请版主learner组织一下关于HAY及CRG职位评估系统的探讨

儒文

我希望与你联系，电子邮件：ochr@sohu.com

learner

岗位评估应属于薪酬管理的范围，这里也就不组织讨论了。 无论是HAY还是CRG，都是寻找付酬因素，再进行定义，再评分，再根据所有岗位评分来拉薪酬曲线。所以，重要的是付酬因素。 , u' c) M# H+ j5 f& k- ?“薪酬管理”板有一篇“CRG”的文章，可以去看看。 # l5 t- R" m& s6 X$ _2 E我email: mmxxxz@163.com

容克

learner,象你这样的版主，我们不信任，请择时离开吧。

learner

每个板有自己的定位。应该把自己的板做深做透，而不是碰到另外也问题也插一脚。 我可以就提到的问题发表自己的看法，但我不在能这里组织不属于本板内容的讨论。 6 Z& R6 C& ?2 y; e# g7 w

林曼

[quote]以下是引用learner在2003-5-22 9:30:18的发言 6 S& d) g, X4 j# Z1 X6 _% m4 ?岗位评估应属于薪酬管理的范围，这里也就不组织讨论了。 3 m' I' {+ j4 `, M t# o% L/ h无论是HAY还是CRG，都是寻找付酬因素，再进行定义，再评分，再根据所有岗位评分来拉薪酬曲线。所以，重要的是付酬因素。 “薪酬管理”板有一篇“CRG”的文章，可以去看看。 我email: mmxxxz@163.com **************[/quote] / k& ]( T$ r- s. Q

林曼

如果连岗位评估都不在我们讨论的范围，那么还要工作分析干嘛

learner

工作分析跟岗位评估是完全不一样的概念， 7 T5 H" m( e# s' Q1 J6 x* b不过你提出的问题也是可以讨论的，毕竞工作分析和岗位评估还是有一定的相关性的。不过我认为岗位评估确属于薪酬管理的内容。 如果放在这个板也可以，可以把板名改成职位分析和岗位评估。

儒文

Hay Method ( j# @( d" g, M! Z* A. o7 AThis method, first developed by Dr Edward N. Hay in the early 1950s, is essentially concerned with decision making and responsibility. Guide Charts were created in 1951 in client situations. , {/ |- }& e( UEmphasis was placed on answerability for the consequences of decisions, the degree of freedom to take decisions and bring them to fruition, the degree to which there is prime accountability, as compared to shared or contributory accountability in a job. ; c% V( B5 A' t: r" |The Guide-Chart Profile : 4 Critical Observations - f! J$ [1 Y$ e7 [# q5 }, p The most significant factor could be grouped as representing the knowledge required to do a job, the kind of thinking needed to solve the problems commonly faced, and the responsibilities assigned. 4 K$ O5 s" [: ~" V Jobs could be ranked not only in the order of importance within the organization, but the distances between the ranks could be determined.  The factors appeared in certain kinds of patterns that seemed to be inherent to certain kinds of jobs ' x( ?/ j/ N; ?: i, ]3 e1 X& A2 A The focus of the process of job evaluation must be on the nature and requirements of the job itself, not on the skills or background or characteristics or pay of the job holder. ) p% {# X0 a" F+ rThe Guide-Chart Profile : Hay Method There are Three Factors with a total of eight elements which determine the value of different jobs. They are: 1. Know-How 2. Problem-Solving 5 G7 C5 N; m: Q% K! L 3. Accountability The Guide-Chart Profile Method : Know-How What is Know-How  Know-How is the total of every kind of skill required for average acceptable job performance. It is knowledge and experience in professional, managerial and human Relations activities necessary to fulfill the job.  Know-How is measured in depth by eight degrees and in breadth by five degrees The Guide-Chart Profile Method : Know-How 7 [9 ^, Y) M5 {/ d/ mThe three dimensions of Know-How are:  Practical procedures, specialized techniques and knowledge within occupational fields, commercial functions, and professional or scientific disciplines. This is commonly referred to as the Depth of Know- How.  Integrating and harmonizing simultaneous achievements of diversified functions within managerial situations occurring in operating, technical, support or administrative fields. This is referred to as the Breadth of Know-How  Active, practicing person-to-person skills in work with other people. This is referred to as the Human Relations Skill. # x0 V: j8 @& q5 j s) g+ w$ _The Guide-Chart Profile Method : Know-How ! u' i6 {6 [0 XDepth Of Know-How A. Education to post –primary level

