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 10
C H A P T E R

Human Resources, Job Design, and

Work Measurement

DISCUSSION QUESTIONS Employee empowerment is the practice of enriching jobs so

that employees accept responsibility for a variety of deci-
1. One would expect that elements of Maslow’s needs hie-
sions normally associated with staff specialists.
rarchy, Herzberg’s Dual Factor theory, and Hackman and Old-
ham’s core job characteristics would be contained in the answer. Teams often satisfy empowerment, core job characteristics,
and higher level needs.
2. Jobs have been considered “bad” because they are physically
7. Ergonomics is the study of human factors, the study of work.
dangerous, “dirty,” or “noisy”; psychologically repulsive, too
Ergonomics can make work safer, less damaging, by redesign to
mo-notonous; present too great a physical or intellectual chal-
tools, workspaces, and worker motions.
lenge; or offend an individual’s preferences with regard to gener-
8. Techniques for methods analysis include: flow diagrams,
al lifestyle or employment. Students should be encouraged not to
process charts, activity charts, and operations charts.
identify a particular “right” job, but to try to identify precisely
what issues relevant to the job appeal to or offend him or her. 9. Labor standards are set in four ways: historical experience,
Note the core job characteristics of Hackman and Oldham: skill time studies, predetermined time standards, and work sampling.
variety, job identity in job significance, autonomy, feedback. 10. Labor standards are used to:
1. Determine labor content of items produced
3. Again, there is no set answer to this question. The important
2. Determine staffing needs of organizations
considerations are:
3. Determine cost and time estimates prior to production

The changes suggested should address the reasons that the
4. Determine crew size and work balance
original job was considered “bad”—not merely make the
5. Determine production expected
job different.
6. Determine the basis of wage-incentive plans

The changes must be realistic—resources must exist or
7. Determine efficiency of employees and supervision
must be able to be developed that would allow implemen-
tation of the suggested job changes. 11. Classify as follows:

The student should be encouraged to consider the differ- a) The operator stops to talk to you: do not include (delay)
ence between “production” and “productivity.” b) The operator lights up a cigarette: do not include (personal)
c) Operator opens lunch pail: do not include (personal)
4. Jobs that can push the man-machine interface to the limit of
man’s capacity usually require a high rate of information 12. Waiting time: waiting time is included in an allowance as de-
processing, a high rate and accuracy of physical response, or lay.
both. Examples would be found in terms of pilots of high- 13. Material movement or replenishment: include in the stan-
performance jet or rocket-powered aircraft, crane operators, and a dard unless a separate materials handling group exists.
safety monitor for working at a nuclear power station. 14. Operator drops a part, you pick it up and hand it to him: do not
include. Outside help or interference distorts the results of the study.
5. The student should be encouraged to include Hackman and
Oldham’s five core job characteristics of skill variety, job identi- ACTIVE MODEL EXERCISE
ty, job significance, autonomy, and feedback.
ACTIVE MODEL 10.1: Work Sampling
6. Job enrichment relates primarily to increasing the cognitive
1. Scroll over the graph to determine what the sample size
or intellectual requirements for the job, often by increasing
should be if p = 30%.
authority and responsibility.
933
Job enlargement relates primarily to an increase in the num-
2. Based on the graph, what value of p requires the largest
ber of tasks to be performed.
sample size?
Job rotation implies a formal arrangement for job switching 0.5
among a particular group of workers within a specific set of
3. Use the scrollbar to determine what happens to the sample
jobs. Usually the workers are cross-trained on all or most
size as the number of standard deviations, z, increases?
jobs within the set.
The sample size increases.
Job specialization implies the opposite of job enrichment or
4. Use the scrollbar to determine what happens to the sample
job enlargement, where the job becomes narrow and the
size as the acceptable error, h, increases?
range of responsibility and authority restricted.
The sample size decreases.

136
 CHAPTER 10 HUMAN RESOURCES, JOB DESIGN, AND WORK MEASUREMENT 137

ETHICAL DILEMMA
END-OF-CHAPTER PROBLEMS
McWane Inc. is an interesting company—a repeat polluter, a
dangerous workplace, a tough management team, privately
held—yet it is a major philanthropic family in Birmingham and is
respected for what it has given the city culturally. It also claims to 10.1
be “cleaning up its act” in response to the terrible publicity it has
received over the years. Students should use the Internet to up-
date the 2003–2004 New York Times and The Wall Street Journal
articles sourced. This will make for a lively classroom discussion.
(a) A new company nurse at McWane. Should she contact
OSHA, quit, force the issue with management? These
are usually no-win situations for employees.
(b) A purchase of McWane’s products. Do you insist on
ethics in your supply chain? This is an issue facing U.S.
clothing makers whose factories are in China, Bangla-
desh, and Vietnam. Public opinion usually forces com-
panies to insist their suppliers follow the same code of
ethics they apply internally.
(c) McWane’s banker. Do you intrude on your good cus-
tomer’s business ethics or keep your eyes and ears
closed, hoping the attorneys and accountants handle the
bad press?
(d) A supplier to McWane. Do you tell McWane you will
not sell them $10 million in material per month because
you don’t approve of their treatment of employees and
the environment? Are you responsible to your share-
holders to make a profit or set standards for a custom-
er’s ethics?

