A study on the practical use and methodology of job analysis
In-Joong Ju, Joo-Hee Chang, Yoo-Jeong Seo
This study investigates job analysis methodologies and their current use. By analyzing the demands and practical use of clients(i.e., Job Training Center and Certificate Authentication Institute), an attempt was made to offer ways to enhance the guidelines for job analysis.
The research was conducted in the following manner.
Initially, we examined how job analysis was applied in real world settings and the trends in the application thereof in order to develop theoretical reviews regarding the methodology and interpretation of application cases. Thereafter, using key words such as job description, workforce planning, worker training and performance appraisal, we searched for cases in which job analyses were applied in forty-four government institutions, including the 17 bureaus and 4 committees.
Afterwards, we investigated the demands for job analysis and application guidelines in order to draw recommendations for improvement in the use of job analysis in terms of educational systems, program development, qualification systems, and the standards of qualification examinations. Finally, we summarized the characteristics and trends in the contents of generally used job analysis guidelines at the Job Training Center and Certificate Authentication Institute.
Recommendations made based on the results were divided into two parts: recommendations for the revision of guidelines and implications for new policy.
The development of job training curriculums requires that the job analysis guidelines be revised as follows.
First, job analysis should be implemented at the national level and the standards for the various levels within the training curriculum should be provided. Second, relevant information about careers and the potential for career development should be provided to the attendees of the courses. Third, ways to organize the course material should be suggested to facilitate attendees' systematic learning. Fourth, in order to adapt to the rapid changes in industry and technology, the courses should contain materials that can help enhance core career competencies. Fifth, the
output of the job analysis(e.g., tasks, duties, jobs) should be considered to decide the course title and guidelines and used to determine the contents and aim of the course. Sixth, in terms of the efficiency of the training, each course should be allotted relevant course contents and sufficient time. Finally, the application of job analysis mostly focused on the development of curriculums;
however, in order to ensure the learning effect of the courses, job analysis should also be implemented to determine how the courses are run.
In terms of the development of course standards, the following recommendations can be made.
First, 'The Guidelines on Course Major Development' should be provided according to the output of the job analysis so that consistency can be retained in the development of course majors. Second, the output should be used to develop the standards for exams questions. Finally, the output should be used to draw up the marking standards.
This study introduces the following 7 implications for new policies.
First, the jargon used in the domain of job analysis should be standardized. Second, the jargon should be clearly defined and the relation to one another also clarified. Third, task inventories should be drawn up at the national level for each job group so as to enable vocational training centers to conduct job analysis without much difficulty. Fourth, achievement standards should be set for each competency unit so that the curriculum can be developed using NCS at the individual school level. Fifth, management systems should be established in conjunction with job analysis, data authentication, and implementation plans at the national level.
Sixth, job analysis guidelines that meet governmental purposes(e.g., human resource development and competency appraisal) should be developed and distributed. Lastly, in order to achieve a standardized job analysis process, training systems should be implemented at the national level for job analysis facilitators and good use should be made of their skills.
