1. 1 PA Community on Transition: Career Assessment Practice Group PowerPoint Job Analysis as the First Step of Community Based Assessments

2. 2 PA Community on Transition: Career Assessment Practice Group PowerPoint The purpose of the Career Assessment Practice Group and this supporting PowerPoint and the is to deepen our understanding of the assessment process and promote and share effective ongoing assessment practices and lead to enhanced post school outcomes of transitioning youth. For additional information, please contact Stacie Dojonovic, Group Leader from Pittsburgh Public Schools, at staciedj@yahoo.com. For additional information, please contact Stacie Dojonovic, Group Leader from Pittsburgh Public Schools, at staciedj@yahoo.com.

3. 3 Join the Career Assessment Practice Group Please expand your learning and dialogue with other transition stakeholders interested in career assessment. Also, obtain supporting resources and share your tools and strategies. Please expand your learning and dialogue with other transition stakeholders interested in career assessment. Also, obtain supporting resources and share your tools and strategies. To connect to this work, participate in the www.sharedwork.org interactive website (see instructions on following page). To connect to this work, participate in the www.sharedwork.org interactive website (see instructions on following page). www.sharedwork.org

4. 4 Join the Career Assessment Practice Group To access the site, please follow these simple instructions: To access the site, please follow these simple instructions: –Visit www.sharedwork.org; Click on the national community of practice on transition www.sharedwork.org –Take a minute to register (complete requested information) –When in the site, in the left column, click on Pennsylvania –Click on Career Assessment –Click on the button on the top right to “Join this Mailing List” (this will allow us to email one another directly from the site) –Review the information and respond to the discussion thread –Visit weekly!

5. 5 Accessing Resources on www.sharedwork.org www.sharedwork.org Visit www.sharedwork.org Visit www.sharedwork.orgwww.sharedwork.org Click on the national community of practice on transition Click on the national community of practice on transition Take a minute to register (complete requested information) Take a minute to register (complete requested information) When in the site, in the left column, click on Pennsylvania When in the site, in the left column, click on Pennsylvania Click on Career Assessment Click on Career Assessment Click on the button on the top right to “Join this Mailing List” (this will allow us to email one another directly from the site) Click on the button on the top right to “Join this Mailing List” (this will allow us to email one another directly from the site) Review the information and respond to the discussion thread Review the information and respond to the discussion thread Visit weekly! Visit weekly!

6. 6 Job Analysis Job Analysis as the First Step of Community Based Assessments

7. 7 First Things First! How do you write a job description? How do you write a job description? How do you train and prepare your youth? How do you train and prepare your youth? How do you match and place your youth in employment? How do you match and place your youth in employment? How do you write IEP goals? How do you write IEP goals? How do you assess progress on the worksite? How do you assess progress on the worksite? How do you determine necessary accommodations for your youth to be successful? How do you determine necessary accommodations for your youth to be successful?

8. 8 What is Job Analysis? Job analysis is the process of systematically identifying the responsibilities, activities, and tasks performed in specific jobs and then identifying the required knowledge, skills, and abilities employees need for successful job performance. Job analysis is the process of systematically identifying the responsibilities, activities, and tasks performed in specific jobs and then identifying the required knowledge, skills, and abilities employees need for successful job performance. A job analysis describes the job, not the person who fills it.

9. 9 The focus is the Job! The Job; not the person An important concept of Job Analysis is that the analysis is conducted of the Job, not the person. While Job Analysis data may be collected from incumbents through interviews or questionnaires, the product of the analysis is a description or specifications of the job, not a description of the person. The Job; not the person An important concept of Job Analysis is that the analysis is conducted of the Job, not the person. While Job Analysis data may be collected from incumbents through interviews or questionnaires, the product of the analysis is a description or specifications of the job, not a description of the person.

10. 10 Methods of Job Analysis Interviews (Existing staff, supervisors) Interviews (Existing staff, supervisors) Expert panels Expert panels Structured questionnaires Structured questionnaires Task inventories Task inventories Check lists Check lists Open-ended questionnaires Open-ended questionnaires Observation Observation Work logs Work logs

11. 11 What Aspects of a Job are Analyzed? Duties and Tasks – –The basic unit of a job is the performance of specific tasks and duties. Information to be collected about these items may include: frequency, duration, effort, skill, complexity, equipment, standards, etc. Environment – –This may have a significant impact on the physical requirements to be able to perform a job. The work environment may include unpleasant conditions such as offensive odors and temperature extremes. There may also be definite risks to the young person such as noxious fumes, radioactive substances, hostile and aggressive people, and dangerous explosives.

12. 12 What Aspects of a Job are Analyzed? (cont’d) Tools and Equipment – –Some duties and tasks are performed using specific equipment and tools. Equipment may include protective clothing. These items need to be specified in a Job Analysis. Relationships – –Supervision given and received. Relationships with internal or external people. Requirements – –The knowledge, skills, and abilities (KSA's) required to perform the job.

