Workbook for

1
Workbook for Conducting a Job Task
Analysis(JTA)

• A Primer for
• Performance Consultants

2
This workbook has been written to provide you,
the performance Consultant with some of the basic
concepts of a Job Task Analysis (JTA). The
process identified here has been successfully
used with JTAs done on various systems and
platforms for the US Navy and US Marine Corps.
It has also been used for JTAs that have been
done for several other government agencies such
as the Department of Energy (DOE), the Department
of Labors Mine Safety and Health Administration
(MSHA), the Federal Aviation Administration (FAA)
and NASA. The results have provided valid audit
trails for what is actually being done on a job,
thus allowing for explanation of why specific
training objectives are being introduced in a
course. In addition, the audit trails provide
a cogent justification for the development of
performance solutions. The information presented
in this workbook is not intended to be a
cookbook, in that the performance consultant is
not required to follow all the processes. Rather
the workbook is intended to be a guidebook that
offers suggestions for approaching the analysis
effort. It is acknowledged that all situations
are different and require customized approaches.
These unique approaches are left to the
discretion of the lead analyst assigned to the
project. More specific recommendations and
suggestions can be obtained from the authors who
are members of the Task Force Excel Human
Performance Cell. They are government employees
who are available for consultation on TFE
analysis efforts. Please feel free to contact
them them. Dr. Dennis Duke 407-380-8289 Dukeds_at_na
vair.navy.mil Dr. Edwin Meyer 407-380-8158 Meyeref
_at_navair.navy.mil
3
Table of Contents

• Page Number
• What is a Job Task Analysis?.......5
• What are the steps in the process?....
  8
• Why do a Job Task Analysis?...9
• When should you do a Job Task Analysis?...
  .10
• Who should be involved?...11
• Preparing for the Workshop21
• 30 to 60 Days Before the Workshop...30
• 20 to 30 Days Before the Workshop...34
• Day Before the Workshop..40
• Day of the Workshop..44
• Conducting the Workshop- Facilitator...4
  7
• There Are Two Different Processes for Doing a
  JTA49
• If you have a task list..50
• If you don't have a task list.52
• Writing and Mapping KSA Statements..65
• Identifying Current Job Conditions66
• After the workshop.71

4
Appendix Table

• Page Number
• Appendix A
• Tool Guide..72
• Appendix B
• Glossary.. ...94

5
What is a Job Task Analysis?

• In a nutshell, it is a process for identifying
  what people do on a job.
• A job is a group of major activities assigned to
  one individual (for example, a haul truck
  driver).
• A job can be divided into duties.
• A duty is a major activity involved in performing
  the job. One of the haul drivers duties would
  be to perform the pre shift vehicle inspection.
• Duties consist of tasks.
• A task is a measurable, well-defined unit of
  work, with an identifiable beginning and end.
  One of the tasks performed by the driver would be
  to inspect the sight glass on the vehicle.

Note that both the duty and the task contain an
action verb and an object. This is an important
point to remember when writing duties and tasks.

6
Lets Practice!!Job, Duty, Task, Other
Exercise
7
Lets See how you did.Answers for the Job,
Duty, Task, Other Exercise
8
What are the steps in the process?

• 1. Developing a list of tasks that are performed
  on the job. This could be done several ways,
  however, subject matter experts (SMEs), who are
  very familiar with the job must be involved from
  the start.
• 2. Validating the task list. This too is done by
  the SMEs and involves making sure the tasks are
  the right ones.
• 3. Assigning attributes to the task list (e.g.
  Importance, Frequency, Difficulty of the task).
  This is also done by experts.
• 4. Assigning knowledge, skills, and abilities to
  the tasks. This allows a broader view of what is
  required to do the job.

