uses benefits conducting occupational anaysis...

2014-‐06-‐04

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Location Project 1 CCCJ Jamaica

OVERVIEW OF THE PROCESS A MODEL FOR OCCUPAT IONAL ANALYS IS

Council of Community Colleges Jamaica (CCCJ)

Workshop - June 2014


Upon complet ion o f th is workshop , part ic ipants be ab le to :

1.  Expla in the procedures required to per form an occupat ional competency analys is

2.  Contr ibute as a commit tee member in an occupat ional competency analys is

Workshop Objec4ves

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Location Project 3 CCCJ Jamaica Location Project 3 CCCJ Jamaica

WHAT is an Occupa4onal Analysis?

An analysis of an occupa4on that is intended to iden4fy

the major competencies and technical skills and personal competencies needed by expert workers to

perform their jobs.


WHY Perform an Occupa4onal Analysis?

This approach does two things: 1.  Maximizes input from business and industry. 2.  Provides a relevant curriculum base.

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COMPONENTS of the Model

o  Competency analysis o  Competency-‐based program development


The Occupa4onal Competency Analysis – A Fundamental Document

o  A matrix documen4ng required competencies of an occupa4on or work func4on

o  This matrix is the result of a workshop with expert pracLLoners

o  3 levels of analysis take place: 1.  Object and scope of analysis 2.  General areas of competence (GACs) 3.  Tasks/Skills within each GAC

Example: -‐ Single job -‐ Job family/category -‐ Profession -‐ Business func4onal area

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Guiding Principles

o  Expert prac44oners can describe the required competencies for their work func4on more accurately than anyone else

o  An effec4ve way to describe a work func4on is to define the tasks that an expert prac44oner performs

o  In order to be performed correctly, all tasks demand certain knowledge, skills and a`tudes


The Occupa4onal Competency Analysis

•  •  •  •  •  •  •  •  •  •  •  • 

•  Tasks / Skills General Areas of Competencies (GACs)

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Glossary of Terms

General Area of Competence

Task

General Competencies

Professional Competence

Demonstrated ability – including knowledge, skills and a`tudes – to perform a task successfully according to an

established standard


Glossary of Terms

A major func4on or responsibility of a par4cular occupa4on


Task



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Glossary of Terms

Task

A specific, observable unit of work, complete in itself (with a beginning and an end), which can be broken down into two or more steps and performed in a limited period of 4me and which, when completed,

results in a product, service, or decision. It is something a worker is normally paid to do.


General Area of Competencies

General Competence


Glossary of Terms


The generic skills and a`tudes required to perform a task successfully. Can also be described as the generic

skills and a`tudes related to seeking, obtaining keeping and advancing in an occupa4on.



Task

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Occupa4onal Competency Analysis – Main Outcomes

o  General Areas of Competence o  Professional/Technical Competencies* defined as tasks o  General Competencies* defined as generic skills or a`tudes

o  Performance Standards

*includes present and future requirements


Key Terms in an Occupa4onal Analysis

Du4es �  an arbitrary grouping or related tasks �  usually 8-‐12 per job Tasks �  specific observable units of work �  usually 6-‐30 per duty and 50-‐200 per job Steps �  specific elements or ac4vi4es required to perform a task �  at least two or more per task

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Job

Duty Duty Duty

Task Task Task

Step Step Step Step

Task

Duty Duty Duty Duty

Job, Du4es, Tasks, Steps


USES AND BENEFITS OF AN OCCUPATIONAL ANALYSIS

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Occupa4onal Competency Analysis in Educa4on and Training

Occupa4onal Competency Analysis

Curriculum Development

Curriculum Review & Revision

Test Development

Recruitment

Needs Assessment

Achievement Records

Enabling Course or Program Standards

Prior Learning Assessment

Curriculum Ar4cula4on


Uses of an Occupa4onal Competency Analysis for Other Purposes

OccupaLonal Competency Analysis

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19 CCCJ Jamaica

EducaLonal Sector Business & Industry

o  Provides the founda4on for the development and delivery of competency-‐based educa4on and training (CBET) to meet individual learner needs

o  Can be used in a range of occupa4ons

o  Provides a systema4c approach to developing and upda4ng training

o  Provides a means for iden4fying individual training needs

o  Provides a means for facilita4ng and administering individualized training

o  Ensures a match between curriculum objec4ves and occupa4onal requirements

o  Employee involvement and buy-‐in o  Allows for rapid response to economical

and technological changes in the workplace

o  Develops and sustains a coopera4ve rela4onship between management, employees and training providers

o  Can be used in a range of occupa4ons o  Provides a systema4c approach to

developing and upda4ng training programs o  Ensures that training/learning ac4vi4es are

associated with company and department needs

Advantages of Using a Process of Occupa4onal Analysis


PREPARING FOR AN OCCUPATIONAL ANALYSIS

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Preparing for an Occupa4onal Competency Analysis