10.2
138 CHAPTER 10 HUMAN RESOURCES, JOB DESIGN, AND WORK MEASUREMENT

10.3 This problem is probably best solved by students who have

experienced one of these concerts! Of major importance in the so-
lution is that everything be coordinated (both performers and sets
may have to be changed; performers may have to change cos-
tume, etc.) and that all performers be allowed time to recuperate.

10.4

The operations chart presented here as a solution to part (a) is typi-

cal of left-hand/right-hand charts, containing numerous small mo-
tions. Placing a paper clip on a set of papers is somewhat simpler,
but contains many of the same motions. Adding paper to a printer
might be more complex, and might require more mechanical dexter-
ity or strength, but it too could be analyzed with a chart analogous
to this one.
 CHAPTER 10 HUMAN RESOURCES, JOB DESIGN, AND WORK MEASUREMENT 139

10.5

10.6 The important point raised by this question is that actual

ratings will depend on both the job and the psychological needs
of the individual student. Students should be encouraged to eva-
luate the degree to which they require each of the psychological
components cited by Hackman and Oldham; then to evaluate
several jobs.
The following two examples are offered:

Example 1: Example 2:
Fast-Food College
Job Characteristic Kitchen Staff Professor
Skill variety 3 5 Changes that might lead to higher
Job Identity 4 9 score: for the fast-food worker, job
Job Significance 3 8 enlargement would lead to greater job
Autonomy 4 9 variety. For the college professor,
Feedback 7 6 more frequent performance reviews.
Total 20 37
140 CHAPTER 10 HUMAN RESOURCES, JOB DESIGN, AND WORK MEASUREMENT

10.7
Jack Man Gas Man #1 Gas Man #2
(Seconds) (Seconds) (Seconds)

2.5 Move to rear gas filler

Move to right side of car and raise car 4.0

Wait for tire exchange to finish 1.0 Load 11 gallons of fuel

(one can of fuel)
5.5

Move to left side of car and raise car 3.8

Move back over the wall from gas filler

Wait for tire exchange to finish 1.2 2.5 2.5 Move to rear gas filler

Move back over wall from left side 2.5

Load 11 gallons of fuel

5.5
(one can of fuel)

2.5 Move back over the wall from gas filler

Times are based on those in Solved Problem 10.1. One could make the case that more (or less) overlap is possible between Gas Man #1
and Gas Man #2. Rules may also limit the number of “over the wall” crew allowed. This could change when the Gas Man #2 could start.

10.8
 CHAPTER 10 HUMAN RESOURCES, JOB DESIGN, AND WORK MEASUREMENT 141

10.9 (a) One-Person Activity chart

(b) Two-Person Activity chart

142 CHAPTER 10 HUMAN RESOURCES, JOB DESIGN, AND WORK MEASUREMENT

10.10

Washing takes about 2 minutes. Rinsing about 1 minute. Drying

about 3 minutes. There appear to be no interferences except wait-
ing for the dryer at the beginning and for the washer at the end.
Both work approximately the same amount of the time so utiliza-
tions are equal. Individual responses may vary.
 CHAPTER 10 HUMAN RESOURCES, JOB DESIGN, AND WORK MEASUREMENT 143

10.11 One way to do this is to divide the parts of the car

between the three people. For example, A can do the wheels and
the top. B does the right side and hood, grill and bumper. C does
the left side, trunk, and rear grill, lights, and bumper. Notes can be
added under that column to give specific instructions and details.
144 CHAPTER 10 HUMAN RESOURCES, JOB DESIGN, AND WORK MEASUREMENT

10.12

After analysis via a process chart above, encourage student to use

some imagination. Additional short elements (open package, open
printer tray, etc.) may be appropriate. Some ideas for improved
efficiency include: Move printer adjacent to computer, move li-
mited paper storage to a shelf adjacent to the printer; place stapler
on the table adjacent to the copier; don’t wait for the printed cop-
ies, keep working until the printer is finished.
A more aggressive (and expensive) solution is to have a
sophisticated copier that takes the place of the printer (direct
from computer to copier) that does multiple sorted copies and
staples them.
 CHAPTER 10 HUMAN RESOURCES, JOB DESIGN, AND WORK MEASUREMENT 145