9
do a JTA?
Why

• It helps us identify what people are currently
  doing in their job.
• It helps us identify what we should be training,
  people to do.
• It helps to ensure that workers know exactly what
  is needed to perform their jobs safely and
  efficiently.
• The Civil Rights Act of 1964 requires a JTA on
  each job so as not to discriminate against
  anyone.
• Other purposes of a JTA are
• Job Grading Classification
• Promotion planning
• Design of Job Performance Measures
• Design of Selection Systems
• So in a nutshell, JTA helps to ensure the
  following
• Improved safety
• Enhanced productivity
• Effective performance

Helpful Hint Use this page when explaining to
management why the JTA should be done.
10
should you do a JTA?
When

• You should undertake a Job Task Analysis in the
  following situations. Which is your situation?
• There is no valid information about what people
  are doing in their jobs.
• There is no way to accurately measure how people
  are performing in their jobs..
• There is no training program.
• There is a training program for the job, but it
  does not train workers to do the right things.
• People seem overworked or unchallenged by their
  jobs.
• The mission or purpose of the job has changed so
  the duties and tasks need to be revised.

11
should be involved?
Who

• Coordinator
• Facilitator
• Recorder
• Subject matter experts (SME)

Choose people wisely. Your workshop depends on
it.
12
Subject Matter Experts (SMEs)

• SMEs are individuals who have experience with the
  duties and tasks done on the job.
• SMEs with different views of the job should be
  involved. List some of these people from your
  organization.
• 1. ______________________________________________
  _
• 2. ______________________________________________
  _
• 3. ______________________________________________
  _
• Who else might have a good view of the job?
• Workers
• Supervisors
• Manufacturers reps (if equipment is involved on
  the job)
• Union reps (if workers are unionized)
• Maintenance personnel (those who fix the
  equipment that is involved on the job)
• Always consider who you might have left out.
  Sometimes who to invite also depends on political
  issues.
• Who else do you think you should invite?

13
SMEs Job Workers

• Full-time employees who are working in the jobs
  being analyzed.
• Those individuals perceived as the role model
  for excellent job performance
• Employees who are highly skilled and
  knowledgeable regarding the tasks
• Individuals who are aware of new requirements,
  procedures, equipment, and lessons learned

You may want to invite novice workers as well
as those who have been in the position for years
and are considered to be highly skilled.
Novice workers may better resemble the people you
will be training.
14
SMEs Supervisors

• Supervisors are those individuals who
• Directly supervise and evaluate the workers who
  perform the job being analyzed
• Have recent experience with the activities
  performed on the job
• Have a good working relationship with the workers
  serving on the team

15
SMEs Manufacturers Reps

• If appropriate, engineers or manufacturers
  representatives should be invited.
• They have knowledge of how the equipment used on
  the job is designed and how it should be
  operated. Should also be familiar with the tasks
  that are performed using their equipment.

Sometimes SMEs who have been on the for years
develop bad habits and perform operations that
can be harmful to the equipment or to themselves.
Often time thy do this without realizing it.
You dont want them to pass on the habits to new
employees.
16
The Facilitator runs the workshop.

• They facilitate or run the JTA breakout sessions
  but does not provide technical input toward the
  task list.
• Two people sometimes serve as Facilitators. A
  Lead Facilitator runs the workshop and makes
  sure the SMEs do not stray from the topic. A
  Technical Facilitator is a senior SME who acts
  as the final decision maker when there is
  indecision about a technical issue. Having both
  facilitators is not required.
• They help the SMEs find good ways to state the
  tasks they perform.
• They make sure the group is making good progress
  toward defining the duties and tasks

17
It seems like the facilitator
should have some special skills. What are they?
Wow!

• Personal Skills
• Flexibility
• The ability to establish and maintain enthusiasm
• Patience
• A high degree of sensitivity to both verbal and
  nonverbal communication
• Excellent memory
• A sense of humor
• Excellent listening skills
• The ability to display warmth and establish
  rapport quickly with team members
• The ability to motivate, encourage, and focus
  team members

• Job Analysis Skills
• Expertise in job analysis processes
• Skill in questioning techniques
• The ability to lead and control the process but
  encourage team members to participate.
• Skill in working with small groups.
• The ability to keep the team on track.
• The ability to recognize vague statements and
  help the team select the most appropriate wording.

