3. Ejecución de las obras
3.22. Colocación de los bloques de hormigón
To validate the competencies and work behaviors, a survey of job experts is recommended where they are asked to rate the importance of the work behaviors for performing their jobs. Usually, job incum- bents are surveyed, although supervisors of the target jobs can also participate in addition to or instead of job incumbents. For validation purposes, it is suffi cient to draw a representative sample of respon- dents to complete the survey. However, to promote buy-in from the workforce, a better strategy is to allow any organizational member who will be covered by the system to complete a survey. This is espe- cially important when a new system is threatening to employees or
will involve something new, such as pay tied to performance when this has not been the case in the past. Drawing a sample of respon- dents is referred to as a sample-based survey. Allowing all affected organizational members to participate is called a census survey.
• Census surveys afford all affected organizational members an opportunity to weigh in on the perfor- mance requirements that will be defi ned for their jobs
• Census surveys help ready organizational members for the new system and usually result in higher levels of par- ticipation in developing the system
• Census surveys do not re- quire that a representative sample is drawn and avoid
complexities associated with sending surveys to only a selected group of respondents
• Census surveys avoid the need to address questions about why certain employ- ees were selected and others were not
• If an automated survey is made available (recom- mended), the costs and time associated with a census are about the same as they are for a sample-based survey
Good to Know:
Advantages of a Census Survey versus a Sample Survey
The survey data provide a basis for demonstrating that the com- petencies and work behaviors are job-related, thus addressing both professional and legal standards. The competencies and work behav- iors are usually rated on a fi ve-point importance scale, ranging from extremely important (5) to minor importance (1). A response option is also provided for indicating that a work behavior is not relevant to the job. Work behaviors that receive an average rating across respon- dents of “Important” (3.0) or greater are generally considered to be suffi ciently important to be retained. The idea is that it is not appro- priate to hold employees accountable for or evaluate their perfor- mance on a work behavior that is not an important job requirement. Another criterion that is sometimes used in conjunction with the
average importance rating is that not more than 25% of respondents report that a work behavior is Not Relevant for their jobs. In the example below, only the work behaviors are rated for importance and not the competency overall. This is because the competency is defi ned by the work behaviors. However, if desired, an importance rating of the competency itself can also be collected in the job analysis survey.
Example:
Job Analysis Survey Welcome
The purpose of this very important survey is to gather information that will be used to develop our new performance management system. Your participation in this effort is vital. It will ensure that the competencies contained in our new performance manage- ment system are based on work behaviors that are important and relevant to your job. Therefore, we are asking you to rate the importance of the work behaviors defi ning each competency.
Rating the Importance of the Work Behaviors
There are eight competencies within this survey. Each competency is defi ned by a set of work behaviors that you will rate in terms of their importance to the work you personally perform. For each behavior, fi rst decide if it is important for effective performance on your job.
• If the behavior is not important for effective performance in your work, click on the button labeled “NR” for not relevant and move to the next item.
• If the behavior is important for effective performance in your job, click on the button that indicates its level of importance using the following scale.
1 = Minor Importance for effective performance of my job 2 = Some Importance for effective performance of my job 3 = Important for effective performance of my job 4 = Very Important for effective performance of my job 5 = Extremely Important for effective performance of my job
Below is an example of how one person responded to a portion of the survey.
Use the scale on the right to indicate how important each of the work behaviors listed below is for effective performance in your job. To indicate your answer click on one of the buttons below.
Importance
NR = Not Relevant to Work 1 = Minor Importance 2 = Some Importance 3 = Important 4 = Very Important 5 = Extremely Important NR 1 2 3 4 5
1. Plans, prioritizes, and balances projects and/or assignments to accomplish work in a timely manner.
䊊 䊊 䊊 䊊 䊊
NR 1 2 3 4 5
2. Coordinates work with others and keeps them informed of progress and problems.
䊊 䊊 䊊 䊊 䊊
Question 1: The respondent clicked on “NR” to indicate that
“Plans, prioritizes, and balances projects and/or assignments to accomplish work in a timely manner” is “Not Relevant” to the respondent’s
work.
Question 2: The respondent clicked on “4” to indicate that
“Coordinates work with others and keeps them informed of progress and problems” is “Very
Important” for effective performance of the respondent’s work.
In situations where the competencies and work behaviors will be applied across jobs, it is important to analyze the data separately for the respondents within each job. Likewise, if standards will be written for different experience levels, it is also important to analyze the data separately for respondents who have these different levels of experi- ence. This ensures that the competencies and work behaviors on which the performance standards will be based refl ect requirements that are important for each job and level of experience within that job. Sometimes, for example, a work behavior may only be important for employees with higher levels of experience but not at the entry level. Or, a work behavior may apply to only supervisors and manag- ers but not non-supervisory employees. Likewise, although the work behaviors were designed to apply across jobs, some may not be important for certain jobs. If the work behaviors and competencies cannot be shown to be relevant and suffi ciently important for each job and each experience level within a job, then slightly different competency models and performance standards will need to be selec- tively used based on the survey results. Under these circumstances, it may be necessary to remove an entire competency or perhaps one or two work behaviors defi ning a competency for some jobs or expe- rience levels within those jobs.
An example will help to clarify how the survey data are used. Shown in the example are partial job analysis results for full perform- ance employees in six different jobs. For a work behavior to be retained, we will use two criteria:
• The behavior must have an average importance rating of at least 3.0 (“Important”)
• No more than 25% of respondents can report that the behavior is “Not Relevant” for their job
Using these criteria to interpret the data in the example below: • One behavior is not valid for Support Jobs, Plans, prioritizes, and
balances projects and/or assignments to accomplish work in a timely manner. This behavior will need to be excluded from the compe- tency model and performance standards for this job.
• Because all three behaviors are not valid for Maintenance Jobs, the entire Planning Work competency will need to be excluded for these jobs.
Example:
Job Analysis Results: Average Importance Rating and % Not Relevant for Full
Performance Level Employees in Six Jobs
Product Development Jobs Human Resources Jobs Finance & Accounting Jobs Support Jobs Maintenance Jobs
Plans, prioritizes, and Balances projects and/or assignments to accomplish work in a timely manner. 4.57 0% 4.36 0% 3.97 0% 2.55 14% 2.55 30%
Coordinates work with others and keeps them informed of progress and problems. 4.28 5% 4.88 0% 4.5 3% 3.68 14% 2.13 40%
Adjusts plans, goals, and priorities to address problems, roadblocks, or changing situations. 4.89 0% 4.73 0% 4.69 0% 4.88 0% 2.68 20%