10.13 NT = Avg × PR = 8.5 × 1.10 = 9.35 seconds; worker is 2.2 + 2.6 + 2.3 + 2.5 + 2.4
10.19 Avg = = 2.4 minutes
faster than normal 5
10.14 NT = Avg × PR = 8.5 × 0.90 = 7.65 seconds; worker is NT = 2.4 × 1.05 = 2.52
slower than normal 2.52
ST = = 2.8 minutes
NT 9.35 1 − 0.10
10.15 (a) ST = = = 11 seconds
1 − AF 1 − 0.15 10.20 (a) Normal time = 12 seconds × 1.00 = 12.0 seconds
NT 7.65 Normal time
(b) ST = = = 9.33 seconds (b) Standard time =
1 − AF 1 − 0.18 1 − Allowance factor
Sum of times 1.74 12.0
10.16 (a) Average time = = = = 14.12 seconds
Number of cycles 16 1 − 0.15
= 0.10875 minutes = 6.525 seconds 10.21 Normal time = 5.3 minutes × 1.05 = 5.565 minutes
(b) Normal time = (Average time) × (Performance rating factor) Personal + Fatigue + Delay
Allowance Fraction =
= 6.525 × 95% = 6.2 seconds 60 minutes
3 + 2 +1 6
Normal time = = = 0.10
(c) Standard time = 60 60
1 – Allowance factor
6.2 6.2 Normal time
= = = 6.739 seconds Standard time =
1 – 8% 92% 1 − Allowance factor
10.17 NT = Average observed cycle time × PR = (50) × (1.10) 5.565
= = 6.183 minutes
= 55 seconds 1 − 0.10
10.18 (a) Normal time = 12 minutes × 1.05 = 12.6 minutes
Normal time
(b) Standard time =
1 − Allowance fraction
12.6
= = 15 minutes
1 − 0.16
10.22
Observation (minutes par cycle)
Element Rating 1 2 3 4 5 Average Normal
Check mini-bar 100% 1.5 1.6 1.4 1.5 1.5 1.5 1.50
Make one bed 90% 2.3 2.5 2.1 2.2 2.4 2.3 2.07
Vacuum 120% 1.7 1.9 1.9 1.4 1.6 1.7 2.04
Clean bath 100% 3.5 3.6 3.6 3.6 3.2 3.5 3.50
9.11

Normal time for process = 9.11

Normal time for process 9.11
Standard time for process = = = 10.12 minutes
1 − Allowance factor 1 − 0.10
10.23

Job Element Observed Time (minutes) Perf. Rating

Typing letter 2.5 3.5 2.8 2.1 2.6 3.3 85%
Typing envelope 0.8 0.8 0.6 0.8 3.1a 0.7 100%
Stuffing envelope 0.4 0.5 1.9a 0.3 0.6 0.5 95%
Sealing, sorting 1.0 2.9b 0.9 1.0 4.4b 0.9 125%
a Disregard—secretary stopped to answer the phone.
b Disregard—interruption by supervisor.
146 CHAPTER 10 HUMAN RESOURCES, JOB DESIGN, AND WORK MEASUREMENT

Calculating average observed cycle time:

10.23 (Contd)

2.5 + 3.5 + 2.8 + 2.1 + 2.6 + 3.3 16.8 Normal time for the process:
Element 1 = = = 2.8 minutes Normal time for process = Sum of normal times for elements
6 6
= 2.38 + 0.74 + 0.44 + 1.19
0.8 + 0.8 + 0.6 + 0.8 + 0.7 3.7
Element 2 = = = 0.74 minutes = 4.75 minutes
5 5 Standard time for process:
0.4 + 0.5 + 0.3 + 0.6 + 0.5 2.3 Normal time for process
Element 3 = = = 0.46 minutes Standard time for process =
5 5 1 − Allowance factor
1.0 + 0.9 + 1.0 + 0.9 3.8 4.75
Element 4 = = = 0.95 minutes = = 5.40 minutes
4 4 1 − 0.12
Calculating normal time for each task element:
10.24 Allowance = 23%
Normal time = Observed cycle time × Peformance rating
Element 1 = 2.80 × 0.85 = 2.38 minutes Observations (minutes)
Element 2 = 0.74 × 1.00 = 0.74 minutes Job Performance
Element 3 = 0.46 × 0.95 = 0.44 minutes Element Rating 1 2 3 4 5
Element 4 = 0.95 × 1.25 = 1.19 minutes
1 97% 1.5 1.8 2.0 1.7 1.5
2 105% 0.6 0.4 0.7 3.7 0.5
3 86% 0.5 0.4 0.6 0.4 0.4
4 90% 0.6 0.8 0.7 0.6 0.7
10.24 (Contd) The first thing to notice is that observation 4 of job
(a) As shown below, normal time = 3.24 minutes. element 2 is personal time and should be ignored.

Observations
Job Performance Average Normal
Element Rating 1 2 3 4 5 Actual Time Time
1 97% 1.5 1.8 2.0 1.7 1.5 1.70 1.65
2 105% 0.6 0.4 0.7 0.5 0.55 0.58
3 86% 0.5 0.4 0.6 0.4 0.4 0.46 0.40
4 90% 0.6 0.8 0.7 0.6 0.7 0.68 0.61
3.24

Normal time
(b) Standard time =
1 − Allowance
3.24 3.24
Standard time = = = 4.208 minutes
1 − 0.23 0.77
10.25 (a,b)
Observations (minutes)
(actual time) Solutions
Task Performance Actual Normal
Element Rating 1 2 3 4 5 Time Average Time
1 110% 0.5 0.4 0.6 0.4 0.4 0.46 0.506
2 95% 0.6 0.8 0.7 0.6 0.7 0.68 0.646
3 90% 0.6 0.4 0.7 0.5 0.5 0.54 0.486
4 85% 1.5 1.8 2.0 1.7 1.5 1.70 1.445
Total 3.083

(a) Normal time = 3.083 minutes

Normal time
(b) Standard time =
1 − Total allowance
3.083
= = 3.85 minutes
1.0 − 0.20
 CHAPTER 10 HUMAN RESOURCES, JOB DESIGN, AND WORK MEASUREMENT 147