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B. Practiced in standard work routines and /or use of simple equipment and machines 4 c- A; x! ]/ p- {0 eC. Procedural or systematic efficiency and use of specialized equipment ! N1 ~# ~4 E5 n/ K! Z! q( ~9 @D. Specialized skill gained by on-the-job experience or through part professional qualification E. Understanding of theoretical principles normally gained through professional qualification or through a detailed group of involved practices and procedures # t( h1 r6 E s% G) ZF. Seasoned proficiency in a highly specialized field, gained through experience built on theories or a broad and deep understanding of complex practices G. Mastery of principles, practices and theories gained through wide experience and/or special development ) ?" h, i' |$ v8 L5 P4 ~6 h2 I' N! B: D7 @H. Unique command of principles, theories and practices C9 k" F- M* p7 _' z The Guide-Chart Profile Method : Know-How & G, c9 Z( B1 c$ g3 cBreadth Of Know-How 2 g: k8 G( N: M7 n! F. ]: hI. Non or minimal – Performance or supervision of jobs which have closely specified objectives II. Homogeneous – Integration of operations which are homogeneous in nature and objective, and coordination with associated functions III. Heterogeneous – Integration or coordination of diverse functions or sub-functions in a company; or inter-company coordination of a tactical function m9 b* h8 G! Y0 R2 n1 S# e; @0 k, gIV. Broad – Integration of the major functions in an operating company; or group-wide coordination of a strategic function affecting policy formation 0 L( i' c9 s( s, c* N! IV. Total – The management of strategic functions and policy formation , h4 Q4 a5 U0 u; m AThe Guide-Chart Profile Method : Know-How 4 \) ?# l; t4 Y: E/ z9 d9 N& CHuman Relations Skills ) D9 X5 L+ m! a/ S: R8 C1. Basic – Ordinary courtesy and effectiveness in dealing with others 2. Important – Understanding and influencing people, important but not over-riding considerations 3. Over-riding – Skills in developing and motivating people are over-riding considerations 6 D# u4 A$ d5 m1 ~& C& B" fThe Guide-Chart Profile Method : Know-How Guide-Chart Profile Method : Problem Solving What is Problem Solving  The use of Know-How required by the job to identify, define, and resolve problems. “You think with what you know.” This is even true for the most creative work. The raw material of any thinking is knowledge of facts, principles and means. For that reason, Problem Solving is measured as a percentage of Know-How. 4 H( g0 K# k7 n5 d7 M Problem Solving has two dimensions: 6 X4 ?9 _7 A, \8 h, d The environment in which the thinking takes place  The challenge presented by the thinking to be done 1 U9 s5 k5 l) a& KThe Guide-Chart Profile Method – Problem-Solving . |" D9 x7 q5 V, E) q2 fThinking Environment A. Detailed rules and/or rigid supervision B. Standard instructions and/or continuous close supervision 3 x. B. p2 l* I/ L V5 @ lC. Well-defined procedures, somewhat diversified and/or supervised 5 h; @. \1 m: f' F6 V- u% p

儒文

D. Substantially diversified established company procedures, and general supervision ; o; C/ k% ?, s# T1 j/ l j. a4 m2 JE. Clearly defined company policies, principles and specific objectives under readily available direction F. Broad policies and objectives, under general direction ; k, X3 @: k* i: J3 I2 YG. General policies, principles and goals under guidance H. Business philosophy and/or principles controlling human affairs % C5 l! }- f: N0 DThe Guide-Chart Profile Method – Problem-Solving , h7 u, Q7 h: K, \ P7 xThinking Challenge 9 T7 X+ M; E# BI. Repetitive – Identical situations requiring solution by simple choice of things learned II. Patterned – Similar situations requiring solution by discriminating choice of things learned ' V" Q# u* Z& V1 Y& EIII. Variable – Differing situations requiring searching, finding and selecting solutions within the area of things learned " P3 M8 J* p5 S" m9 o5 NIV. Adaptive – Situations requiring analytical interpretive and/or constructive thinking. Judgment is required & S3 T3 f8 H7 `V. Creative – Novel or non-recurring path-finding situations requiring the development of new concepts and imaginative approaches Guide-Chart Profile Method : Accountability 5 D f, l+ l* P8 q4 o. \# aWhat is Accountability?  The answerability for action and for the consequences thereof. It is the measured effect of the job on end results of the organization. It has three dimensions: ' ?5 k! }) p% b( O W" a. { Freedom to Act - is the extent of personal, procedural, or systematic guidance or control of actions in relation to the primary emphasis of the job 6 H- d" W2 e, J+ R+ T Job Impact on End Results – is the extent to which job can directly affects actions necessary to produce results within its primary emphasis. q; B! e N; h# j5 w Magnitude – is the portion of the total organization encompassed by the primary emphasis of the job. This is usually but not necessarily, reflected by the annual revenue or expense dollars associated with the area in which the job has its primary emphasis. t) L5 N" C! `+ i7 e. ?- {The Guide-Chart Profile Method - Accountability " ?3 @) ?6 v# e4 s3 g pFreedom To Act / Q( [+ D) Y% Z) ]A. Prescribed – Direct and detailed instructions, and close supervision B. Controlled – Established work routines and close supervision 0 X) s9 x8 R. [# C: D- R3 VC. Standardised – Standardised practices and procedures, general work instructions and supervision of progress and results D. Generally regulated – Practices and procedures which have clear precedents ' p+ N) u" {) U+ c* @E. Directed – Broad practice and procedures covered by functional precedents and policies and managerial direction F. Oriented Direction – Functional policies and goals, and general managerial direction G. Senior Guidance – Inherently and primarily to direct top management guidance : k3 s- s( Z7 E" X5 U1 R$ RH. Ownership Guidance – Only to ownership review and public recreation 7 h7 r: h3 h! e1 g% N0 |7 P7 vThe Guide-Chart Profile Method - Accountability Impact