13. 13 Sample Information to be Gathered List of tasks List of tasks List of decisions made List of decisions made Indication of results if decisions are not made properly Indication of results if decisions are not made properly Amount of supervision received Amount of supervision received Supervision exercised Supervision exercised Kind of personnel supervised Kind of personnel supervised Diversity of functions performed by supervised staff Diversity of functions performed by supervised staff Interactions with other staff Interactions with other staff Physical conditions Physical conditions Physical requirements Physical requirements Customer service skills Customer service skills

14. 14 Sample Information to be Gathered (cont’d) Software used Software used Programming language used computer platform used Programming language used computer platform used Interpersonal contacts with outsiders (customers) Interpersonal contacts with outsiders (customers) Interpersonal persuasive skills or sales skills Interpersonal persuasive skills or sales skills Amounts of mental or physical stress Amounts of mental or physical stress Necessity to work as a team member Necessity to work as a team member Needed contributions to a work group Needed contributions to a work group Authority or judgment exercised Authority or judgment exercised

15. 15 Determine the Purpose of the Job What are the particular contributions of the job toward the accomplishment of the overall objective of the unit or organization? What are the particular contributions of the job toward the accomplishment of the overall objective of the unit or organization? All JA contain Essential Functions, Job Setting and Worker Qualifications. All JA contain Essential Functions, Job Setting and Worker Qualifications.

16. 16 Essential Functions What three or four activities actually constitute the job? Is each really necessary? (For example a secretary types, files, answers the phone, takes dictation.) What three or four activities actually constitute the job? Is each really necessary? (For example a secretary types, files, answers the phone, takes dictation.) What is the relationship between each task? Is there a special sequence which the tasks must follow? What is the relationship between each task? Is there a special sequence which the tasks must follow? Do the tasks necessitate sitting, standing, crawling, walking, climbing, running, stooping, kneeling, lifting, carrying, digging, writing, operating, pushing, pulling, fingering, talking, listening, interpreting, analyzing, seeing, coordinating, etc.? Do the tasks necessitate sitting, standing, crawling, walking, climbing, running, stooping, kneeling, lifting, carrying, digging, writing, operating, pushing, pulling, fingering, talking, listening, interpreting, analyzing, seeing, coordinating, etc.?

17. 17 Essential Functions How many other employees are available to perform the job function? Can the performance of that job function be distributed among any other employees? How many other employees are available to perform the job function? Can the performance of that job function be distributed among any other employees? How much time is spent on the job performing each particular function? Are the tasks performed less frequently as important to success as those done more frequently? How much time is spent on the job performing each particular function? Are the tasks performed less frequently as important to success as those done more frequently? Would removing a function fundamentally alter the job? Would removing a function fundamentally alter the job? What happens if a task is not completed on time? What happens if a task is not completed on time?

18. 18 Job Setting Location Location –Where are the essential functions of the job carried out? Organization Organization –How is the work organized for maximum safety and efficiency? How do workers obtain necessary equipment and materials? Movement Movement –What movement is required of employees to accomplish the essential functions of the job? Conditions Conditions –What are the physical conditions of the job setting (hot, cold, damp, inside, outside, underground, wet, humid, dry, air- conditioned, dirty, greasy, noisy, sudden temperature changes, etc.)? What are the social conditions of the job (works alone, works around others, works with the public, works under close supervision, works under minimal supervision, works under deadlines, etc.)?

19. 19 Worker Qualifications What are the physical requirements (lifting, driving, cleaning, etc.)? What are the physical requirements (lifting, driving, cleaning, etc.)? What are the general skills needed for the job (ability to read, write, add, etc.)? What are the general skills needed for the job (ability to read, write, add, etc.)? What specific training is necessary? Can it be obtained on the job? What specific training is necessary? Can it be obtained on the job? What previous experience, if any, can replace or be substituted for the specific training requirements? What previous experience, if any, can replace or be substituted for the specific training requirements?

20. 20 Time to Complete a Job Analysis! On the PA Community on Transition Career Assessment Practice Group page at www.sharedwork.org in the Repository, in the Job Analysis Folder, download and print the Job Analysis Form www.sharedwork.org

21. 21 Job Analysis: Developed by Pittsburgh Public Schools/ University of Pittsburgh School of Health and Rehabilitation Sciences General Information, p.1 General Information, p.1 Essential Functions of the Job, p.1 Essential Functions of the Job, p.1

22. 22 Job Analysis (cont’d) Job Duties and tasks, p.2-6 Job Duties and tasks, p.2-6 –Appearance Requirements, p. 2 –Physical Demands, p. 2 –Technical Skills,p. 3 –Cognitive Requirements, p.4 –Social Skills, p.4 & 5 –Environmental Conditions, p. 5 & 6

