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These three activities form the foundation of human resource management. They answer: What should each job contain? What does the job actually involve and require? How much is the job worth compared with other jobs?
| Activity | Question it answers | Main output |
|---|---|---|
| Job design | How should tasks, responsibilities, and authority be grouped into a job? | A job structure that is efficient and motivating |
| Job analysis | What does the job consist of, and what does the worker need to do it? | Job description and job specification |
| Job evaluation | What is the relative worth of this job compared with other jobs? | A job hierarchy or grades that support a fair pay structure |
The logical order is: job analysis comes first (it supplies the facts), job descriptions and specifications are written from it, and job evaluation uses those documents to rank or grade jobs. Whenever a new job is created or an existing job changes substantially (for example, after an electronic health record replaces paper charting), a new job analysis is needed.
| Job description | Job specification |
|---|---|
| Describes the job: title, unit, reporting relationship, summary, duties, responsibilities, working conditions, equipment used, supervision given and received | Describes the person needed: minimum knowledge, skills, abilities, education, license, experience, and personal attributes required |
| Used for orientation, performance standards, and job evaluation | Used for recruitment and selection |
| Approach | Idea | Nursing example | Effect |
|---|---|---|---|
| Job simplification (scientific management, Taylor) | Break work into small, standardized tasks done repeatedly; one best way | Functional nursing: one nurse gives all medications | Efficient and easy to train; monotonous; fragmented care |
| Job rotation | Move workers between different jobs for set periods | New nurses rotate through medical, surgical, and intensive care units over several months | Broader skills, less boredom, cross-coverage; job content itself unchanged |
| Job enlargement | Add more tasks of similar level (horizontal loading) | A nurse who only did dressings now also does IV site checks and vital signs | More variety (job scope); may feel like more work without more meaning |
| Job enrichment | Add responsibility, autonomy, planning, and evaluation (vertical loading) | A nurse moves from task work to planning, giving, and evaluating total care for a client group | Greater job depth; strongest motivator (Herzberg) |
| Work redesign / skill mix | Shift routine tasks to assistive staff so nurses focus on assessment, judgment, and complex care | Nursing attendants take routine vital signs and help with hygiene; nurses interpret findings and manage care | Better use of licensed staff |
Job scope vs. job depth. Scope = the number and variety of tasks (horizontal). Depth = the degree of control, autonomy, and responsibility for planning and evaluating one's own work (vertical). Enlargement raises scope; enrichment raises depth.
Herzberg's two-factor theory underlies enrichment: hygiene factors (pay, policies, working conditions) prevent dissatisfaction, while motivators (achievement, recognition, responsibility, the work itself, growth) create satisfaction.
| Core job dimension | Critical psychological state |
|---|---|
| Skill variety, task identity, task significance | Experienced meaningfulness of the work |
| Autonomy | Experienced responsibility for outcomes |
| Feedback from the job | Knowledge of the actual results |
These states lead to high internal motivation, quality performance, satisfaction, and lower absenteeism and turnover.
| Method | Description | Note |
|---|---|---|
| Observation | Analyst watches and records the worker on the job | Good for visible, repetitive tasks; misses mental work; worker may act differently when watched |
| Interview | Individual or group interviews with job holders and supervisors | Rich detail; time-consuming; possible bias |
| Questionnaire | Structured survey to many job holders | Efficient for large groups; depends on honest, clear answers |
| Work log / diary | Job holder records activities in time order over a period | Captures infrequent tasks; adds workload |
| Critical incident technique | Collects examples of especially effective or ineffective behavior | Identifies behaviors that separate good from poor performance |
| Work sampling / time study | Random or timed observations of activities | Supports workload and staffing studies |
Collecting data from several sources (the job holder, supervisor, peers, subordinates) reduces bias and improves the accuracy of the resulting documents.
| Method | Type | Description | Strengths / weaknesses |
|---|---|---|---|
| Ranking | Non-quantitative, whole job | Jobs are compared as wholes and ordered from most to least valuable; paired comparison is one variant | Simplest; subjective; no measure of how far apart jobs are |
| Classification (grading) | Non-quantitative, whole job | Grades with written definitions are set first; each job is placed in the grade whose description fits best | Easy to understand; used in civil service systems; broad descriptions may fit poorly |
| Point method | Quantitative, by factor | Compensable factors (skill, effort, responsibility, working conditions) are defined, weighted, and given points; each job's total points set its grade | Most widely used; objective and detailed; complex, slow, and costly to build |
| Factor comparison | Quantitative, by factor | Key (benchmark) jobs are chosen; pay is divided among factors; other jobs are compared factor by factor with the benchmarks | Precise; complicated to design and explain |
Job evaluation rates the job, not the person holding it. Personal characteristics such as age, personality, or years of service are not compensable factors of the job. After point totals are calculated, jobs are grouped into grades and linked to a pay line or salary schedule.
Philippine government context. In government hospitals, positions are classified and assigned a salary grade under the government's position classification and compensation system administered by the Department of Budget and Management (DBM), with pay rates set by the Salary Standardization Law. Nursing positions follow a ladder from Nurse I to Nurse VII, each with its own grade — a practical example of the classification method of job evaluation. The Civil Service Commission (CSC) sets qualification standards (the job specification) for each position.
Designing motivating nursing jobs: give nurses ownership of a client group (task identity), involve them in care planning and unit decisions (autonomy), share outcome data such as fall or infection rates (feedback), and connect their work to client stories (task significance).
Case 1 — Enrichment vs. enlargement. A ward changes from task-based work to having each nurse plan, give, and evaluate total care for five clients. Technique: job enrichment (vertical loading: more autonomy and responsibility). Why not enlargement: enlargement only adds similar tasks.
Case 2 — First step after change. A hospital introduces bar-code medication administration, changing nurses' duties. What comes first? Job analysis — then revise the job description and specification. Why: all later HR steps (training, appraisal, pay) depend on accurate job information.
Case 3 — Choosing a job evaluation method. A private hospital wants a detailed, defensible system to set pay across 40 positions and can afford the time to develop it. Best choice: point method. Why: it rates each compensable factor and is the most objective, though costly to build.
Case 4 — Rating the job, not the person. During job evaluation, a committee member proposes extra points for a position because its current holder is very experienced and well liked. Correct response: exclude personal attributes; experience of the incumbent is addressed through performance appraisal and step increments, not job worth.
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