10.26 Initial sample: 3.5, 3.2, 4.1, 3.6, 3.9 (c) Sample size:
From the equations relating to a normal distribution, we know
18.3 2
x = 3.5 + 3.2 + 4.1 + 3.6 + 3.9 = = 3.66  zs 
5 that: n =   , h = 0.05, z = 1.96.
 hx 
∑ (Sample observation − x )2 0.492
s= = = 0.123 = 0.35
n −1 5 −1 Mean Cycle
2 2 Job Element Time S2 S Sample*
 zs   1.96 × 0.35 
n=  =
 0.05 × 3.66 
Prepare daily reports 37.80 13.70 3.7 15
 hx 
Photocopy results 12.50 4.33 2.1 44
2 Label and package 4.00 1.00 1.0 96*
 .686 
= = 3.762 = 14.13, or 15 observations.
 .183 
reports
Distribute reports 17.75 6.25 2.5 31
2
Sample size for the entire task must be at least 96 samples.
2 2
 zs   (2.58)(1.28)   3.30 
10.27 n=  = = = 426
 0.16 
*All fractional sample sizes are rounded to the next highest integer value.
 hx   (0.05)(3.20)  2 2
* *  (1.96)(1)   1.96 
where z = 2.58, s = 1.28, h = 0.05, x = 3.20 2
 (.05)(4)  =  .2  = (9.8) = 96
 
Sample size 45 is not adequate. They need 381 more observations.
10.29 (a)
10.28
Perf.
Perf.
Job Element Observed Time (seconds) Rating
Element Observed Time (minutes) Rating
Grasp and place 8 9 8 11 7 110%
Prepare daily reports 35 40 33 42 39 120%
bag
Photocopy results 12 10 36a 15 13 110%
Fill bag 36 41 39 35 112a 85%
Label and package 3 3 5 5 4 90%
Seal bag 15 17 13 20 18 105%
reports
Place bag on
Distribute reports 15 18 21 17 45b 85%
conveyor 8 6 9 30b 35b 90%
a Photocopying machine broken (included in delay factor). a Bag breaks open, include as part of delay in allowance factor.
b Power outage (included in delay factor). b Conveyor jams, include as part of delay in allowance factor.
Calculating average observed cycle time: Note: If bags break open with any regularity, then these
35 + 40 + 33 + 42 + 39 189 observations would be included in the time for this element . . . it
Element 1 = = = 37.8 minutes would be part of the element and task.
5 5
12 + 10 + 15 + 13 50 Calculating average observed time:
Element 2 = = = 12.5 minutes
4 4 8 + 9 + 8 + 11 + 7 43
Element 1 = = = 8.6 seconds
3 + 3 + 5 + 5 + 4 20 5 5
Element 3 = = = 4.0 minutes
5 5 36 + 41 + 39 + 35 151
Element 2 = = = 37.75 seconds
15 + 18 + 21 + 17 71 4 4
Element 4 = = = 17.75 minutes
4 4 15 + 17 + 13 + 20 + 18 83
Element 3 = = = 16.6 seconds
(a) Calculating normal time for each task element: 5 5
8 + 6 + 9 23
Normal time = Observed time × Performance rating Element 4 = = = 7.67 seconds
3 3
Element 1 = 37.80 × 1.20 = 45.36 minutes
Calculating normal time for each task element:
Element 2 = 12.50 × 1.10 = 13.75 minutes Normal time = Observed time × Performance rating
Element 3 = 4.00 × 0.90 = 3.6 minutes Element 1 = 8.60 × 1.10 = 9.46 seconds
Element 4 = 17.75 × 0.85 = 15.09 minutes Element 2 = 37.75 × 0.85 = 32.09 seconds
Normal time for the process: Element 3 = 16.60 × 1.05 = 17.43 seconds
Normal time for process = Sum of normal times for elements Element 4 = 7.67 × 0.90 = 6.90 seconds
= 45.36 + 13.75 + 3.6 + 15.09
Normal time for the process:
= 77.8 minutes
(b) Standard time for the process: Normal time for process = Sum of normal times for elements
= 9.46 + 32.09 + 17.43 + 6.90
Normal time for process = 65.88 seconds
Standard time for process =
1 − Allowance factor Standard time for process:
77.8 Normal time for process
= = 91.53 minutes Standard time for process =
1 − 0.15 1 − Allowance factor
65.88
= = 85.56 seconds
1 − 0.23
148 CHAPTER 10 HUMAN RESOURCES, JOB DESIGN, AND WORK MEASUREMENT

Calculating Sample Size

(b ) Desired Std. Dev. Std. Dev. of
Accuracy Required Sample Samples
Job Element Mean ( X ) (h) (Z) (S) Required
Grasp and place bag 8.60 0.05 2.58 1.52 83
Fill bag 37.75 0.05 2.58 2.75 14
Seal bag 16.60 0.05 2.58 2.70 70
Place bag on conveyor 7.67 0.05 2.58 1.54 107