Defining the object of the analysis Defining the scope of the analysis

Selec4ng the commilee Selec4ng a facilitator Selec4ng a recorder Orien4ng instructors

Selec4ng a site Preparing materials and supplies



Defining the object of the analysis Defining the scope of the analysis

Selec4ng the commilee

Selec4ng a facilitator

Selec4ng a recorder

Orien4ng instructors

Selec4ng a site

Preparing materials and supplies

•  What occupation, function or position will be analyzed?

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Defining the object of the analysis

Defining the scope of the analysis Selec4ng the commilee


Selec4ng a recorder


Selec4ng a site


•  Are there job classifications within this occupation?

•  Is this occupation to be found in various types of organizations?

•  Is this occupation to be found in organizations of various sizes?

•  Are there specific duties or aspects of this occupation that should be excluded for this analysis?




Defining the scope of the analysis

Selec4ng the commilee Selec4ng a facilitator

Selec4ng a recorder


Selec4ng a site


CRITERIA: •  Adequacy of coverage of the major defined categories

of the occupation or work function •  Minimal committee size (7-15) •  A balance of workers and supervisory personnel (e.g.,

In a committee of 10 people, 7 would be workers and 3 supervisory personnel)

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Selec4ng the commilee Selec4ng a facilitator

Selec4ng a recorder


Selec4ng a site


MEMBERS’ QUALIFICATIONS: •  Seasoned practitioners •  Recognized as highly competent and able to anticipate

future requirements •  Able to describe competencies related to work function •  Available to devote uninterrupted time for the required

period •  Able to interact in a group •  Unbiased •  Confident






Selec4ng a facilitator Selec4ng a recorder


Selec4ng a site


MAIN RESPONSIBILITIES: •  Explain the occupational competency analysis process •  Guide the committee through each step of the process •  Help the committee reach consensus •  Ensure that the occupational competency analysis is completed in

the time available •  Maintain an impartial role

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Selec4ng a recorder Orien4ng instructors

Selec4ng a site


MAIN RESPONSIBILITIES: •  The recorder is the facilitator’s – not the group’s –

assistant •  Writes the GACs and tasks/skills on cards, in a clear and

concise manner, during the analysis process •  Refrains from entering into the discussion and from talking

with the facilitator (except at breaks)







Selec4ng a recorder

Orien4ng instructors Selec4ng a site


•  Instructors are encouraged to assist as observers during the analysis process

•  They are NOT active members of the analysis committee

•  Some may find it difficult to remain objective due to the fact that they have the responsibility of developing and delivering the skills and knowledge identified during the occupational competency analysis

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Selec4ng a recorder

Orienta4ng instructors

Selec4ng a site Preparing materials

and supplies

The site should have these characteristics: •  Large enough for 10-20 people •  A 20 to 30-foot long wall without windows, doors or

obstructions •  Access to the room should not interfere with the process •  Adequate lighting •  Ventilation/temperature control •  Comfortable seating and adequate table surface •  Low traffic/quiet area •  Trapezoidal or rectangular tables for semi-horseshoe

arrangement


The Site Visual

!Source: Preparing to Prepare Programs and Courses for Delivery,

January 2006, Ursula Osteneck, SIAST Woodland Campus.

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Selec4ng a recorder

Orienta4ng instructors

Selec4ng a site


•  Name cards •  Approximately 400 file cards (5x8) •  “Sticky putty” •  Flipchart(s) •  Markers of various colours •  Examples of Occupational Competency Analysis

charts for orientation session •  Refreshments


CONDUCTING AN OCCUPATIONAL ANALYSIS

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Conduc4ng an Occupa4onal Competency Analysis

Commilee Orienta4on Review Object and Scope of Analysis

Iden4fy General Areas of Competencies (GACs) Iden4fy Tasks/Skills

Review Sequencing

Title Op4onal Steps




Iden4fy General Areas of Competencies

(GACs)

Iden4fy Tasks/Skills

Review

Sequencing

Title

Op4onal Steps

Introductions •  Following your own introduction, make sure

that ALL individuals in the room are given the opportunity to introduce themselves (expert practitioners, observers, recorder)

