ERIC ED386557: Job Profiling Guide. Results of 1995 Job Profiling Part of the Ohio Vocational Competency Assessment (OCVA) Package.

48 Pages·1995·1.6 MB·English

by  ERIC

DOCUMENT RESUME
CE 069 779
ED 386 557
Profiling
Job Profiling Guide. Results of 1995 Job
TITLE
Assessment
Part of the Ohio Vocational Competency
(OCVA) Package.
Instructional
Ohio State Univ., Columbus. Vocational
INSTITUTION
Materials Lab.
95
PUB DATE
48p.; For the 1994 guide, see ED 375 286.
NOTE
Vocational Instructional Materials Lab, Center on
AVAILABLE FROM
Education and Training for Employment, 1900 Kenny
JPG:
Road, Columbus, OH 43210-1090 (order no.
$4.50).
Non-Classroom Use (055)
Guides
PUB TYPE
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EDRS PRICE
Allied
Adult Education; Agricultural Occupations;
DESCRIPTORS
Skills;
Health Occupations; Auto Mechanics; Basic
Arts;
Carpentry; Competence; Entry Workers; Graphic
*Job Skills; Occupational Home Economics;
*Occupational Information; Office Occupations;
Postsecondary Education; *Profiles; Secondary
Education; Statewide Planning; Student Evaluation;
*Vocational Education
*Ohio
IDENTIFIERS
ABSTRACT
profiling
This document presents results of job
Competency
workshops conducted as part of the Ohio Vocational
describes how
Assessment (OVCA) program. The first section
community
representatives of business, industry, labor, and
by entry-level
organizations identified academic skill levels needed
Occupational
workers in the occupational areas covered by the
the two assessment
Competency Analysis Profiles (OCAPs). It discusses
which assesses students'
components of the OVCA package: the OCAP,
students' ap?lied
occupational skills, and Work Keys, which measure
skills needed to
academic skills. The second section describes the
academic skills:
achieve each level for each of the seven Work Keys
for information,
applied mathematics, locating information, reading
The third
applied technology, listening, writing, and teamwork.
profiling for 39
section provides results of the 1994-1995 job
represent
occupations. For every occupational area, shaded graphs
shows the range of levels
each Work Keys academic skill. Each graph
the academic skill
for that particular skill; the shading represents
occupation, as
level requircd by an entry-level worker in that
profiling results
determined by the job profiling committee. A job
(YLB)
summary chart is provided.
*************,:,A****************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
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Results of 1995 Job Profiling
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
ED
ATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
Part of the Ohio Vocational
received from the person or organization
originating it.
0 Minor changes have been made to
improve reproduction quality.
Competency Assessment
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
(OVCA) Package
ii
VOCATIONAL
,NA
.
'thb
sNaAst,
.
COMPETENCY
"PERMISSION TO REPRODUCE THIS
ASSESSMENT
MATERIAL HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES A
INFORMATION CENTER (ERIC)."
71.WW
Support System for Credentialling
Ohioili Skilled Workforce
2
BEST COPY AVAILABLE
Job Profiling Guide
Results of 1995 Job Profiling
Columbus, Ohio
Vocational Instructional Materials Laboratory
University, 1900 Kenny Road,
The Vocational Instructional Materials Laboratory, The Ohio State
Columbus, Ohio 43210
rights reserved.
© 1995 by the Vocational Instructional Materials Laboratory. All
Work Keys Score Interpretation
Sections of this manual are reproduced with permission from the
Guide, © 1994 by American College Testing (ACT).
Contents
The Purpose of Job Profiling
1
OVCAWhat Is It?