2
 zs  Calculating average observed time:
n =   = Sample size required 4 + 5 + 4 + 6 + 4 + 4 27
 hx  Element 1 = =
2 6 6
 2.58 × 1.52 
n= = 83 samples for grasp and place bag = 4.5 minutes
 0.05 × 8.6 
6 + 8 + 7 + 6 + 7 + 6 + 7 47
2 Element 2 = =
 2.58 × 2.75  7 7
n= = 14 samples for fill bag
 0.05 × 37.75  = 6.71 minutes
2 15 + 14 + 14 + 12 + 15 + 16 + 13 99
 2.58 × 2.7  Element 3 = =
n= = 70 samples for seal bag
 0.05 × 16.6 
7 7
= 14.14 minutes
2
 2.58 × 1.54  3 + 4 + 5 + 4 + 3 19
n= = 107 samples for place bag on conveyor
 0.05 × 7.67 
Element 4 = = = 3.8 minutes
5 5
There fore, if all cycles must be studied together (the typical 5 + 6 + 8 + 7 + 6 + 7 39
Element 5 = = = 6.5 minutes
case), 107 cycles must be studied. 6 6
10.30 (a) Calculating normal time for each task element:
Performance Normal time = Observed time × Performance rating
Job Element Observed Time (minutes) Rating Element 1 = 4.50 × 1.10 = 4.95 minutes
Select correct 4 5 4 6 4 15* 4 110% Element 2 = 6.71 × 0.90 = 6.04 minutes
muffler Element 3 = 14.14 × 1.05 = 14.85 minutes
Remove old 6 8 7 6 7 6 7 90%
muffler Element 4 = 3.80 × 1.00 = 3.8 minutes
Weld/Install 15 14 14 12 15 16 13 105% Element 5 = 6.50 × 1.30 = 8.45 minutes
new muffler
Check/inspect 3 4 24* 5 4 3 18* 100% Normal time for the process:
work Normal time for process = Sum of normal times
Complete 5 6 8 — 7 6 7 130% for elements
paperwork = 4.95 + 6.04 + 14.85
*Employee stopped to talk to boss—exclude (personal time).
+ 3.8 + 8.45
= 38.09 minutes
Standard time for process:
Normal time for process
Standard time for process =
1 − Allowance factor
38.09
= = 47.6 minutes (rounded)
1 − 0.20
 CHAPTER 10 HUMAN RESOURCES, JOB DESIGN, AND WORK MEASUREMENT 149

(b) Calculating sample size:

Mean Desired Std. Dev. Std. Dev.
Observed Accuracy Required of Sample Samples
Job Element Time ( X ) (h) (Z) (S) Required
Select correct muffler 4.50 0.05 1.96 0.836 53
Remove old muffler 6.71 0.05 1.96 0.755 20
Weld/Install new muffler 14.14 0.05 1.96 1.345 14
Check/inspect work 3.80 0.05 1.96 0.836 75
Complete paperwork 6.50 0.05 1.96 1.048 40
10.36 Motion TMU’s
2 2
 zs   (1.96)(0.836)  1 Reach 4 inches for the pencil 6
n=  =
 hx   = 75
 (0.05)(3.8)  2 Grasp pencil 2
3 Move pencil 6 inches 10
Element 4 required a sample of 75, thus the sample size 4 Position the pencil 20
for the study is 75. 5 Insert the pencil into the sharpener 4
6 Sharpen the pencil 120
Z 2 p(1 − p) 2.02 × .15 × .85
10.31 Sample size = = = 319. 7 Disengage the pencil 10
h2 .042 8 Move the pencil 6 inches 10
Therefore, minimum sample size is 319 samples. 182

2 2
Given that 1 TMU = 0.0006 minutes: Time = 182 ×
 Z  2.33  0.0006 = 0.1092 minutes (6.55 seconds)
10.32 n =   p(1 − p) =  (0.2)(0.8) = 347.45 = 348
 h  0.05  10.37 Tell the supervisor that delay was over 8% and the sample
(rounded up) size was adequate (for a 95% confidence and 3% acceptable error):
10.33 Delay:
(a) Standard time in minutes per chair = 480 minutes per day/ 105
130 chairs = 0.0875 = 8.75%
1200
= 3.69 minutes Sample size:
(b) Total allowances = 18% (6 + 6 + 6 = 18)
(1.96)2 (0.0875)(1 − 0.0875)
Normal time = Standard time × (1 − Allowance time) n=
Therefore: (0.03)2
3.69 × (1 − .18) = 3.69 × .82 = 3.026 minutes = Normal time (3.84)(0.0875)(0.9125)
= = 341
10.34 858 + 220 + 85 = 1,163 0.0009
858 10.38
% spent working = = 0.738 = 73.8% (a) Minutes available per day = 6 hours − 2 hours
1,163
= 4 × 60 min. = 240 min.
250 (b) Minutes of room cleaning required
10.35 (a) = .833 = 83.3%
300 200 room @ 30 min. each = 6,000 minutes
200 room @ 15 min. each = 3,000 minutes
Z 2 p(1 − p)
(b) n = Total of 9,000 minutes = 150 hours
h2 (c) Each employee can clean 8 rooms (4 hr/.5 hr = 8)
= (at 95% confidence level and 3% acceptable error) Each employee can refresh 16 rooms
(1.96)2 (0.167)(0.833) (4 hr/.25 hr = 16)
n= 9,000 min.
(0.03)2 Total housekeepers needed today = = 37.5 ≈ 38
240 min.
(3.84)(0.167)(0.833)
= = 593.7 ≅ 594 (d) 400 room @ .5 hr each = 200 hr
0.0009 200/4 = 50 employees required to thoroughly clean all
(c) The sample size was only about half the desired 400 rooms.
size.
150 CHAPTER 10 HUMAN RESOURCES, JOB DESIGN, AND WORK MEASUREMENT

