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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
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
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.
Location Project 4 CCCJ Jamaica Location Project 4 CCCJ Jamaica
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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Location Project 5 CCCJ Jamaica Location Project 5 CCCJ Jamaica
COMPONENTS of the Model
o Competency analysis o Competency-‐based program development
Location Project 6 CCCJ Jamaica Location Project 6 CCCJ Jamaica
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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Location Project 7 CCCJ Jamaica Location Project 7 CCCJ Jamaica
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
Location Project 8 CCCJ Jamaica Location Project 8 CCCJ Jamaica
The Occupa4onal Competency Analysis
• • • • • • • • • • • •
• Tasks / Skills General Areas of Competencies (GACs)
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Location Project 9 CCCJ Jamaica Location Project 9 CCCJ Jamaica
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
Location Project 10 CCCJ Jamaica Location Project 10 CCCJ Jamaica
Glossary of Terms
A major func4on or responsibility of a par4cular occupa4on
General Area of Competence
Task
General Competencies
Professional Competence
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Location Project 11 CCCJ Jamaica Location Project 11 CCCJ Jamaica
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.
Professional Competence
General Area of Competencies
General Competence
Location Project 12 CCCJ Jamaica Location Project 12 CCCJ Jamaica
Glossary of Terms
General Competencies
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.
Professional Competence
General Area of Competence
Task
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Location Project 13 CCCJ Jamaica Location Project 13 CCCJ Jamaica
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
Location Project 14 CCCJ Jamaica Location Project 14 CCCJ Jamaica
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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Location Project 15 CCCJ Jamaica
Job
Duty Duty Duty
Task Task Task
Step Step Step Step
Task
Duty Duty Duty Duty
Job, Du4es, Tasks, Steps
Location Project 16 CCCJ Jamaica
USES AND BENEFITS OF AN OCCUPATIONAL ANALYSIS
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Location Project 17 CCCJ Jamaica Location Project 17 CCCJ Jamaica
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
Location Project 18 CCCJ Jamaica Location Project 18 CCCJ Jamaica
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
Location Project 20 CCCJ Jamaica
PREPARING FOR AN OCCUPATIONAL ANALYSIS
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Location Project 21 CCCJ Jamaica Location Project 21 CCCJ Jamaica
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
Location Project 22 CCCJ Jamaica Location Project 22 CCCJ Jamaica
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
• What occupation, function or position will be analyzed?
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Location Project 23 CCCJ Jamaica Location Project 23 CCCJ Jamaica
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
• 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?
Location Project 24 CCCJ Jamaica Location Project 24 CCCJ Jamaica
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
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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Location Project 25 CCCJ Jamaica Location Project 25 CCCJ Jamaica
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
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
Location Project 26 CCCJ Jamaica Location Project 26 CCCJ Jamaica
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
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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Location Project 27 CCCJ Jamaica Location Project 27 CCCJ Jamaica
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
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)
Location Project 28 CCCJ Jamaica Location Project 28 CCCJ Jamaica
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
• 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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Location Project 29 CCCJ Jamaica Location Project 29 CCCJ Jamaica
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
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
Location Project 30 CCCJ Jamaica Location Project 30 CCCJ Jamaica
The Site Visual
!Source: Preparing to Prepare Programs and Courses for Delivery,
January 2006, Ursula Osteneck, SIAST Woodland Campus.
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Location Project 31 CCCJ Jamaica Location Project 31 CCCJ Jamaica
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
Orienta4ng instructors
Selec4ng a site
Preparing materials and supplies
• 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
Location Project 32 CCCJ Jamaica
CONDUCTING AN OCCUPATIONAL ANALYSIS
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Location Project 33 CCCJ Jamaica Location Project 33 CCCJ Jamaica
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
Location Project 34 CCCJ Jamaica Location Project 34 CCCJ Jamaica
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
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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Location Project 35 CCCJ Jamaica Location Project 35 CCCJ Jamaica
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
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
Location Project 36 CCCJ Jamaica Location Project 36 CCCJ Jamaica
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
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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Location Project 37 CCCJ Jamaica Location Project 37 CCCJ Jamaica
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
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)
Location Project 38 CCCJ Jamaica Location Project 38 CCCJ Jamaica
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
Roles • Expert practitioners – content experts • Facilitator – process expert • Recorder – facilitator’s assistant • Observers – observe the process; do
NOT participate
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Location Project 39 CCCJ Jamaica Location Project 39 CCCJ Jamaica
Recommended Room Arrangement for Occupa4onal Analysis Workshop
Source: Preparing to Prepare Programs and Courses for Delivery, January 2006, Ursula Osteneck, SIAST Woodland Campus.
Location Project 40 CCCJ Jamaica Location Project 40 CCCJ Jamaica
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
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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Location Project 41 CCCJ Jamaica Location Project 41 CCCJ Jamaica
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
Housekeeping Matters • Workshop agenda (make sure to set a
starting time and end time for each day) • Breaks • Lunches • Washrooms • Emergency exits
Location Project 42 CCCJ Jamaica Location Project 42 CCCJ Jamaica
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
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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Location Project 43 CCCJ Jamaica Location Project 43 CCCJ Jamaica
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
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
Location Project 44 CCCJ Jamaica Location Project 44 CCCJ Jamaica
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
• 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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Location Project 45 CCCJ Jamaica Location Project 45 CCCJ Jamaica
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
• 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
Location Project 46 CCCJ Jamaica Location Project 46 CCCJ Jamaica
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
• 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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Location Project 47 CCCJ Jamaica Location Project 47 CCCJ Jamaica
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
• 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
Location Project 48 CCCJ Jamaica Location Project 48 CCCJ Jamaica
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
• 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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Location Project 49 CCCJ Jamaica Location Project 49 CCCJ Jamaica
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
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)
Location Project 50 CCCJ Jamaica Location Project 50 CCCJ Jamaica
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
• 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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Location Project 51 CCCJ Jamaica Location Project 51 CCCJ Jamaica
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
• 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
Location Project 52 CCCJ Jamaica Location Project 52 CCCJ Jamaica
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
*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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Location Project 53 CCCJ Jamaica Location Project 53 CCCJ Jamaica
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
• 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
Location Project 54 CCCJ Jamaica Location Project 54 CCCJ Jamaica
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
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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Location Project 55 CCCJ Jamaica Location Project 55 CCCJ Jamaica
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
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
Location Project 56 CCCJ Jamaica Location Project 56 CCCJ Jamaica
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…