18
The Coordinator wears many hats.

• The coordinator organizes the entire analysis
  effort. This includes setting up the workshop
  and the preparing the final results.
• As the Coordinator, your role is to prepare for
  the workshop.
• Work with management to select JTA workshop
  participants
• Gather job-related information for use during the
  workshop
• Schedule the workshop meeting roomThe
  Coordinator may or may not act as a Facilitator
  in one of the workshop breakout sessions.
• When there is more than one group of SMEs at the
  workshop, the coordinator should not be a
  facilitator. Rather he/she should be responsible
  for assuring that both groups follow the same
  rules.

Sometimes 2 groups of SMEs are assembled and
provided with the same assignment. This allows
for a validation of results and insures that
tasks are not forgotten.
19
And what about the recorder?

• The recorders role is to write down everything
  that is said in the workshop. It will become
  evident later why this is necessary.
• This person should be very detail-oriented and
  able to take good, clear notes.
• This person should also be able to type into a
  computer.
• Can you think of anyone who fits this description
  for your workshop?

20
Now that you have the basics, lets open the door
to running a workshop.

• Preparing for the workshop
• Conducting the workshop
• After the workshop

21
Preparing for the Workshop

• General Tasks

22
Preparing for the Workshop

• Identify the potential participants (subject
  matter experts and administrators) who will be
  involved in the JTA.
• Secure management (from organizations that supply
  the subject matter experts) approval.
• Choose dates and a schedule for a workshop.
• Contact team members (all who will be
  participating).
• Prepare and send read-ahead material to all
  participants.
• Confirm arrangements and schedules with
  participants.
• Gather/insure supplies are available for the
  workshop.
• Familiarize yourself as well as the analysis team
  with the job being analyzed.

Many of the preparation tasks should be done at
the same time, not one after the other.
23
Item 1 Identify Participants- Worksheet

• The coordinator should find answers for the
  following questions
• Who are the SMEs currently working in this job
  that can be used for this JTA?1
• Who are their supervisors?
• Which job workers have the best idea of what
  tasks are performed on the job?
• Which supervisors have the best idea of what
  tasks should be performed on the job?
• What other people have a good view of the job
  tasks?
• Who has the skills to facilitate the workshop?
• Who can take very detailed notes?
• What other people who are important for the
  success of the JTA and should be invited to
  observe?2

1 Remember, it is a good idea to get some
seasoned veterans and some novices who are
working in this type of job. 2 Think about
political considerations of your organization.
Invite those who you think will help you make
your analysis effort successful.
24
Item 2 Secure management approval

• Get management approval of your participation as
  Coordinator
• Get approval from the managers who manage the
  people in the job(s) being analyzed
• Get approval from the managers who can release
  expert job incumbents, related maintenance
  personnel (if applicable) and their supervisors
  for participation in the workshop
• Get approval from the department responsible for
  developing the performance solution

Attention!! This step is very important.
25
What should I talk to management about?

• Why job analysis is needed and why the process
  produces fast results. Explain that the
  performance solution for the (name of job
  position being analyzed) should be based on a
  valid task list. Refer to Why do a JTA? in
  this workbook (p. 8).
• Purpose of Seminar. Explain that during a 3 to
  5 day JTA workshop, the task list will be
  developed and, at the same time, staff will
  learn how to conduct future job analyses for
  other programs.
• Agenda. Present and explain an agenda for the
  workshop. Explain what the participants will be
  doing throughout the workshop. A sample agenda is
  shown later in the Appendix A (p 81 ).
• Who needs to be involved. Using the information
  from the previous section, explain that the
  seminar must involve a special mix of people who
  must be allowed to participate, uninterrupted,
  for the entire 3 days
• 2 to 5 SMEs
• 1 supervisor
• 1 coordinator
• 1 or 2 facilitators
• 1-5 observers
• 1 maintainer (if applicable)
• 1 manufacturers representative (if applicable)
• What the final product will be and how it will be
  used. Explain that the analysis results will be
  the foundation upon which performance solutions
  will be built.