1
2
Job ProfilingHow it Works
3
Levels of Work Keys Defined
3
Applied Mathematics
4
Locating Information
5
Reading for Information
6
Applied Technology
7 -
Listening
8
Writing
8
Teamwork
10
Results of 1994/1995 Job Profiling
11
Accounting
1
Administrative/Office Technology
12
Agricultural/Industrial Mechanical Technician
12
Agricultural Production
13
Agricultural Products Processing
13
Agricultural Sales and Service
14
Auto Collision Technician
14
Auto Mechanics
15
Building and Property Maintenance
15
Business Administration and Management
16
Business Information Systems
16
Carpentry
17
Commercial Aft
17
Commercial Photography
18
Criminal Justice
18
Dental Assistant
19
Diesel Mechanics
19
Drafting
20
Early Childhood Education and Care
20
Electrical Trades
21
Electronics
21
Entertainment Marketing
22
Environmental Management
22
Food Management, Production, and Services
23
General Marketing
23
Graphic Communications
24
Heating, Ventilation, Air-Conditioning, and Refrigeration
24
Horticulture
25
Hospitality and Facility Care Services
25
industrial Maintenance
26
Marketing Management
26
Masonry
27
Medical Assistant
27
Natural Resources
28
Nurse Aide
28
Power Equipment Technology
29
Precision Machine Technologies
29
Travel and Tourism Marketing
30
Welding
31
Job Profiling Results Summary Chart
33
Job Profiling Participants
6
The Purpose of Job Profiling
of the Job Profiling process is
Developed by American College Testing (ACT), the purpose
according to business and industry, students
to identify the level of applied academic skills that,
occupation of choice. The results of Job
must master to qualify for and be successful in their
toward their students' needs.
Profile "leveling" can help teachers to better target instruction
(OVCA) program, the Vocational
As part of the Ohio Vocational Competency Assessment
State University has conducted Job
Instructional Materials Laboratory (VIML) at The Ohio
industry, labor, and community
Profiling workshops in which representatives of business,
by entry-level workers in the
organizations identified the academic skill levels needed
Competency Analysis Profiles (OCAPs). The
occupational areas covered by the Occupational
spring 1995, was sponsored by the Ohio
Job Profiling, which was carried out in fall 1994 and
Adult Education.
Department of Education, Division of Vocational and
OVCAWhat Is It?
OVCA) package consists of two
The Ohio Vocational Competency Assesment (or
Together they measure entry-level
assessment components: OCAP and Work Keys.
OVCA items are criterion-referenced, use a
occupational, academic, and employability skills. All
traditional.paper-and-pencil method. The
multiple-choice format, and are administered using a
OVCA is designed to do the following:
passport credentialing
Provide one dimension of a multi-assessment strategy for career
academic; and
Evaluate learner readiness for jobs requiring specific occupational,
employability skills
Assist educators in curriculum development
with regulations in the Carl D.
Provide state-aggregated learning gain scores to comply
Perkins Vocational and Applied Technology Act of 1992
students in occupational skills
OCAP. The OCAP component of OVCA assesses
Assessment is based on the core
employment requirementsin a particular occupational area.
each multiple-choice assessment item is
competencies identified through the OCAP process, and
correlated to those essential competencies.
1
Work Keys. The Work Keys component, developed by ACT, measures students' applied
academic skills. All OVCA packages contain two Work Keys assessments:
Lip, and solve math
Applied Mathematics measures students' ability to analyze, set
problems typically found in the workplace.
Locating Information measures students' ability to use graphic documents to insert, extract,
and apply information.
In addition, certain taxonomies will use the following Work Keys assessments:
Reading for Information will be used 6y Business, Marketing, Home Economics, Health
Education, and Cosmetology taxonomies.
Applied Technology will be used by Trade and Industrial and Agricultural Education
taxonomies.
Other optional Work Keys assessments, hot included in the basic OVCA package, are
Teamwork, Listening, and Writing.
Each Work Keys assessment is further brOken down into four to five levels of achievement,
levels
with higher numbers indicating higher achievement in the assessed skill (descriptions of the
Job
for each Work Keys assessment are provided on pages 3-9). For each academic skill, the
Profiling process identifies the level required for successful entry into an occupational area.
Job Profiling How It Worki
VIML's Job Profiling process was initiated by mailing surveys to current workers in OCAP
occupations all across Ohio. The survey's purpose: to have actual workers in specific
is, the amount
occupations rate job tasks according to each task's frequency and criticalitythat
of time spent performing each task relative to other tasks and the importance of each task to
overall job performance.
To complete the survey, participants examined OCAP competencies for their occupation.
each
Based on the survey's results, VIML staff produced a list of the most critical competencies in
occupation.
