1. Overview of the Process A Model for Occupational Analysis
Day 1 - Session 1
Overview of the Process
A Model for Occupational Analysis

2. Introduction Summary of Labor market information
The LMI Connect to Occupational Analysis
Overview of Occupational Analysis

3. Workshop Objectives
Upon completion of this workshop, participants be able to:
Explain the procedures required to perform an occupational competency analysis
Contribute as a committee member in an occupational competency analysis

4. WHAT is an Occupational Analysis?
An analysis of an occupation that is intended to identify the major competencies and technical skills and personal competencies needed by expert workers to perform their jobs.

5. WHY an Occupational Analysis?
This approach does two things:
Maximizes input from business and industry
Provides a relevant curriculum base

6. COMPONENTS of the Model
Competency analysis
Competency-based program development

7. The Occupational Competency Analysis – A Fundamental Document
A matrix documenting required competencies of an occupation or work function
This matrix is the result of a 2- to 3-day workshop with expert practitioners
3 levels of analysis take place:
Object and scope of analysis
General areas of competence (GACs)
Tasks/Skills within each GAC
Example:
- Single job
- Job family/category
- Profession
- Business functional area

8. Guiding Principles
Expert practitioners can describe the required competencies for their work function more accurately than anyone else
An effective way to describe a work function is to define the tasks that an expert practitioner performs
In order to be performed correctly, all tasks demand certain knowledge, skills and attitudes

9. The Occupational Competency Analysis
General Areas of Competencies (GACs)
Tasks/Skills

10. Glossary of Terms Professional Competence General Area of Competence
Task
General Competencies

11. General Area of Competence
Glossary of Terms
Demonstrated ability – including knowledge, skills and attitudes – to perform a task successfully according to an established standard
Professional
Competence
General Area of Competence
Task
General Competencies

12. Glossary of Terms Professional Competence General Area of Competence
A major function or responsibility of a particular occupation
Task
General Competencies

13. Glossary of Terms Professional Competence General Area of Competencies
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 time and which, when completed, results in a product, service, or decision. It is something a worker is normally paid to do.
Task
General Competence

14. Glossary of Terms Professional Competence General Area of Competence
Task
The generic skills and attitudes required to perform a task successfully. Can also be described as the generic skills and attitudes related to seeking, obtaining keeping and advancing in an occupation.
General
Competencies

15. Occupational Competency Analysis – Main Outcomes
General Areas of Competence
Professional/Technical Competencies* defined as tasks
General Competencies* defined as generic skills or attitudes
Performance Standards
*includes present and future requirements

16. Uses and Benefits occupational Analysis
Session 2
Uses and Benefits occupational Analysis

17. Occupational Competency Analysis in Education and Training
Curriculum Development
Curriculum Review & Revision
Test Development
Recruitment
Needs Assessment
Achievement Records
Enabling Course or Program Standards
Prior Learning Assessment
Curriculum Articulation

18. Uses of an Occupational Competency Analysis for Other Purposes
Detailed Job Description
Employee Career Path
Interviews and Selection
Recruitment Ads Listing Main Duties
Performance Evaluation Tool
Job Performance Standards
Promoting Employees
Skill Transfer

19. Advantages of Using a Process of Occupational Analysis
Educational Sector
Business & Industry
Provides the foundation for the development and delivery of competency-based education and training (CBET) to meet individual learner needs
Can be used in a range of occupations
Provides a systematic approach to developing and updating training
Provides a vehicle for identifying individual training needs
Provides a vehicle for facilitating and administering individualized training
Ensures a match between curriculum objectives and occupational requirements
Employee involvement and buy-in
Allows for rapid response to economical and technological changes in the workplace
Develops and sustains a cooperative relationship between management, employees and training providers
Can be used in a range of occupations
Provides a systematic approach to developing and updating training programs
Ensures that training/learning activities are associated with company and department needs

20. Preparing For an occupational Analysis
Session 3
Preparing For an occupational Analysis

21. Preparing for an Occupational Competency Analysis
Defining the object of the analysis
Defining the scope of the analysis
Selecting the committee
Selecting a facilitator
Selecting a recorder
Orientating instructors
Selecting a site
Preparing materials and supplies

22. Preparing for an Occupational Competency Analysis
Defining the object of the analysis
Defining the scope of the analysis
Selecting the committee
Selecting a facilitator
Selecting a recorder
Orientating instructors
Selecting a site
Preparing materials and supplies
What occupation, function or position will be analyzed?

23. Preparing for an Occupational Competency Analysis
Defining the object of the analysis
Defining the scope of the analysis
Selecting the committee
Selecting a facilitator
Selecting a recorder
Orientating instructors
Selecting 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?

