Decisions What decisions do you have to make without consulting your supervisor? When must you consult a supervisor? When teaching curriculum it is up to the teacher to decide how and when to teach certain topics. The daily activities of a teacher are directed by ones own practices. It is rare that a teacher needs to consult his supervisor for daily decisions. Although that is the case, a teacher usually should consult his supervisor when there are circumstances that go beyond ones classroom. For example, a disciplinary issue that is extreme (fights, threats, bullying, etc). It is also good practice to have ones supervisor approve any out of school activities before they can be organized, for example field trips. Lastly, it is necessary to consult a supervisor in a school before any purchases are made on the schools behalf, for example ordering new equipment for a classroom. Responsibility What are your daily, weekly and monthly responsibilities? A teacher’s primary responsibility is to ensure the safety and well being of all students. This is the basic duty of any educator. Beyond this, it is the responsibility of the teacher to plan lessons daily and keep up with student feedback (marking assignments and tests). On top of this, a teacher should continuously provide communication with a student’s parents. Teachers must meet deadlines for reporting periods and attend meetings as they become scheduled, usually twice a month. On top of this there are other responsibilities such as extra curricular activities, parent-teacher interviews and other things that do not relate to teaching curriculum. What types of losses can occur through an honest error? This can range from lost materials (lost textbooks if they are not recorded by the teacher) to an extreme case such as an injury to a student. For example, a student once fractured his skull during basketball practice by falling and hitting his head on the wall. Even though sometimes all precautions are taken, overlooking one small thing can result to big problems. Records and Reports What records and reports do you personally prepare? Personally, everytime I need to take action in regards to discipline of a student I record it. If it is an extreme case I am asked to complete a report of the incident and share with administration. I keep all of my marks recorded in order to ensure accuracy when administering grades and the most obvious of a teacher is report cards to show student progress. We are also asked occasionally to complete reports for student progress when asked by specific teachers or administrations. What is the source of the data? When creating these reports it is usually data that we have gathered through our evaluations and assessments. When dealing with discipline it is the qualitative observations we make that is used to comprise these reports. What materials are required when teaching? This can range from very little to everything. Of course th.

1. Decisions
What decisions do you have to make without consulting your
supervisor? When must you consult a supervisor?
When teaching curriculum it is up to the teacher to decide how
and when to teach certain topics. The daily activities of a
teacher are directed by ones own practices. It is rare that a
teacher needs to consult his supervisor for daily decisions.
Although that is the case, a teacher usually should consult his
supervisor when there are circumstances that go beyond ones
classroom. For example, a disciplinary issue that is extreme
(fights, threats, bullying, etc). It is also good practice to have
ones supervisor approve any out of school activities before they
can be organized, for example field trips. Lastly, it is necessary
to consult a supervisor in a school before any purchases are
made on the schools behalf, for example ordering new
equipment for a classroom.
Responsibility
What are your daily, weekly and monthly responsibilities?
A teacher’s primary responsibility is to ensure the safety and
well being of all students. This is the basic duty of any
educator. Beyond this, it is the responsibility of the teacher to
plan lessons daily and keep up with student feedback (marking
assignments and tests). On top of this, a teacher should
continuously provide communication with a student’s parents.
Teachers must meet deadlines for reporting periods and attend
meetings as they become scheduled, usually twice a month. On
top of this there are other responsibilities such as extra
curricular activities, parent-teacher interviews and other things
that do not relate to teaching curriculum.
What types of losses can occur through an honest error?
This can range from lost materials (lost textbooks if they are

2. not recorded by the teacher) to an extreme case such as an
injury to a student. For example, a student once fractured his
skull during basketball practice by falling and hitting his head
on the wall. Even though sometimes all precautions are taken,
overlooking one small thing can result to big problems.
Records and Reports
What records and reports do you personally prepare?
Personally, everytime I need to take action in regards to
discipline of a student I record it. If it is an extreme case I am
asked to complete a report of the incident and share with
administration. I keep all of my marks recorded in order to
ensure accuracy when administering grades and the most
obvious of a teacher is report cards to show student progress.
We are also asked occasionally to complete reports for student
progress when asked by specific teachers or administrations.
What is the source of the data?
When creating these reports it is usually data that we have
gathered through our evaluations and assessments. When
dealing with discipline it is the qualitative observations we
make that is used to comprise these reports.
What materials are required when teaching?
This can range from very little to everything. Of course the
more materials we have, the better/easier teaching and learning
becomes. There is no minimum, as some schools do not have
very much and there is no maximum as teachers/students can
always use more.
How do you know what to teach and when? (Teacher Meetings,
Manuals, etc.)
What to teach is outlined in ministry documents for each
specific course. These documents tell us what students NEED
to learn in order to be successful in the class. It outlines what
we should teach and gives some suggestions on how to teach it.
Although this is the case how/when is usually at the discretion
of the teacher. We also try to plan courses with colleagues that
are teaching similar courses. Co-teaching/co-planning is very