The next stage of Job Profiling was to convene committees of subject-matter experts to
perform "levdling," which involved the following tasks:
Examining the frequency and criticality competency lists for an occupation
Reviewing the levels associated with each of the seven Work Keys academic skills:
Locating Information, Reading for Information, Applied Mathematics, Applied Technology,
Listening, Writing, and Teamwork
Identifying the level of skill students must master relative to each Work Keys academic skill
in order to successfully perform the occupational competencies
Finally, in 1995, the initial leveling of Work Keys academic skills for the occupational areas
update the OCAPs.
were revalidated by a new panel of expert workers convened to
2
Levels of Work Keys Defined
Work Keys academic
This section describes the skills needed to achieve each level for each
skill.
Applied Mathematics
reasoning to work-related
Applied Mathematics measures skill in applying mathematical
With Level 3 being the least coMplex
problems. There are five levels of complexity, 3 through 7,
each other, each incorporating the skills
and Level 7 being the most complex. The levels build on
at the preceding levels.
Level 3
multiplication, and division) and
Perform basic mathematical operations (addition, subtraction,
decimals, or
conversions from one form to another, using whole numbers, fractions,
percentages.
Translate simple verbal problems into mathematical equations.
including those with
Directly apply logical information provided to solve problems,
measurements and dollars and cents.
Level 4
multiplication)
Perform one or two mathematical operations (such as addition, subtraction, or
(Division of negative numbers is not covered
on se.,eral positive or negative numbers.
until Level 5.)
1/2, .75, 25%) or add three
Add commonly known fractions, deoimals, or percentages (e.g.,
fractions that share a common denominator.
whole numbers and
Calculate averages, simple ratios, proportions, and rates, using
decimals.
Reorder verbal information before performing calculations.
problem.
Read simple charts or graphs to obtain information needed to solve a
Level 5
English or non-English measurement
Look up and calculate single-step conversions within
meters) or between
systems (e.g., converting ounces to pounds or centimeters to
measurement systems (e.g., converting centimeters to inches).
Make calculations using mixed units (e.g., hours and minutes).
find a solution.
Determine what information, calculations, and unit conversions are needed to
3
Level 6
Calculate using negative numbers, fractions, ratios, percentages, mixed numbers, and
formulas.
Identify and correct errors in calculations.
Translate complex verbal problems into mathematical expressions, using considerable
setup and multiple-step calculations or conversions.
Level 7
Solve problems requiring multiple steps of logic and calculation.
Solve problems involving more than one unknown, nonlinear functions (e.g., rate of
change), and applications of basic statistical concepts (e.g., error of measurement).
Locate errors in multiple-step calculations.
Solve problems with unusual content or format, or with incomplete or implicit information.
Locating Information
Locating Information measures skill in using information taken from workplace graphics such as
diagrams, blueprints, floor plans, tables, forms, graphs, charts, and instrument gauges. There are
four levels of complexity, 3 through 6, Nvith Level 3 being the least complex and Level 6 being the
most complex. The levels build on each other, each incorporating the skills at the preceding
levels.
Level 3
Find one or two pieces of information in elementary workplace graphics, such as simple
order forms, bar graphs, tables, flowcharts, and floor plans.
Fill in one or two pieces of information that are missing from elementary workplace graphics.
Level 4
Find several pieces of information in straightforward workplace graphics, such as basic order
forms, line graphs, tables, instrument gauges, maps, flowcharts, and diagrams.
Summarize and/or compare information and trends in a single straightforward graphic.
Summarize and/or compare information and trends among more than one straightforward
workplace graphic, such as a bar chart and a data table showing related information.
Level 5
Summarize and/or compare information and trends in single complicated workplace graphics,
such as detailed forms, tables, graphs, maps, instrument gauges, and diagrams.
Summarize and/or compare information and trends among more than one complicated
workplace graphic, such as a bar chart and a data table showing related information.
Level 6
Make decisions, draw conclusions, and/or apply information to new situations using several
related and complex workplace graphics that contain a great amount of information or have
challenging presentations (e.g., very detailed graphs, charts, tables, forms, maps,
blueprints, diagrams).
4