•  You may list certain information elements that should be communicated (e.g., name, current position, current employer/clients, years of experience in the occupation, how they learned to do the occupation, …)

•  You may consider using an ice-breaker technique

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(GACs)


Review

Sequencing

Title

Op4onal Steps

Why are we here? •  Context •  Object of this competency analysis – the

occupation, position or function to be analyzed •  Scope – job classifications and/or specialties;

organizational environments; aspects to be excluded from the analysis

•  Use(s) to be made of this competency analysis





(GACs)


Review

Sequencing

Title

Op4onal Steps

Methodology: Occupational Competency Analysis •  Definition of “Occupational Competency

Analysis” •  A few words on the history and origin of

Occupational Competency Analysis

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(GACs)


Review

Sequencing

Title

Op4onal Steps

Process •  Committee Orientation •  Review of the occupation (object and scope) •  Identification of General Areas of

Competencies (GACs) •  Identification of the tasks/skills •  Sequencing of the GACs and tasks/skills •  Confirming the title of the chart •  Identifying entry-level tasks (optional)





(GACs)


Review

Sequencing

Title

Op4onal Steps

Roles •  Expert practitioners – content experts •  Facilitator – process expert •  Recorder – facilitator’s assistant •  Observers – observe the process; do

NOT participate

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Recommended Room Arrangement for Occupa4onal Analysis Workshop

Source: Preparing to Prepare Programs and Courses for Delivery, January 2006, Ursula Osteneck, SIAST Woodland Campus.





(GACs)


Review

Sequencing

Title

Op4onal Steps

Rules • Every committee member participates equally • Each task/skill statement:

•  is carefully considered •  must complete the phrase: “the individual must

be able to…” •  reflects a consensus reached by the

committee members • Observers do not participate • Prohibited verbs include: to know, to understand, to appreciate (and their synonyms!)

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(GACs)


Review

Sequencing

Title

Op4onal Steps

Housekeeping Matters •  Workshop agenda (make sure to set a

starting time and end time for each day) •  Breaks •  Lunches •  Washrooms •  Emergency exits





(GACs)


Review

Sequencing

Title

Op4onal Steps

Tips •  Remember the goal – communicate all the information that the

committee requires to begin the analysis in a positive and constructive fashion

•  Ensure that the 5 key questions are adequately answered: •  WHO are we? •  WHY are we here? •  WHAT will the end-result look like? •  HOW will we proceed? •  Under what conditions?

•  Ensure that the orientation is completed within 20-25 minutes. •  Use communication/visual aids •  Assist client/sponsor in the preparation of the opening

statement

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(GACs)


Review

Sequencing

Title

Op4onal Steps

Pitfalls •  Overwhelming the committee with information •  Negotiating every aspect of the process with

the committee •  Committing to a too precise time frame •  Omitting introducing the recorder and

explaining his or her role •  Ignoring the presence of observers or, on the

contrary, giving them too much importance •  Spending too much time on the origins and

features of the Occupational Competency Analysis



Commilee Orienta4on

Review Object and Scope of Analysis Iden4fy General Areas

of Competencies (GACs)


Review

Sequencing

Title

Op4onal Steps

•  Remind the committee of the Object and Scope of the analysis

•  Verify if the committee members would require further explanation and clarification

•  Write the Object and Scope of the analysis on a flipchart and post it so that you and the committee members will be able to easily refer to it when needed

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Commilee Orienta4on

Review Object and Scope of Analysis

Iden4fy General Areas of Competencies (GACs) Iden4fy Tasks/Skills

Review

Sequencing

Title

Op4onal Steps

•  Introduce/restate the operational procedure and rules •  Prompt committee into suggesting a 1st GAC; be patient,

allow enough time for the 1st suggestion •  Have a few suggestions of GACs in case of difficulty getting

started •  Respect the committee wording •  Number of GACs should be 8-14 •  Before moving to the next phase, verify with the committee

that the GACs adequately describe the scope of the occupation

•  Time required – 1 to 1.5 hours

•  Remind the committee of the Object and Scope of the analysis •  Explain the meaning of GACs •  Use an analogy to explain the type of input that is expected



Commilee Orienta4on



(GACs)

Iden4fy Tasks/Skills Review

Sequencing

Title

Op4onal Steps

•  Restate the prohibited verbs and remind that task/skill statements must complete the phrase “the individual must be able to…”

•  Briefly explain what is meant by consensus: the general agreement that the task/skill is required of ALL practitioners OR of some practitioners according to their specialty or the context/organizational environment in which they work

•  Is the skill pertinent, significant, specific and measurable/observable?

