Ohio 4-H Occupational Analysis

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Ohio 4-H Occupational Analysis

• identify general areas of responsibility
• orientation
• identify specific tasks performed
• review and define task and duty statements
• sequence task and duty statements
• identify entry-level and advanced level tasks

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Orientation of committee

• Welcome
• review schedule/agenda
• Define DACUM
• Goals and outcomes
• operational guidelines
• the grahphical representation of a Dacum chart
• key terms
• duties
• tasks
• steps

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Task Statements

• reflect a meaningful unit of work
• contain an action verb and an object that
  receives the action
• may contain one or more relevent qualifiers but
  omit qualifiers such as effeciently and
  effectively
• are explecit, precise and stand alone
• avoid refereneces to knowledge and attitudes
  needed
• avoid references to tools and equipment that
  merely support task performance

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Activity HomeMaker

• identify 4-5 duties
• identify tasks of one of these duties
• practice developing task statements
• sequence

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Duties

• an arbitrary grouping of related tasks
• usually 8-12 per job

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Tasks

• specific observable units of work
• usually 6-30 per duty and 50-200 per job

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Steps

• specific elements or activities required to
  perform a task
• at least two or more per task

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Job TASKS

• have a definite beginning and ending point
• can be performed over a short period of time
• can be performed independent of other work
• consist of two or more steps
• can be observed and measured
• result in a product, service, or decision

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Guidelines for Developing Task Statements

• Receiving information from others is not a task
• attending meetings or conferences are not tasks
• meet with district director, support team , or
  advisory committee are not tasks
• Avoid multiple verbs in task statement unless
  several actions are always performed together
• Avoid verbs that are indefinite in their meaning
  
• Work with, Be responsible for, Handle...
• Determine what is actually being done when the
  activity occurs.

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• Do not include unnecessary words such as
  effectively, carefully, or appropriately.
• Qualifiers should be used whenever necessary to
  clarify the meaning of the task
• Repetition of verbs is acceptable. It is not
  necessary to find new verbs for the sake of
  style.
• Short words are preferable to long words or
  expressions
• avoid the use of etc
• include only one task in a single statement

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Operational Guidelines

• everyone participates equally
• share ideas freely
• hitch-hike on each others ideas
• provide constructive suggestions rather than
  negative criticisms
• all task statements are carefully considered
• do not use references
• observers can not participated
• all statements must begin with an action verb and
  reflect an observable performance

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Unwritten stem of task statements

• The 4-H professional must be able to...........

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Dacum Philosophy

• Succesful/expert employees are better able to
  describe and define their occupation than anyone
  else
• All jobs can be described in terms of the tasks
  successful employees perform
• all job tasks have direct implications for the
  knowledge, skills, and attitudes that workers
  must have in order to perform the tasks correctly

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What is DACUM

• an approach to occupational (job) analysis
• used extensively in Canada
• used by many secondary schools in the US
• Found to be
• accurate
• effective
• quick
• low cost

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D A C U M

• Developing
• A
• Curriculum

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Components of a Task Statement

• Verb Must be first person singular, active
  voice.
• select, prepare, maintain, direct, organize,
  produce
• Object The object is the thing acted upon by
  the worker
• reports, enrollment, registrations, equipment,
• Qualifier Are words or phrases used to limit or
  modify the task statement.
• ....trouble shooting....., .......hands-on-teachi
  ng......,.....learn-by-doing.....

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Examples of parts of a task statement

• Prepare budgets
• (verb) (object)
• Maintain member records
• (verb) (qualifier) (object)
• Teach 4-H volunteers using research based
  information
• (verb) (object) (qualifier)

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Roles Each of us play

• DACUM Committee
• your the experts
• you disuss as a group and seek consensus
• final decision is yours

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Facilitator

• guides the discussion
• asks thought provoking questions
• seeks consensus
• does not share ideas or values
• sets the pace
• minds the clock

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Recorder

• records only what the group has agreed upon
• places in print the duties and task statements
• clarifies wording through the facilitator
• mounts the tasks in front of the room.