ADDITIONAL HOMEWORK PROBLEMS 10.42 Measurement data:

Here are solutions to additional homework problems that appear Observations (seconds/cycle)
Performance
on our Web site www.myomlab.com. Element 1 2 3 4 5 6 Rating
10.39 1 13.0 11.0 14.0 16.0 51.0* 15.0 100%
8.4 + 8.6 + 8.3 + 8.5 + 8.7 + 8.5 2 3.0* 21.0 25.0 73.0* 26.0 23.0 110%
Avg observed cycle time = 3 3.0 3.3 3.1 2.9 3.4 2.8 100%
6
= 8.5 seconds *Disregard—may be unusual observations—check to see if times are
legitimate.
10.40 (a) Normal time = 10 minutes × 1.10 = 11 minutes
Calculating average observed cycle time:
Personal + Fatigue + Extra
(b) Allowance fraction = 13 + 11 + 14 + 16 + 15 69
60 minutes Element 1 = = = 13.8 seconds
5 + 3 + 2 10 5 5
= = = 0.167 21 + 25 + 26 + 23 95
60 60 Element 2 = = = 23.75 seconds
Normal time 4 4
Standard time = 3.0 + 3.3 + 3.1 + 2.9 + 3.4 + 2.8
1 − Allowance fraction Element 3 =
11 6
= = 13.2 minutes 18.5
1 − 0.167 = = 3.08 seconds
6
Observations
Calculating normal time for each task element:
(minutes per cycle)
Average Normal Normal time = Observed cycle time × Performance rating
Element Rating 1 2 3 4 5 Time Time Element 1 = 13.80 × 1.00 = 13.8 seconds
1 100% 1.5 1.6 1.4 0.1* 1.5 1.5 1.50 Element 2 = 23.75 × 1.10 = 26.125 seconds
2 90% 2.3 2.5 2.1 2.2 2.4 2.3 2.07 Element 3 = 3.08 × 1.00 = 3.08 seconds
3 120% 1.7 1.9 1.9 1.4 1.6 1.7 2.04
4 100% 3.5 3.6 3.6 3.6 3.2 3.5 3.50 Normal time for the process:
10.41 Normal time for process = sum of normal times for elements
*Disregard—possible error
= 13.8 + 26.125 + 3.08 = 43.0 seconds
1.5 + 2.07 + 2.04 + 3.5 Standard time for process:
ST = = 10.122 minutes
1 − .10
Normal time for process
Standard time for process =
1 − Allowance fraction
43
= = 50.6 seconds
1 − 0.15

10.43 Measurement data:

Observations (seconds/cycle)
Element Performance Rating 1 2 3 4 5 6 7
1 90% 1.80 1.70 1.66 1.91 1.85 1.77 1.60
2 100% 6.90 7.30 6.80 7.10 15.30* 7.00 6.40
3 115% 3.00 9.00* 9.50* 3.80 2.90 3.10 3.20
4 90% 10.10 11.10 12.30 9.90 12.00 11.90 12.00
*Disregard—unusual observation (reevaluate prior to including)
 CHAPTER 10 HUMAN RESOURCES, JOB DESIGN, AND WORK MEASUREMENT 151

Calculating average observed cycle time: 10.46

1.80 + 1.70 + 1.66 + 1.91 + 1.85 + 1.77 + 1.60 2 2
Element 1 =  ZS  Σ( xi − x )
7 n=  ;s=
 hX  n −1
12.29
= = 1.76 minutes
7
s=
( 2.2 − 2.4 )2 + ( 2.6 − 2.4 )2 + ( 2.3 − 2.4 )2 + ( 2.5 − 2.4 )2 + ( 2.4 − 2.4 )2
6.9 + 7.3 + 6.8 + 7.1 + 7.0 + 6.4 5 −1
Element 2 =
6
0.04 + 0.04 + 0.01 + 0.01 + 0
41.5 = = 0.158
= = 6.92 minutes 4
6
3.0 + 3.8 + 2.9 + 3.1 + 3.2 z95.45 = 2, x = 2.4, h = 0.10
Element 3 =
5 10% accuracy:
16  2(0.158) 
2
= = 3.2 minutes
5 n=  = 1.734 → 2 observations
 0.10(2.4) 
10.1 + 11.1 + 12.3 + 9.9 + 12.0 + 11.9 + 12.0
Element 4 = 5% accuracy:
7
79.3 2
= = 11.33 minutes  2(0.158) 
7 n=  = 6.9 → 7 observations
 0.05(2.4) 
Calculating normal time for each task element:
Normal time = Observed cycle time × Performance rating CASE STUDY
Element 1 = 1.76 × 0.90 = 1.58 minutes
JACKSON MANUFACTURING CO.
Element 2 = 6.92 × 1.00 = 6.92 minutes
1. Actual observed cycle times
Element 3 = 3.20 × 1.15 = 3.68 minutes
Element 4 = 11.33 × 0.90 = 10.20 minutes x x x −x ( x − x )2