26
What should I talk to management about? (cont.)

• In addition, you should ask a manager from the
  operating organization needing the task list to
  conduct a brief (10 to 15 minute) welcome during
  the Introduction lesson on the first morning of
  the seminar.
• The manager should welcome the team officially,
  thank the team members for their participation,
  and
• recognize the importance of the teams work in
  the workshop.
• drop-in periodically throughout the seminar to
  see how it is progressing.
• express their support for the people who
  participated in the process.
• Ask managers to give you names of people for the
  workshop based on the qualifications described
  in the previous section.
• Ask managers to let these people know about the
  upcoming workshop before you invite them to
  participate.

Look at the checklist tool to help you talk to
management.
27
Item 3 Establish Dates for 3-Day JTA Workshop

• Remember that it may take you 30 to 90 days to
  complete all Coordinator responsibilities
  (working part-time, of course).
• When the 3-day JTA workshop is being done by
  outside experts, you will need to work with them
  to schedule a date. Tuesday through Thursday may
  work best for travel schedules.
• When asking for managements approval (previous
  section), ask if they have suggestions for dates
  that would be best for the people who will be
  participating (shift schedules, scheduled
  outages, etc.).
• Depending on where the workshop will be held and
  who is invited, consider whether people will need
  to transfer security clearances.

28
Item 4 Select and Schedule Seminar Meeting Room
Room Characteristics

• Unbroken wall surface of at least 30 feet on two
  walls and should be big enough to comfortably
  accommodate the team and observers.
• No doors, windows, or other obstructions on the
  JTA workshop walls.
• Choose supplies based on the kind of walls in the
  room (non-marking putty, tape, post-it pads, push
  pins, staples, etc.).
• People should be able to see each other and
  anything that is attached to the walls.

Please see the Room Selection Checklist in the
Tools Guide.
29
Item 4 Select and Schedule Meeting Room cont.

• Supplies include
• overhead projector with screen (so as to be able
  to show the computer monitor on the screen)
• two flipchart stands with 4 pads of flipchart
  paper
• one small calculator
• Facilitator will need a laptop computer and
  access to a printer. Make sure you coordinate
  computer needs with the Facilitator.
• Arrange for healthful refreshments such as juice,
  ice water, coffee, tea, fruits, vegetables,
  crackers, etc. so that people will be alert and
  energetic.
• Room can be on-site or off-site. Choose the
  location with the fewest distractions.

30
Preparing for the Workshop

• 30 to 60 Days Before the Workshop

31
Item 1 Contact Prospective Team Members

• Assuming you have already obtained management
  approval
• If possible, meet personally with people (SMEs
  and others) to invite them to the workshop.
• Send a formal invitation with any read-ahead
  materials.
• Have management assure workers that participation
  in the workshop is a good thing.
• Make sure everyone understands the purpose of job
  analysis.

Hint You can use the management approval
materials to explain JTA to SMEs.
32
Item 2 Contact Prospective Observers

• Invite observers who need to know how to conduct
  or plan a JTA.
• Observers may include training staff, human
  resources staff, or other interested management.

33
Item 3 Contact Operating Organization Management

• Ensure that the operating organization manager
  who agreed to serve as the welcoming official
  understands he/she should drop in periodically to
  observe the workshop.
• Near the end of the workshop, this person should
  attend long enough to observe and comment on the
  results derived from the workshop.