•  Range of skill statements in a GAC should be 5 to 30

•  The committee selects a first GAC •  This first GAC should have a number of readily defined tasks

and represent a primary function •  Inform the committee that the GACs related to personal

competencies will be dealt with only once all technical GACs have been analyzed

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Commilee Orienta4on



(GACs)


Sequencing

Title

Op4onal Steps

•  Participants who are concerned with the prestige of the occupation

•  Negative critics •  Participants who are afraid to contribute for fear of

exposing ignorance •  Participants who reject the leadership of the facilitator

(cont’d...)

Problems which may interfere with chart development include: •  The committee is either too big or too small •  Bad seating arrangements •  Late arrivals during the orientation session



Commilee Orienta4on



(GACs)


Sequencing

Title

Op4onal Steps

•  Participants who are concerned with attitudes as opposed to skills

•  Participants who are concerned with the technicalities of correct terminology

•  Participants who reject the whole Occupational Competency Analysis approach

•  Participants who keep the attention away from the wall

Problems which may interfere with chart development include: •  Participants who are authoritative or controlling •  Participants who believe that knowledge leads directly

to experience

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Commilee Orienta4on



(GACs)


Review Sequencing

Title

Op4onal Steps

Criteria: •  Clarity: are all statements clearly worded? •  Redundancy: is the same skill repeated? •  Omissions: have we omitted any skill that is

presently or will soon be required?

Mindset: •  Anyone suggesting a change must demonstrate that it

is pertinent and essential •  Anyone raising an issue should be able to

recommend a solution (i.e., alternative wording or a new task/skill statement altogether)



Commilee Orienta4on



(GACs)


Review Sequencing

Title

Op4onal Steps

•  A brief discussion follows to address and resolve the issue. If the facilitator feels consensus may not be reached, s/he may call for a vote

•  Prior to moving to the next GAC, the facilitator will ask if any skill has been omitted

Procedure: •  Explain the mindset that must prevail at this stage •  Read all the GACs and skill statements without interruption while

the committee members make note of any statement that they consider unclear or redundant or that may have been omitted

•  Reread each statement within each GAC and invite any committee member to intervene if s/he feels that the statement is unclear or redundant

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Commilee Orienta4on



(GACs)


Review

Sequencing Title

Op4onal Steps

•  Sequencing of the GACs is performed by the committee under the guidance of the facilitator

(cont’d…)

•  The specific or core areas of the occupation come first and are sequenced in a logical order or one that makes sense to anyone practicing or familiar with the occupation

•  Areas not referring to a specific function of the occupation (e.g., perform administrative duties; operate/maintain tools and equipment; comply with regulations, policies and standards) should follow

•  Area(s) related to general/personal competencies are usually positioned at the bottom unless the committee decides to position then at the very top to emphasize critical importance



Commilee Orienta4on



(GACs)


Review

Sequencing Title

Op4onal Steps

*Note: the decisions made by each subgroup are usually NOT reviewed by the committee

•  To perform this task, the committee is divided into subgroups of 2 or 3 people

•  Each subgroup is given the cards containing the tasks/skills within a particular GAC to sequence

•  One criteria: logical flow (i.e., anyone practicing or familiar with the occupation would consider that the sequence “makes sense”

•  As soon as the group has completed its task, the facilitator posts the cards back on the wall

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Commilee Orienta4on



(GACs)


Review

Sequencing

Title Op4onal Steps

•  The title must be clear and concise •  It must reflect the object of the analysis •  You may recommend one •  Generally, this step does not require more than 5

minutes



Commilee Orienta4on



(GACs)


Review

Sequencing

Title

Sometimes the client may want to obtain the committee’s opinion on: •  The competencies that should be positioned as

entry-level tasks/skills and the expected level of proficiency upon completion of an initial training program

•  The most critical competencies

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Commilee Orienta4on



(GACs)


Review

Sequencing

Title

Rating Scale: 4 Can perform this task sa4sfactorily and can lead others

in performing it

3 Can perform this task sa4sfactorily without assistance and/or supervision

2 Can perform this task sa4sfactorily but requires periodic assistance and/or supervision

1 Can perform some parts of this task sa4sfactorily but requires assistance and/or supervision to perform the en4re task


Occupa4onal Analysis Group Ac4vity

�  The occupa4on to be studied is “Homeowner” �  You will be the industry experts on this occupa4on. �  Together we will determine a sample list of competencies and associated tasks.

� A homeowner, or an individual wanLng to become a homeowner, must be able to…

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