24. Preparing for an Occupational Competency Analysis
Defining the object of the analysis
Defining the scope of the analysis
Selecting the committee
Selecting a facilitator
Selecting a recorder
Orientating instructors
Selecting 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)

25. Preparing for an Occupational Competency Analysis
Defining the object of the analysis
Defining the scope of the analysis
Selecting the committee
Selecting a facilitator
Selecting a recorder
Orientating instructors
Selecting 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

26. Preparing for an Occupational Competency Analysis
Defining the object of the analysis
Defining the scope of the analysis
Selecting the committee
Selecting a facilitator
Selecting a recorder
Orientating instructors
Selecting 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

27. Preparing for an Occupational Competency Analysis
Defining the object of the analysis
Defining the scope of the analysis
Selecting the committee
Selecting a facilitator
Selecting a recorder
Orientating instructors
Selecting 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)

28. Preparing for an Occupational Competency Analysis
Defining the object of the analysis
Defining the scope of the analysis
Selecting the committee
Selecting a facilitator
Selecting a recorder
Orientating instructors
Selecting 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

29. Preparing for an Occupational Competency Analysis
Defining the object of the analysis
Defining the scope of the analysis
Selecting the committee
Selecting a facilitator
Selecting a recorder
Orientating instructors
Selecting a site
Preparing materials and supplies
The site should have these characteristics:
Large enough for 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

30. The Site Visual
Source: Preparing to Prepare Programs and Courses for Delivery, January 20016, Ursula Osteneck, SIAST Woodland Campus.

31. Preparing for an Occupational Competency Analysis
Defining the object of the analysis
Defining the scope of the analysis
Selecting the committee
Selecting a facilitator
Selecting a recorder
Orientating instructors
Selecting 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

32. Conducting an occupational Analysis
Session 4
Conducting an occupational Analysis

33. Conducting an Occupational Competency Analysis
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional Steps

34. Conducting an Occupational Competency Analysis
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional 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

35. Conducting an Occupational Competency Analysis
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional 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

36. Conducting an Occupational Competency Analysis
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional Steps
Methodology: Occupational Competency Analysis
Definition of “Occupational Competency Analysis”
A few words on the history and origin of Occupational Competency Analysis

37. Conducting an Occupational Competency Analysis
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional 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)

38. Conducting an Occupational Competency Analysis
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional Steps
Roles
Expert practitioners – content experts
Facilitator – process expert
Recorder – facilitator’s assistant
Observers – observe the process; do NOT participate

39. Recommended Room Arrangement for Occupational Analysis Workshop
Source: Preparing to Prepare Programs and Courses for Delivery, January 20016, Ursula Osteneck, SIAST Woodland Campus.

40. Conducting an Occupational Competency Analysis
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional 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!)

41. Conducting an Occupational Competency Analysis
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional Steps
Housekeeping Matters
Workshop agenda (make sure to set a starting time and end time for each day)
Breaks
Lunches
Washrooms
Emergency exits

42. Conducting an Occupational Competency Analysis
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional 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 minutes.
Use communication/visual aids
Assist client/sponsor in the preparation of the opening statement

43. Conducting an Occupational Competency Analysis
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional 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

44. Conducting an occupational Analysis continued
Day 2 - Session 1
Conducting an occupational Analysis continued

45. Conducting an Occupational Competency Analysis
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional 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

46. Conducting an Occupational Competency Analysis
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional Steps
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
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

47. Conducting an occupational Analysis continued
Session 2
Conducting an occupational Analysis continued

48. Conducting an Occupational Competency Analysis
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
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional 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

49. Conducting an Occupational Competency Analysis
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
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional 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...)

50. Conducting an Occupational Competency Analysis
Problems which may interfere with chart development include:
Participants who are authoritative or controlling
Participants who believe that knowledge leads directly to experience
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional 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

51. Conducting an occupational Analysis continued
Session 3
Conducting an occupational Analysis continued

52. Conducting an Occupational Competency Analysis
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)
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional 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?

53. Conducting an Occupational Competency Analysis
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
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional Steps
Reread each statement within each GAC and invite any committee member to intervene if s/he feels that the statement is unclear or redundant
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

54. Conducting an Occupational Competency Analysis
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
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional Steps
Sequencing of the GACs is performed by the committee under the guidance of the facilitator
(cont’d…)

55. Conducting an Occupational Competency Analysis
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional Steps
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
The decisions made by each subgroup are usually NOT reviewed by the committee

56. Conducting an occupational Analysis continued
Session 4
Conducting an occupational Analysis continued

57. Conducting an Occupational Competency Analysis
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Optional 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

58. Conducting an Occupational Competency Analysis
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify 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

59. Conducting an Occupational Competency Analysis
Committee Orientation
Review Object and Scope of Analysis
Identify General Areas of Competencies (GACs)
Identify Tasks/Skills
Review
Sequencing
Title
Rating Scale: 4
Can perform this task satisfactorily and can lead others in performing it 3
Can perform this task satisfactorily without assistance and/or supervision 2
Can perform this task satisfactorily but requires periodic assistance and/or supervision 1
Can perform some parts of this task satisfactorily but requires assistance and/or supervision to perform the entire task

60. Summary

61. Next Steps

62. Thank you