34
Preparing for the Workshop

• 20 to 30 Days Before the Workshop

35
Item 1 Gather/Send Information for Review by
Facilitator

• Send job information to the Facilitator at least
  10-20 days prior to the JTA workshop.
• Facilitator should use the information to create
  real-life examples of tasks.
• The following items should be sent to the
  Facilitator
• The title of the job position/program being
  analyzed
• A brief job description (job posting)
• A description of what the final product will
  (should) look like
• The existing task list for the job position or a
  similar job (if available)
• The existing list of Knowledge, Skills, and
  Abilities for the job (if available)
• A list of all procedures associated with the job
  (if available)
• 3 to 5 procedures that describe the tasks
  involved in the job (or all of them, if possible
  and not too bulky)

JOB TASKS
36
Item 2 Confirm Arrangements with all JTA
Participants

• Should include the meeting time and location.
• Stress that each team member must be present and
  participate in all portions of the workshop.
• Each team member must also be on time for all
  sessions, because people who are late or
  part-timers that miss some of the orientation or
  group discussion may seriously disrupt the
  proceedings.
• Send copies of these letters to the appropriate
  supervisors or managers.
• Remember also to confirm the introduction,
  observations, and ending by the operating
  organization manager (welcoming official).

Please see the sample letter in the Tool Guide.
37
Preparing for the Workshop

• 5 to 10 Days Before the Workshop

38
Item 1 Call Each JTA Participant

• It is highly recommended that you make confirming
  phone calls to each JTA participant (team
  members, observers, and welcoming official) 5 to
  10 days prior to the seminar. This provides them
  with an opportunity to ask questions and to
  confirm their plans to attend. If several people
  must cancel at this time, there is still time to
  seek qualified alternates.

39
Item 2 Gather Seminar Supplies

• Be sure to have all supplies on hand for the
  workshop.
• Facilitator usually brings the supplies,
  participant materials, and instructional
  materials.
• Coordinator is usually responsible for having
  equipment and other supplies available in the
  meeting room.

Please see the Supplies Checklist in the Tool
Guide.
40
Preparing for the Workshop

• Day Before the Workshop

41
Item 1 Make Final Check

• Check the room, supplies, equipment,
  refreshments, and all other arrangements.
• Bring several copies of all documents that may
  help team members identify tasks.
• Bring several copies of the Knowledge, Skills,
  Abilities, and other attribute lists that will
  need to be mapped to the tasks (if available)
• Be sure the tables are arranged appropriately.

42
Item 2 Meet and Review Plans with Facilitator

• Coordinate with the Facilitator as to who should
  say what during the workshop introduction.
• Facilitator should provide a brief biography so
  you can introduce him/her.

43
Item 3 Discuss Introductions with Welcoming
Official

• Make sure the welcoming official understands what
  he/she is supposed to say and how long to spend
  talking during the introduction.
• Ask the welcoming official if there is anything
  special he/she would like you to say when you
  introduce him/her.

44
Preparing for the Workshop

• Day of the Workshop

45
Item 1 Make Introductions

• This seminar begins with a series of short
  introductions
• First, you should introduce the welcoming
  official (manager).
• The manager should welcome the team officially,
  thank the team members for their participation,
  and say how important their participation is for
  the JTA workshop. (This should take no longer
  than 10 minutes.)
• You should introduce the Instructor/Facilitators
  qualifications and experience according to the
  biography. (This should only take 2 - 3
  minutes.)
• The Facilitator will introduce him/herself by
  stating his/her name, where he/she works, what
  his/her primary job is, and what his/her
  experience has been in performing a job analysis.
  (This should only take 5 minutes.)

46
Item 2 See to the Needs of the Participants

• Ensure that any food and beverages arrive on time
  and are of good quality.
• If off-site, arrange for the use of telephones so
  that participants may check messages during
  breaks.
• Monitor the satisfaction of the participants and
  work to eliminate any issues.