3. helpful and productive as it allows for new and bigger ideas.
Verification of Your Work
How is your work inspected, checked or verified?
The work of a teacher is rarely verified or checked. On
occasion an administrator will observe a teacher in the
classroom to ensure that they have kept up the quality of their
practices. Other than that, it is not good practice to have
someone critique or comment on ones professional jusdgement.
Who does this?
When we are observed it is by an admistrator (principal/Vice-
principal)
Working Conditions
Describe any hazardous conditions present in the location and
nature of your work, such as noise, dust, fumes, etc. What
precautions are taken to reduce this hazard? What are you
responsible for, as compared with your supervisor, in deciding
how to approach these hazards?
Hazards
Describe the dangers or accident hazards present in your job.
There are few direct hazards with the working environment in a
school. There is a health and safety committee to ensure that
teachers and students are safe including things such building
upkeep, safety protocols and to ensure an overall safe
environment. Of course different subjects pose different
threats. Teaching in a math class poses fewer risks to
someone’s safety as opposed to teaching phys ed or auto-
mechanics where there are many more things that can happen
(getting hit with a ball, burning oneself with a tool, etc)
Education Requirements
What are the educational requirements for this job?
In order to become a teacher in Ontario, one must have
successfully completed an undergraduate degree at a University.

4. They must then complete a post secondary program to receive
their bachelor of education. High school teachers must also
have a certain amount of courses in their specific study area to
be qualified to teach those subjects where elementary teachers
do not need to be specialized in a subject area. Once someone
becomes a teacher, they are usually required to continue
expanding their knowledge by taking further courses (although
these are not always required)
How much experience is required?
When completing ones bachelor of education, the main purpose
is to provide the teacher candidate with teaching experience.
Beyond this it is rare now that someone begins teaching full
time right out of teachers college. Because of this, many
teachers gain further experience by completing occasional
teacher work (supply teaching)
Previous Experience
My previous experience in education was some volunteer
experience in high schools and then what was completed in my
bachelor of education program.
What kind of previous work experience is necessary for
minimum satisfactory performance for a new employee on this
job?
There is no minimum, but it will help the teacher by gaining
more experience.
Give the length of experience required.
Training
Assuming that a new employee on this job has the necessary
education and experience to qualify for the work, what training
is necessary after the employee is on the job to achieve an
acceptable performance level? (Specify training and period of
time to acquire it.)
What training is required when starting a new teaching job?
How long is training?
When someone is hired by the school board there is no further

5. training although there are some workshops to help teachers
become familiar with board protocols and expectations. Other
than that, it is up to the teacher to adapt to the job.
Knowledge, Skills, Abilities
Describe the knowledge, skills, and abilities needed to carry out
this job.
Subject knowledge, people skills, ability to present, adapt,
follow orders, work with different people, organization, etc.
What types of issues do you encounter with this career?
We may encounter small issues such as technology not working
to larger issues such as helping students get through issues in
there home life or when someone in our school community has
passed away.
What percentage of the time do you spend on the following?
a. Teaching 40%
b. Marking 50%
c. Meetings 10%
Although the above is divided, there are many more things that
make up our day such as, speaking to parents, coaching/extra
curricular, planning field trips, helping student after school,
organizing classrooms/materials etc.
JOB ANALYSIS AND DESIGN ASSIGNMENT
Human Resources Management (HRM 1200)
EVALUATION DETAILS
This is a group assignment with no individual assignments
accepted. Please no groups less than 3 or greater than 4
Due Date:
Thursday November 12th, 2015
Total Marks:
50 (weighted 15% of final mark);

6. 1/2 mark will be deducted for each grammatical error to a
maximum of 5 marks.
Project Outline Group members, name of interviewee
5 marks
Part A
-
Job Analysis Questionnaire
10 marks
Part B
-
Job Description & Job Specifications
30 marks
Layout

7. (overall appearance)
5 marks
Total
50 marks
Note: Group members should be identified by October 15th.
Students not in a group by this date should speak to their
professor. Please email me, using DC Connect discussion tool.
Only one member of the group need to email me this
information, but be sure to include all members first and last
names.
The name of the interviewee and the type of job you are
analyzing should be identified by October 22st to receive the
full marks as specified in the project outline.
Groups must choose one of the following jobs as the basis for
this assignment:
Nurse
School teacher
Paramedic
Retail manager

