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JOFI 451 FARM FISH Z1 Draft, 9/1/2020 Talent SCM Systems ® Talxcellenz Job Analysis O*NET-Based Confirmatory Job Analysis Process Current Logo Tagline Update Option 1a Talent SCM Systems Tagline Update Option 1b Talent SCM Systems HireReach Tagline Update Option 1c JOFI Assessments JOFI 451 FARM FISH Z1 Draft, 9/1/2020 Talent SCM Systems Copyright © 2020 by Metrics Reporting, Inc. | www.metricsreporting.com Talxcellenz® Job Analysis O*NET-Based Confirmatory Job Analysis Process Job Analysis Report for: JOFI 451 FARM FISH Z1 Job analysis is a set of procedures used to identify the content of a job in terms of the activities involved in the work, the competencies of the individuals that do the job, and the job requirements needed to perform the work activities. Job analysis research was conducted to identify the occupational competencies, foundational competencies, career interests, and credentials related to this job. The research was reviewed with subject matter experts (SMEs) to edit and confirm the accuracy of the information for this report. Competency Model Occupational Occupational competencies are the things that an individual needs Competencies to know and be able to do to perform the job. Foundational Foundational competencies are the underlying skills, abilities, and Competencies behaviors that enable an individual to perform the job. The competency model above identifies the two major categories of competencies. Detailed occupational information for these two categories was gathered from the O*NET at: www.onetonline.org. Importance Level Top 15 Occupational Competencies Rating Rating 1 Handling and Moving Objects 75 71 2 Controlling Machines and Processes 71 56 3 Identifying Objects, Actions, and Events 68 52 4 Getting Information 66 39 5 Operating Vehicles, Mechanized Devices, or Equipment 66 53 6 Performing General Physical Activities 66 56 7 Communicating with Supervisors, Peers, or Subordinates 63 46 8 Inspecting Equipment, Structures, or Material 61 43 9 Monitor Processes, Materials, or Surroundings 60 47 10 Establishing and Maintaining Interpersonal Relationships 58 52 11 Repairing and Maintaining Mechanical Equipment 54 41 12 Evaluating Information to Determine Compliance with Standards 52 35 13 Judging the Qualities of Things, Services, or People 49 39 14 Making Decisions and Solving Problems 47 43 15 Information 47 37 The occupational competencies above are generalized occupational competencies based on the O*NET Generalized Work Activities (GWAs). The Importance Ratings and Level Ratings for this job family are averages of the ratings of the O*NET occupations listed in Appendix C. These ratings are on a scale of 0 to 100. Supporting details for the Occupational Competencies list can be found in Appendix D. Page 2 of 4 Talxcellenz® Job Analysis O*NET-Based Confirmatory Job Analysis Process Importance Level Top 15 Foundational Competencies Rating Rating 1 Responsibility 68 ~ 2 Adaptability 61 ~ 3 Control Movements 60 50 4 Achievement 59 ~ 5 Teamwork 57 ~ 6 Vision 54 41 7 Decisive 52 ~ 8 Fine Manipulation 52 39 9 Strength 50 45 1 0 Listening 49 38 1 1 Speaking 47 38 1 2 Reasoning 47 38 1 3 Ingenuity 46 ~ 1 4 Information Skills 45 31 1 5 Reaction & Speed 44 37 The foundational competencies above are based on the Talxcellenz® Foundational Competencies framework. Talxcellenz® competencies are groups of related O*NET Skills, Abilities, and Work Styles. The foundational competency groups are defined in Appendix G. The Importance Ratings and Level Ratings are averages for the job family. These ratings are on a scale of 0 to 100. Level anchor descriptions for the foundational competencies are provided in Appendix I. The SME consensus ratings are in Appendix J. Top 3 Career Interests RIASEC Code: 1 Realistic 2 Conventional RCI 3 Investigative Career interests are based on the John Holland RIASEC codes. The sequence is based on the averages for this job family. Supporting details for the career interests can be found at the O*NET website. Typical Credentials Typical Credentials Typical Job Titles Typical Job Titles Supporting details for job titles and credentials and are in Appendices C and F. Page 3 of 4 Talxcellenz® Job Analysis O*NET-Based Confirmatory Job Analysis Process Reference Data: Type of Report: Draft Job Family: JOFI 451 FARM FISH Z1 Sponsor: HireReach SME Session Date: 09/01/2020 SME Session Location: N/A SME Session Address: N/A Project Manager: James Guest, Director of Research SME Session Facilitator: N/A SME Session Recorder: N/A Participating Employer(s): JOFI Assessments Index to Appendices: A List of Subject Matter Experts (SMEs) B EEOC UGESP Compliance Report C Job Family Definition D Occupational Competencies List E Tools and Technology List F Credentials List G Foundational Competency Definitions H O*NET Skills and Abilities Questionnaire and Rating Instructions I Foundational Competency Level Rating Anchors J Foundational Competencies Rating Sheet – SME Consensus Ratings Page 4 of 4 Appendix A - Job Analysis SME Sign-In Sheet Job Family: Date: Name Company Position Years Exp. Age Gender Race/Ethnicity Rev: 2019-05-31 Talxcellenz® Subject Matter Expert (SME) Sign-In Sheet Page 1 of 1 Appendix B – EEOC UGESP Compliance Report Job analysis was performed in accordance with the O*NET-Based Confirmatory Job Analysis Process published in Metrics Reporting’s Research Brief: Job Analysis and Validation. This appendix is provided to clearly illustrate compliance of the job analysis with EEOC’s Uniform Guidelines on Employee Selection Procedures (UGESP). The headings and grey text are excerpts of UGESP. This job analysis was conducted by a job analysis team and a group of subject matter experts (SMEs) from employer(s). The SMEs are listed in Appendix A. The employer(s) names and the names for each of the following roles on the team are included in the reference section of the main report: • Project Manager • SME Session Facilitator • SME Session Recorder UGESP Section 15(C)(1) User(s), location(s) and date(s) of study. Dates and location(s) of the job analysis should be shown (essential). The job analysis was completed in three phases. Phase 1 included job family research using www.onetonline.org and www.talxcellenz.com, competency model research, and preparation of initial drafts of the occupational competencies (task) list, tools and technology list, occupational credentials list, and foundational competencies list. Phase 2 was the SME session. The SME session was facilitated with support from other members of the job analysis team. In that session a representative sample of SMEs confirmed and/or edited the occupational competencies (task) list, tools and technology list, occupational credentials list, and individually determined ratings of the foundational competencies. The SMEs then together reached and documented their consensus regarding the ratings for each foundational competency. Phase 3 was the work of compiling the final report. The date and location of the SME session are included in the report. The job analysis team collaborated with the employer(s) to identify and schedule SMEs representative of the job family based on race, gender, jobs within the job family, participating employers, and locations. The list of SMEs is provided in Appendix A. Rev: 2020-05-20 EEOC UGESP Compliance Report Page 1 of 5 UGESP Section 15(C)(2) Problem and setting. An explicit definition of the purpose(s) of the study and the circumstances in which the study was conducted should be provided. A description of existing selection procedures and cutoff scores, if any, should be provided. This job analysis supports employer, educator, and workforce initiatives that are launching evidence-based selection and/or evidence-based career pathways. Employers, education and training providers, and workforce development agencies may use the information in this report to improve education and training programs. Employers may also use this report to support the use of selection systems that incorporate measures of the important competencies as part of their selection processes. UGESP Section 15(C)(3) Job analysis – Content of the job. A description of the method used to analyze the job should be provided (essential). The work behavior(s), the associated tasks, and, if the behavior results in a work product, the work products should be completely described (essential). Measures of criticality and/or importance of the work behavior(s) and the method of determining these measures should be provided (essential). Where the job analysis also identified the knowledges, skills, and abilities used in work behavior(s), an operational definition for each knowledge in terms of a body of learned information and for each skill and ability in terms of observable behaviors and outcomes, and the relationship between each knowledge, skill, or ability and each work behavior, as well as the method used to determine this relationship, should be provided (essential). The work situation should be described, including the setting in which work behavior(s) are performed, and where appropriate, the manner in which knowledges, skills or abilities are used, and the complexity and difficulty of the knowledge, skill, or ability as used in the work behavior(s). The job analysis method used to analyze this job family is described thoroughly in the Research Brief: Job Analysis and Validation. Preparation for the job analysis was supported by the Talxcellenz® website. The O*NET-defined knowledge, skills, abilities, educational levels, interests, work values, work styles, work activities, work contexts, wages, and job zone for each occupation code were compiled into a Job Family Portrait to illustrate the job-related elements and to calculate the average ratings for each element. The O*NET-defined foundational competency elements were also combined into the Talxcellenz® Foundational Competency framework (Appendix G) to calculate the importance ratings and level ratings for each of the 22 foundational competencies. Rev: 2020-05-20 EEOC UGESP Compliance Report Page 2 of 5 The O*NET provides an indirect linking of competencies to tasks by providing a task list and corresponding Detailed Work Activities (DWAs) along with importance ratings and level ratings for each competency and for each occupational code.
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