47
Conducting the Workshop- Facilitator

• Ground Rules and Procedures

48
Ground Rules

• Sessions will start and stop on time.
• 100 mile rule is in effect.
• You can only leave if you have an emergency for
  which you would travel 100 miles to handle.
• No side conversations.
• One person talks at a time
• No personal attacks.
• Decisions will be made by consensus.

• Stick to the agenda/topic at hand.
• Adhere to the reasonable person standard.
• What would a reasonable person think?
• Leave rank and grade at the door.
• Ground rules may be changed by consensus.

49
There Are Two Different Processes for Doing a JTA

• If you already have a task and knowledge, skills,
  and abilities (KSA)lists (that may be outdated),
  the process can be shortened and simplified.
• If you have no task or KSA lists, then the
  full-blown JTA process should be used.

The following pages will describe both of these
processes.
50
If you have a task list,...

• Place the tasks in a spreadsheet.
• Review the tasks with the SMEs.
• Have the SMEs make sure that the tasks
• are actually performed on the job
• are written clearly and have an action verb and
  an object
• are written in a way to show an action that is
  observable and has a beginning and an end
• use job related terminology as necessary
• Have the SMEs identify what tasks are missing.
• List the missing tasks.

When you have a list you can use the Mind Manager
software program to help organize the task list.
51
If you have KSA lists,...

• Place the KSAs in a spreadsheet.
• Review the KSAs with the SMEs.
• Have the SMEs identify the KSAs that relate to a
  specific task
• Tell the SMEs to avoid forcing a KSA into a
  task.
• If none of the KSAs match the task, ask the SME
  the following questions
• What does the person need to know in order to
  _____(name of task)?
• Think of someone you know who is better than
  anyone else at _____(name of task), What kind of
  KSAs would you want that person to have?
• If you are going to hire someone for no other
  reason that for them to do ____(name of task),
  what kind of KSA would you want that person to
  have?
• Map the new KSA to the task
• Add the missing KSA.to the list

Fore help on writing KSAs see tool kit
52
If you dont have a task list,

• use the process on the following pages.

Please see the Facilitators Guide in the Tool
Guide (Appendix A) for a brief description of
this approach.
53
List all the SME tasks

• The first step is to ask SMEs to silently list on
  small Post-Its all the tasks that are performed
  on the job.
• Dont consider level of action
• Write from the gut
• Use an action verb and object
• Post randomly on boards with Post-its or other
  means
• Be sure to post the cards so that everyone can
  easily see them.

Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
54
Group the Tasks in a Way that Makes Sense

• Silent process first- dont talk, just start
  moving the cards around
• React - dont analyze. Use your gut
• Look for two cards that seem to go together and
  set them aside.
• Look for other cards that go together or that go
  with the original pair.
• Repeat this process until all the cards that can
  be grouped are grouped.
• Dont try to force-fit loner cards.

Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Loner Task
Task
55
Create Header Labels

• Look for a descriptive header that captures the
  unifying idea
• If there is none, create one
• Must be clear to non-participants
• Consider the labels without the tasks - still
  make sense?
• Try to use breakthrough thinking, not the same
  old labels

Descriptive Header
Descriptive Header
Task
Task
Task
Task
Task
Task
Descriptive Header
Descriptive Header
Task
Task
Task
Task
Task
Task
These descriptive headers may become your duties.
56
Almost there

• The header labels, with some minor tweaking, can
  be thought of as job duties.
• The tasks beneath the job duties are the job
  tasks that will feed the training program.
• The next step is to put all of this into what is
  known as an Affinity Diagram.