8. Police officer
Part A - Job Analysis Questionnaire (10 marks)
Conduct an interview with someone who is a nurse, school
teacher, paramedic, retail manager, or police officer (depending
on the job your group has chosen for this assignment) from an
organization in your community, and then complete the “Job
Analysis Questionnaire” outlined on the attached sheets. The
interviewee’s answers to the questionnaire should be added in
typed form to the Job Analysis Questionnaire. Please feel free
to add or modify the questions as your group sees fit to obtain
the required information.
A copy of interview notes should be submitted with the final
project.
The information obtained from the interview should provide
some of the input into your job description but you should also
consult other sources such as the NOC, job ad information from
other companies, and your own ideas about tasks that should be
included in the job.
Part B - Job Description and Job Specifications (30 marks)
Job Description: (2 marks)
Title:
Company:
Job Analysts: (your group members)
Date Analyzed:
Reports to: (position that this job reports to, not the person)
Job Summary: (3 marks)
One paragraph describing the basic details of the job and its

9. importance within the organizational structure.
Essential Functions: (20 marks)
This section should contain a minimum of 10 common purpose
groups. Each group is composed of a title followed by 4 – 5
task/duty/responsibility statements. This is simply a way of
ordering the TDR statements so that the job description is more
organized and coherent. The TDR statements in each group
should be clear and contain sufficient detail so as to be helpful
to the jobholder. Each TDR statement should start with a verb.
Ensure that none of the TDR statements appears in more than
one common purpose group.
Indicate % of total job time spent on each of the common
purpose groups.
Example of a common purpose group:
Obtaining new clientele
(15%)
- determine market needs for community
- market services available through outreach, word of mouth,
advertising
- meet with potential new clients to determine financial needs
- develop financial plans for each new client to attract them to
your organization
Job Specifications: (5 marks)
Summarize key knowledge, skills, and abilities from Part A –
Job Analysis Questionnaire.
JOB ANALYSIS QUESTIONNAIRE
Interview with _________________
_____________________________________________________
__________________________________

10. Name
_____________________________________________________
__________________________________
Title
_____________________________________________________
__________________________________
Department
_____________________________________________________
__________________________________
Name of Immediate Supervisor
The following questions are a guideline only to give you ideas
of how to conduct the job analysis questionnaire. Students
should prepare original questions as they see fit to
comprehensively complete this assignment.
Supervision
How many employees are directly under your supervision? Or
specifically where do you fit into the chain of command? (List
job titles and number of people assigned to each job.) If not a
supervisor, on what occasions must you work with a partner?
Explain what discretionary authority you have to
assign/complete work, correct and discipline, recommend pay
increases, transfers, promotions and discharge, and to answer
grievances.
Materials, Tools, and Equipment
What are the principal materials and products that you handle?
List the names of the machines, vehicles and equipment used in

11. your work.
In what form do you receive instructions to do your job? (e.g.
oral, written, orders, manuals, visual specifications, etc.)
Internal/External Interpersonal Relationships
What contacts are you required to make with persons other than
your immediate supervisor and department associates?
(a)
Give the job titles and the department or organization of those
with whom you deal.
(b)
Describe the nature of these contacts.
Decisions
What decisions do you have to make without consulting your
supervisor? When must you consult a supervisor?
Responsibility
(a)
Describe the nature of your responsibility for money (if any),
machinery, equipment, maintenance, training and reports.
(b)
What types of losses can occur through an honest error?
Records and Reports
(a)
What records and reports do you personally prepare?
(b)
What is the source of the data?
Verification of Your Work

12. (a)
How is your work inspected, checked or verified?
(b)
Who does this?
Physical Requirements
(a)
What % of the time do you spend in the following working
positions?
standing _____% sitting _____% walking about
_____%
(b)
What weight in kilograms must you personally lift and carry?
______ kilograms
(c)
What percentage of the working day do you actually spend
lifting and carrying this weight?
______ %
(d) What are the special physical skills, eye-hand
coordination, and manual dexterity skills required on
your job?
(e) What physical training do you do to prepare yourself for
the potential hazards you face while on
duty? How much of your day do you spend training

13. _______%
Working Conditions
Describe any hazardous conditions present in the location and
nature of your work, such as noise, dust, fumes, etc. What
precautions are taken to reduce this hazard? What are you
responsible for, as compared with your supervisor, in deciding
how to approach these hazards?
Hazards
Describe the dangers or accident hazards present in your job.
Ergonomics
How does the company accommodate and integrate the physical
needs of a person performing this job in the design of the job?
What recommendations/changes do you suggest?
Education Requirements
What are the educational requirements for this job?
Previous Experience
(a)
What kind of previous work experience is necessary for
minimum satisfactory performance for a new employee on this
job?
(b)
Give the length of experience required.
Training
Assuming that a new employee on this job has the necessary
education and experience to qualify for the work, what training
is necessary after the employee is on the job to achieve an
acceptable performance level? (Specify training and period of
time to acquire it.)

14. Knowledge, Skills, Abilities
Describe the knowledge, skills, and abilities needed to carry out
this job. (Using job advertisement format may be helpful.)
Transpose this data to the job description and specifications
part of Part B.
2