Job Analysis Project
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1 April 2015
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Transcript of Job Analysis Project
1
April 2015
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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
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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.
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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
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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.
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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.
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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.
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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
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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
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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
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* 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
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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
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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
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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
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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
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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)?”
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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
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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
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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
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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.
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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.
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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
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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.
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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
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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?
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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?
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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?
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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?
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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.
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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
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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
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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
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
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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.
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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
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
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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.”
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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 extent (2)
3= To a great extent (3)
4= To a very great
extent (4)
5= To an extremely 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
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
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."
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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.
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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.