Normal time for the process: 2.05 1.90 0.1488 0.0221

1.92 1.90 0.0188 0.0004
Normal time for process = sum of normal times for elements 2.01 1.90 0.1088 0.0118
= 1.58 + 6.92 + 3.68 + 10.20 1.89 1.90 −0.0112 0.0001
= 22.37 minutes 1.77 1.90 −0.1312 0.0172
1.80 1.90 −0.1012 0.0102
Standard time for process: 1.86 1.90 −0.0412 0.0017
Normal time for process 1.83 1.90 −0.0712 0.0051
Standard time for process = 1.93 1.90 0.0288 0.0008
1 − Allowance fraction
1.96 1.90 0.0588 0.0035
22.37 1.95 1.90 0.0488 0.0024
= = 29.8 minutes
1 − 0.25 2.05 1.90 0.1488 0.0221
1.79 1.90 −0.1112 0.0124
10.44 1.82 1.90 −0.0812 0.0066
2 2 1.85 1.90 −0.0512 0.0026
 ZS   (3.0)(1.25) 
n=  =  (0.05)(5)  1.85 1.90 −0.0512 0.0026
 hX    1.99 1.90 0.0888 0.0079
= 225. Sample size of 225 is required.
x = 1.90 0.1296 = ∑( x − x )2
10.45
h = 0.05, n = 17, z = 3
X = Average task time = 1.5 minutes
S = Standard deviation of the cycle = 0.0707 ∑ ( x − x )2 0.1296
2 2 2 Std. dev. = 0.0899 = =
 ZS   (2.58)(0.0707)   0.1824  n −1 16
n=  =   =  0.075 
 hX   (0.05)(1.5)    2
2
= 5.9 ≈ 6 observations are required.  zs   3 × 0.0899 
Sample size required =   =  = 8.07 ≈ 9
 hx   .05 × 1.9 
This can be rounded up to 9 for statistical accuracy.
2. A sample size of 17 is more than adequate, given the low variation
in cycle times; indeed, a sample size of 8 or 9 would be adequate.
3. Available time = 7.5 × 60 = 450 minutes
Observed cycle time = 1.90; normal time = 1.90 × 1.15 = 2.185
152 CHAPTER 10 HUMAN RESOURCES, JOB DESIGN, AND WORK MEASUREMENT

2.185 2.185 ADDITIONAL CASE STUDIES

Std. time = = = 2.60 minutes
1 − .16 .84
1 CHICAGO SOUTHERN HOSPITAL
450
Number of units processed = = 173.10 ≈ 173 1. Sampling Plan:
2.60

Do studies on all shifts (probably four shifts; three each
4. $100 = ($12.50 × 8.0) = total cost per day day plus the weekend shift) to get data on workload dif-
$100 ferences by shift. Then cross-check with other studies by
So, = $.578 per unit function (intensive care, maternity, postoperation, etc.). If
173
identifiable differences are present, then judgments will
need to be made about additional studies.
VIDEO CASE STUDY
It may well be that major differences exist, suggesting that

HARD ROCK’S HUMAN RESOURCE STRATEGY more extensive studies be made.

Generate a random sample of which nurse to sample when
There is an 8-minute video, available from filmed
using a true random device, such as the random number
specifically for this text that can be shown at this time.
table provided in the text in Appendix III.
1. Hard Rock has lower employee turnover than the industry
Perform an adequate number of samples (per question 2).
due to its
Z 2 × p(1 − p) (1.96)2 × (0.15)(0.85)

thorough screening at hiring 2. Sample size = n = 2
=
h (0.04)2

tolerant, even accepting culture of diversity

great benefit package 3.84 × 0.1275 0.49
= = = 306.13 ⇒ 306

effective indoctrination and training, empowerment 0.0016 0.0016

focus on team work and even outside volunteer work. Note: The sample size will change if the 15% vs. 85% is not
2. The human resource department supports the overall theme close to accurate. This difference may suggest that a larger sample
restaurant strategy (the experience economy concept) by aggressive be taken.
screening, including an evaluation of how the employee will con- 3. By structuring the study across different nurses, different
tribute to the Hard Rock experience. The human resource depart- shifts, and different hospital processes (areas/functions), there
ment at Hard Rock recognizes that they are responsible for a critical should be an adequately diverse cross section. Some postsample
element in Hard Rock’s strategy. So they must recruit and retain the check to ensure a mix of nurses, shifts, and functions should be
human capital that is necessary to fulfill that mission and strategy. made.
3. An automobile assembly line probably allows less opportuni-
ty for creativity and individual expression than a waiter or wai-
2 KARSTADT vs JCPENNEY
tress at Hard Rock, although both organizations can probably put
motivated well-trained personnel to good use. The case examines the differences in work ethic between a
4. The job design literature is rich with many improvements that German department store employee and an American department
can be made in the traditional assembly line. The Hackman and store employee.
Oldham core job characteristics can, with a little imagination, be Key Points
applied to the assembly line. Job rotation can aid Skill Variety;
Andreas Drauschke and Angie Clark hold positions at similar
helping employees see the fruits of their labor in the finished levels in department stores, and receive similar pay. However,
product will help with Job Identity and Job Significance; provid- Drauschke, who works in Germany, works far fewer hours than
ing opportunity for self-direction by adding planning and control Clark, who works in the U.S.
tasks to the job can contribute to Autonomy; and Supervisory

In fact, Drauschke works just 37 hours a week, and receives six
Feedback is easy for the tuned-in supervisor. All these are further
weeks vacation each year, while Clark works at least 44 hours
augmented by job enlargement, job enrichment, Maslow’s self-
a week, and takes off only a week at a time. Clark notes that
actualization, and Hertzberg’s motivators, such as responsibility,
Germans see leisure time as being more important than work time.
the work itself, recognition, advancement, and achievement. And,
of course, the hygiene factors of security, status, working condi-
The difference between the German work style and the American
tions, pay, interpersonal relations, supervision, and company work style extends in to other areas. For example, turnover at
policy and administration can all play a positive role in the quality the German store is all but nonexistent, while at the American
of life on the job/assembly line. Note: Maslow’s hierarchy and store it is 40 percent a year. In addition, German employees
Hertzberg’s dual factors are not discussed in the chapter. receive extensive training, while workers at the American store
receive minimal instruction.

