimensions into Job Analysis
Difficulty Level: Easy

8. How does competency modeling differ from job or work analysis?

Learning Objective: 9-8: Compare and contrast job or work analysis to competency modeling.

Cognitive Domain: Knowledge

Answer Location: Competency Models
Difficulty Level: Medium

AACSB: Analytical thinking

Essay

1. Define the following terms: element, task, duty, and position. Then create a scenario from a real-world job and give a specific example of each term.

Learning Objective: 9-1: Explain what job or work analysis is and the many purposes for which it is used.

Cognitive Domain: Application

Answer Location: Definition, Professional Standards
Difficulty Level: Medium

AACSB: Analytical thinking

2. Discuss the potential sources of inaccuracy for job analysis information/processes.

Learning Objective: 9-3: Distinguish work-oriented from worker-oriented descriptors.

Cognitive Domain: Analysis

Answer Location: Reliability and Validity of Work Analysis Information
Difficulty Level: Hard

AACSB: Analytical thinking

3. Discuss the relative pros and cons of the Position Analysis Questionnaire.

Learning Objective: 9-3: Distinguish work-oriented from worker-oriented descriptors.

Cognitive Domain: Comprehension

Answer Location: The Position Analysis Questionnaire
Difficulty Level: Hard

AACSB: Analytical thinking