20140604 1 1 CCCJ Jamaica OVERVIEW OF THE PROCESS A MODEL FOR OCCUPATIONAL ANALYSIS Council of Community Colleges Jamaica (CCCJ) Workshop - June 2014 2 CCCJ Jamaica Upon completion of this workshop, participants be able to: 1. Explain the procedures required to perform an occupational competency analysis 2. Contribute as a committee member in an occupational competency analysis Workshop Objec4ves
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2014-‐06-‐04
1
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
Location Project 2 CCCJ Jamaica
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
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.
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
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
• 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
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
• Name cards • Approximately 400 file cards (5x8) • “Sticky putty” • Flipchart(s) • Markers of various colours • Examples of Occupational Competency Analysis
Commilee Orienta4on Review Object and Scope of Analysis
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, …)
Commilee Orienta4on Review Object and Scope of Analysis
Iden4fy General Areas of Competencies
(GACs)
Iden4fy Tasks/Skills
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)
Commilee Orienta4on Review Object and Scope of Analysis
Iden4fy General Areas of Competencies
(GACs)
Iden4fy Tasks/Skills
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
Review Object and Scope of Analysis Iden4fy General Areas
of Competencies (GACs)
Iden4fy Tasks/Skills
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
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
• 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
• 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
• 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
• 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
• 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
� 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…