Many employees at the American store also have a second job,
however Drauschke values his free time, and works no longer
than absolutely necessary. His view point is shared by other
Germans who fiercely protested the recent mandate that depart-
ment stores would stay open one evening each week. Germany
also prohibits working second jobs during vacation time.
 CHAPTER 10 HUMAN RESOURCES, JOB DESIGN, AND WORK MEASUREMENT 153

1. How does the work culture in the United States differ from not have enough time with family. Other students, however,
that in Germany? might object to some of the constraints of the German system,
Human resource management (HRM) refers to the activities such as the prohibition of second jobs during vacation time.
directed at attracting, developing, and maintaining an effec- Students taking this perspective are likely to suggest that
tive workforce to achieve an organization’s objectives. Stu- there should be no limits to working as hard as possible in or-
dents will probably conclude that at least in the retailing der to get ahead.
industry, American HR managers spend less time both in
recruiting and selecting managers, and preparing them for Additional Case Application
their jobs than their German counterparts. As a result, turno- Case question 3 asks students to identify issues that would be
ver is very high in the U.S. as compared to Germany. While faced by an American operations manager who worked for an in-
the case does not provide information regarding how em- ternational department store chain with branches in both the U.S.
ployees in either country are evaluated, the total compensa- and Germany. Students can carry this exercise one step further by
tion package received by Germans seems to be preferable to holding a round table discussion reading compensation packages.
that which American workers receive. Each student can be assigned to take on the role of either the
2. What do you see as the basic advantages and disadvantages American executive, a German worker, or an American worker.
of each system?
Most students will probably suggest that the extensive effort
that appears to go into selecting and training German workers
is a clear advantage of the German system. Students taking
this perspective are likely to support their contention by
pointing to the high turnover rate in the U.S. as compared to 3 THE FLEET THAT WANDERS
Germany. Many students may see the restriction faced by Can you imagine an analytical approach to documenting the prob-
German workers regarding second jobs as being an intrusion lems reported by drivers?
in an individual’s private life, and therefore see it as a disad- We often use this case to explain that not all problems of this
vantage. Finally, most students will probably agree that the nature are behavioral. Indeed, this is a true case designed to show
compensation package received by German workers is far students that, based on what is known about human factors, the sit-
more likely to improve employee morale than the package uation can be studied analytically. The design methodology for
received by American workers. documenting Mr. Southard’s case was to put monitors on the truck
3. If you were the top operations executive for an international drivers to provide a record of their cardiovascular activity. Most of
department store chain with stores in both Germany and the the drivers were doing day drives, that is, going and returning on
United States, what basic issues would you need to address the same day, thus the design called for monitoring a number of
regarding corporate human resource policies? trips by each driver over the same routes using both the new and
A primary issue that would have to be addressed is the differ- old trucks. In this way, comparisons could be made between the
ence in compensation packages between the U.S. and work required to drive each truck as shown on the records from
Germany. German workers have shorter work weeks and far each driver. Additionally, the steering wheel on each truck was fit-
more vacation time than their American counterparts, yet re- ted with sensors to record the amount of motion required to con-
ceive similar pay. A second issue that would have to be trol each kind of truck. The hypothesis was that the truck that
addressed is the difference in worker training and develop- required more work would also require greater steering wheel
ment. German department stores may spend two or three movement. The measure of steering wheel movement was used as
years preparing employees, while American stores might evidence to validate the work implied by the record of cardiovas-
spend just two or three days. Furthermore, recruiting and se- cular activity.
lection issues would have to be addressed, not only because There were, of course, some difficulties with this design. It
German employees frequently complete an apprentice pro- was expensive to outfit the trucks and drivers with the monitoring
gram prior to becoming full-time employees, and thus require devices. The cooperation of the drivers was needed because the
very careful selection, but also because turnover is much use of the monitors constituted an invasion of privacy. In addition,
higher in the U.S. than in Germany. on longer trips, the cardiovascular sensors needed to be removed
before, and reattached after, every break or delivery stop.
4. Are retailing employee issues different than other industries? Note: This can make for an excellent classroom exercise and
Most students will probably suggest that the issues outlined in discussion.
question 3 above are probably important in all industries. One
area that might be different is the issue of turnover. While
turnover is very high in U.S. retailing, it is likely to be less of
a problem in industries where workers receive extensive
training and/or belong to unions.
5. Under which system would you prefer to work?
Most students will probably suggest that the German work
system is preferable than the American work system. Students
taking this perspective will probably point out that American
workers frequently appear to be stressed out on the job and do
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