| Job analysis and evaluation (JAE) is the process of | | | | * depth of control |
| creating a structure that establishes the worth of each | | | | * supervision received |
| job to the organization and typically is based on the | | | | Decision-making |
| jobs content (such as the skills needed, job duties, and | | | | * judgment |
| working conditions) or its external market value and | | | | * initiative |
| not on the abilities of the individual performing the job. | | | | * analytical ability |
| The Job evaluation process was started with the | | | | Working environment |
| intention of providing Role Clarity to all the employees. | | | | * knowledge of special working practices |
| Job titles can often be misleading - either unclear or | | | | * breadth of management skill required |
| unspecific - and in large organizations it's impossible for | | | | Impact and influence |
| those in HR to know each job in detail. This is where | | | | * efficiency |
| JAE helps to understand the each role. | | | | * impact on customers |
| It is essential to have clear, detailed and up-to-date job | | | | * responsibility |
| descriptions on which to base the job evaluation. The | | | | * results of errors |
| JAE data can be meaningfully used for the following | | | | Financial responsibility |
| processes: | | | | * budgeting |
| * Recruitment and Induction | | | | There are some principles of Job evaluation are:a. Job |
| * Determining pay and grading structures | | | | evaluation is an ongoing process.b. Job evaluation is an |
| * Ensuring a fair and equal pay system | | | | evaluation of the role, not the person doing it.c. A job |
| * Deciding on benefits provision - for example, bonuses | | | | evaluation scheme should be a fair system, |
| and cars | | | | understood by and communicated to employees.d. It |
| * Comparing rates against the external market | | | | should be transparent, and reviewed regularly to |
| * Undergoing organizational development in times of | | | | ensure business needs continue to be met. The type |
| change | | | | of scheme chosen will depend on the organisation |
| * Undertaking career management and succession | | | | needs. But any staff making decisions on job roles will |
| planning | | | | need training in the chosen system.e. Evaluation is |
| * Reviewing all jobs post-large-scale change, especially | | | | based on Job content which means job that has to be |
| if roles have also changed. | | | | achieved. |
| Jobs are basically measured against 3 major factors: | | | | Evaluation requirements are met by:a. Job |
| Know How (KH) - Inputs | | | | Understanding by means of job descriptionb. |
| Problem Solving (PS) - Processing | | | | Judgments: JAE is concerned with making judgments |
| Accountability (A) – Outputs | | | | in order to maximize the objectivityc. Criteria for |
| I have tried to compile the characteristics that are | | | | assessing job content: Number of criteria are required. |
| measured in JAE, by no means it represent exhaustive | | | | The two most common criteria of job evaluation are: |
| list: | | | | whole job ranking, where jobs are taken as a whole |
| Knowledge and skills | | | | and ranked against each other; and awarding points |
| * work experience | | | | for various aspects of the job. In the points system |
| * qualifications | | | | various aspects or parts of the job such as education |
| * external qualifications | | | | and experience required to perform the job are |
| * specialist training | | | | assessed and a points value awarded - the higher the |
| People management | | | | educational requirements of the job the higher the |
| * human relations skills | | | | points scored.d. A common scale of measurement is |
| * ability to deal with work pressure | | | | required against which to make judgments.e. |
| * supervisory responsibility | | | | Cross-checks are required to ensure that the |
| Communication and networking | | | | judgments are sound. |
| * social skills | | | | Involving employees in the job evaluation process can |
| * presentation skills | | | | increase their commitment and further engagement |
| * diplomacy | | | | with the organisation, but they must remain impartial at |
| Freedom to act | | | | all times in the process. |