57
Job
Off-the road Haul Driver
Duty Drive a Heavy Haul Truck
Duty Fuel Up Truck
Duty Find Place to Park
Duty Apply Parking Brake
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Affinity Diagram of the Job, Duties, and
Tasks The first row is completed for you as an
example. The largest box at the top is the job.
The first box in each column is the job duty.
The boxes underneath the job duty are the tasks.
Note that there does not have to be the same
number of tasks under each duty.
58
Import Affinity Diagram content into MindManager
   
Job Duty Task Elements
always leave
 
a way out

work at a safe pace

Look
for
Always scan
hazards
the way you

Over
are traveling
the

road
Operate
report road conditions

Heavy
the
Follow
Haul
Be alert
Heavy
Safety
to unusual
Truck
Haul
Health
noise, smells, feel
truck
guidelines
Driver




maintain 3-Point contact
use seat belt

Sound horn to warn others
Miner

OP4
perform visual safety checks

Obey road signs

Let mechanics know of any problems

Train on equipment you use

Drive defensively

59
Use MindManager to Rate Tasks on the Knowledge
Required to Complete Them
60
Use MindManager to Rate Tasks on the Level of
Skill Required to Complete Them
61
Use MindManager to Rate Tasks on How Difficult
They Are
62
Use MindManager to Rate Tasks on How Important
They Are
63
Use MindManager to Rate How Frequently Tasks Are
Performed
Note that you may have to change the definition
slightly based upon the type of tasks that are
being analyzed. For example, level 1 can be
performed several times during every flight
for tasks dealing with airplane flights.
64
Assign Attributes to TasksUsing MindManager

• Transfer structure and content of the grouped
  information from the Post-it Notes to the
  MindManager software.
• Project the tasks and groupings on the screen and
  have the SMEs review and critique them

• Assign attributes to tasks
• Difficulty (to acquire this skill)
• Importance (impact on mission)
• Frequency (tailored by SMEs)
• Required Knowledge
• Required Skill
• Training Location

Difficulty, Importance Frequency...
65
Writing and Mapping KSA Statements

• Start a discussion about what distinguishes
  successful and unsuccessful people in the job
• Ask the experts to describe what are the
  characteristics of good and poor performers.
• What is the difference between a good and poor
  performer?
• What does the person need to know in order to
  _____(name of task)?
• Think of someone you know who is better than
  anyone else at _____(name of task), What kind of
  KSAs would you want that person to have?
• If you are going to hire someone for no other
  reason that for them to do ____(name of task),
  what kind of KSA would you want that person to
  have?
• Ask the SMEs to write down their responses in 3
  categories Knowledge, Skills, and Abilities
• The recorder should add the SMEs responses to the
  respective list and provide ID numbers to the
  list (may use a spreadsheet)
• Have the SMEs identify the KSAs that relate to a
  specific task
• Tell the SMEs to avoid forcing a KSA into a
  task.

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Identifying Current Job Conditions
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Identifying Current Job Conditions

• Besides of gathering information about what
  people do in their jobs, it is important also to
  consider working conditions and/or issues that
  can affect how well a person can do the job.
  Several types of issues can be impede good
  performance. For example a worker may be well
  trained and highly proficient, however, if the
  tools that are need to do the job are not
  available, the worker will not be able to do
  his/her job well.
• Working conditions can include factors such as
• Knowledge and skill usage.
• Processes.
• Management and administrative practices.
• Personnel interaction and team operation.
• Equipment and facility resources.

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I collect Working Conditions
Information?
How do

• Ask experts to identify the working conditions
  present in their job using the Working
  Conditions Checklist
• Allow a natural discussion of potential issues
  that they encounter in their jobs.
• For each item checked (in the Working Conditions
  Checklist) Instruct them to write down
• The issue
• The impact of the issue
• A recommendation for solution
• Ask the experts to conduct a brief presentation
  of the issues, their impact, and proposed
  solutions.

See Next Slide. You can Tailor the checklist
according to your needs.
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Working Conditions Checklist
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Working Conditions Checklist cont.
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After the workshop

• Thank the participants.
• Tell them what the next steps are.
• Answer any questions they may have.
• Make sure the contact information you have is
  still accurate so you can reach them if needed.

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Appendix A

• Job Task Analysis Tool Guide

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73
Appendix B

• Glossary

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