23. 23 Job Analysis (cont’d) Educational Requirements of the Job, p. 7 Educational Requirements of the Job, p. 7 Previous Experience and Training, p.7 Previous Experience and Training, p.7 Qualifications and Training, p.8 & 9 Qualifications and Training, p.8 & 9 Post Hire Training, p. 10 Post Hire Training, p. 10 Supervisory Relationship, p. 10 Supervisory Relationship, p. 10 Disagreeable Conditions, p. 11 & 12 Disagreeable Conditions, p. 11 & 12 –Safety Measures p. 12

24. 24 How to Use the Job Analysis Training Agreements Training Agreements Write current and accurate position descriptions. Position descriptions should be updated on a regular basis and a job analysis done if any factors outlined above have to be altered. Write current and accurate position descriptions. Position descriptions should be updated on a regular basis and a job analysis done if any factors outlined above have to be altered. Perform objective progress monitoring of youth’s performance. Perform objective progress monitoring of youth’s performance. Determine if accommodations can assist your young person to perform the job. Determine if accommodations can assist your young person to perform the job.

25. 25 How to Use the Job Analysis (cont’d) Identify a qualified youth for a job Identify a qualified youth for a job Match demands with interests/aptitudes Match demands with interests/aptitudes Prepare and train the youth for the job Prepare and train the youth for the job Provide support to the youth on the job, insuring job maintenance Provide support to the youth on the job, insuring job maintenance

26. 26 Job Analysis or Magic 8 Ball? Without Job Analysis matching youth and young adults to jobs is tenuous at best! Without Job Analysis matching youth and young adults to jobs is tenuous at best!

27. 27 Food for Thought: Job Analysis Who conducts your job analysis? Who conducts your job analysis? If agencies are performing job placement and coaching are they providing a job analysis? If agencies are performing job placement and coaching are they providing a job analysis?

28. 28 Join the Career Assessment Practice Group Please expand your learning and dialogue with other transition stakeholders interested in career assessment. Also, obtain supporting resources and share your tools and strategies. Please expand your learning and dialogue with other transition stakeholders interested in career assessment. Also, obtain supporting resources and share your tools and strategies. To connect to this work, participate in the www.sharedwork.org interactive website (see instructions on following page). To connect to this work, participate in the www.sharedwork.org interactive website (see instructions on following page). www.sharedwork.org

29. 29 Join the Career Assessment Practice Group To access the site, please follow these simple instructions: To access the site, please follow these simple instructions: –Visit www.sharedwork.org; Click on the national community of practice on transition www.sharedwork.org –Take a minute to register (complete requested information) –When in the site, in the left column, click on Pennsylvania –Click on Career Assessment –Click on the button on the top right to “Join this Mailing List” (this will allow us to email one another directly from the site) –Review the information and respond to the discussion thread –Visit weekly!

30. 30 References Career Assessment: The Ongoing Journey (LeConte 2006): http://sharedwork.org/documents/CATheOngoingJourney1.ppt Career Assessment: The Ongoing Journey (LeConte 2006): http://sharedwork.org/documents/CATheOngoingJourney1.ppt http://sharedwork.org/documents/CATheOngoingJourney1.ppt A Guide to Functional Vocational Evaluation: http://www.seattleu.edu/ccts/func_eval/index.asp. A Guide to Functional Vocational Evaluation: http://www.seattleu.edu/ccts/func_eval/index.asp. http://www.seattleu.edu/ccts/func_eval/index.asp Position Paper of the Interdisciplinary Council on Vocational Evaluation and Assessment by Smith F., Lombard R., Neubert D., Leconte P., Rothernbacher C., & Sitlington, P. For additional information, please visit http://www.vecap.org/council-t.html. Position Paper of the Interdisciplinary Council on Vocational Evaluation and Assessment by Smith F., Lombard R., Neubert D., Leconte P., Rothernbacher C., & Sitlington, P. For additional information, please visit http://www.vecap.org/council-t.html. http://www.vecap.org/council-t.html Additional tools developed by local transition teams in Pennsylvania, which can found on the Career Assessment Practice Group page of the PA Community on Transition shared work website, located at http://www.sharedwork.org/section.cfm?ms=5&ms2=44&as=14 3&ShowAll=0&ShowFolder=612#Repository. Additional tools developed by local transition teams in Pennsylvania, which can found on the Career Assessment Practice Group page of the PA Community on Transition shared work website, located at http://www.sharedwork.org/section.cfm?ms=5&ms2=44&as=14 3&ShowAll=0&ShowFolder=612#Repository. http://www.sharedwork.org/section.cfm?ms=5&ms2=44&as=14 3&ShowAll=0&ShowFolder=612#Repository http://www.sharedwork.org/section.cfm?ms=5&ms2=44&as=14 3&ShowAll=0&ShowFolder=612#Repository