JOFI 451 FARM FISH Z1 Draft, 9/1/2020 Talent SCM Systems

Talxcellenz® Job Analysis O*NET-Based Confirmatory Job Analysis Process

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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

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 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. As this occupational level data is combined at the job family level, the foundational competencies are linked to the tasks and the DWAs based on the linking in the O*NET taxonomy. The Appendices provide detailed information describing the content of the jobs in this job family.

UGESP Section 15(C)(4) Selection procedure and its content. Selection procedures, including those constructed by or for the user, specific training requirements, composites of selection procedures, and any other procedure supported by content validity, should be completely and explicitly described or attached (essential). If commercially available selection procedures are used, they should be described by title, form, and publisher (essential). The behaviors measured or sampled by the selection procedure should be explicitly described (essential). Where the selection procedure purports to measure a knowledge, skill, or ability, evidence that the selection procedure measures and is a representative sample of the knowledge, skill, or ability should be provided (essential). The primary purpose of this job analysis is to provide information to support the incorporation of competencies in evidence-based selection processes and evidence- based career pathways. Clear communication of competencies that are documented as job-related enables talent acquisition professionals to improve selection decisions and enables education and training providers to improve programs by appropriately focusing competency development and occupational training on areas that are related to job performance. This in turn helps individuals enter and advance along career pathways. The information in this report can also be used to improve the quality of career coaching by using occupational and foundational competency information to support career guidance and decision making. Evidence-based career profiles will also benefit by aligning portfolio content with these documented job- related competencies. Employers may also use this report to support selection systems that incorporate the important job-related competencies using selection tools such as objective assessments, structured interview guides, and other demonstrably job-related tools.

Rev: 2020-05-20 EEOC UGESP Compliance Report Page 3 of 5 UGESP Section 15(C)(5) Relationship between the selection procedure and the job. The evidence demonstrating that the selection procedure is a representative work sample, a representative sample of the work behavior(s), or a representative sample of a knowledge, skill, or ability as used as part of a work behavior and necessary for that behavior should be provided (essential). The user should identify the work behavior(s) which each item or part of the selection procedure is intended to sample or measure (essential). Where the selection procedure purports to sample a work behavior or to provide a sample of a work product, a comparison should be provided of the manner, setting, and the level of complexity of the selection procedure with those of the work situation (essential). If any steps were taken to reduce adverse impact on a race, sex, or ethic group in the content of the procedure or in its administration, these steps should be described. Establishment of time limits, if any, and how these limits are related to the speed with which duties must per performed on the job, should be explained. Measures of central tendency (e.g., means) and measures of dispersion (e.g., standard deviations) and estimates of reliability should be reported for all selection procedures if available. Such reports should be made for relevant race, sex, and ethnic subgroups, at least on a statistically reliable sample basis. This report documents the O*NET-defined occupational and foundational competencies that are job-related so that employers, educators, and training providers can align educational programs, career pathways, career coaching, and selection systems with the important job-related competencies. The O*NET-Based Confirmatory Job Analysis Process was developed and refined by Metrics Reporting in work with Mercy Health, HireReach, Talent 2025, and West Michigan Works. The following steps were taken to reduce adverse impact: (1) personality tests were added to cognitive tests, (2) independent reference-check information was added, (3) structured interview guides were implemented, (4) scores were banded, and (5) a compensatory decision making method was implemented to reinforce the use of whole-person evidence with no single element used as a cut-score. Metrics Reporting’s work improved diversity as evidenced by increasingly diverse hiring rates resulting in an increasingly diverse workforce. The objective of this work is to help employers improve selection processes and help regions improve sector initiatives by building demand-driven competency-based career pathways that are intentionally inclusive. The O*NET-Based Confirmatory Job Analysis Process was redesigned to support regions (employers, colleges, workforce agencies, human service organizations, and other community partners) to reach out and include under-represented populations.

Rev: 2020-05-20 EEOC UGESP Compliance Report Page 4 of 5 UGESP Section 15(C)(6) Alternative procedures investigated. The alternative selection procedures investigated and available evidence of their impact should be identified (essential). The scope, method, and findings of the investigation, and the conclusions reached in light of the findings, should be fully described (essential). Steps to reduce adverse impact including compensatory scoring and banding are detailed above in UGESP Section 15(C)(5).

UGESP Section 15(C)(7) Uses and applications. The methods considered for use of the selection procedure (e.g., as a screening device with a cutoff score, for grouping or ranking, or combined with other procedures in a battery) and available evidence of their impact should be described (essential). This description should include the rationale for choosing the method for operational use, and the evidence of the validity and utility of the procedure as it is to be used (essential). The purpose for which the procedure is to be used (e.g., hiring transfer, promotion) should be described (essential). If the selection procedure is used with a cutoff score, the user should describe the way in which normal expectations of proficiency within the work force were determined and the way in which the cutoff score was determined (essential). In addition, if the selection procedure is to be used for ranking, the user should specify the evidence showing that a higher score on the selection procedure is likely to result in better job performance. Uses and applications are detailed above in UGESP Section 15(C)(4).

UGESP Section 15(C)(8) Contact person. The name, mailing address, and telephone number of the person who may be contacted for further information about the validity study should be provided (essential). James Guest, Director of Research Metrics Reporting, Inc. 7063 Country Springs Drive Byron Center, Michigan 49315 [email protected]

UGESP Section 15(C)(9) Accuracy and completeness. The report should describe the steps taken to assure the accuracy and completeness of the collection, analysis, and report of data and results. Jobs were organized into job families to leverage the extensive O*NET data of the U.S. Department of Labor. The O*NET is the nation’s largest source of information on jobs. O*NET data was used extensively as detailed above in UGESP Section 15(C)(3). The O*NET-Based Confirmatory Job Analysis Process is designed to build upon the cumulative knowledge contained in the O*NET.

Rev: 2020-05-20 EEOC UGESP Compliance Report Page 5 of 5 Appendix C – Job Family Definition JOFI Assessments JOFI 451 FARM FISH Z1

The job family of JOFI 451 FARM FISH Z1 is defined as a group of jobs that generally fall within the definitions of the following O*NET occupations. The occupational competencies list, foundational competencies list, and tools and technology list prepared for the job analysis session with subject matter experts (SME) and a combination of the relevant O*NET data for these codes: 45-2041.00 - Graders and Sorters, Agricultural Products Grade, sort, or classify unprocessed food and other agricultural products by size, weight, color, or condition. Sample of reported job titles: Agriculture Laborer, Apple Sorter, Corn Lab Technician, Distribution Technician, Egg Grader, Egg Worker, Grader, Potato Grader, Potato Sorter, Sorter 45-2091.00 - Agricultural Equipment Operators Drive and control farm equipment to till soil and to plant, cultivate, and harvest crops. May perform tasks, such as crop baling or hay bucking. May operate stationary equipment to perform post-harvest tasks, such as husking, shelling, threshing, and ginning. Sample of reported job titles: Baler Operator, Cutter Operator, Equipment Operator, Farm Equipment Operator, Hay Baler, Loader Operator, Packing Tractor Machine Operator, Rake Operator, Sprayer, Windrower Operator 45-2092.02 - Farmworkers and Laborers, Crop Manually plant, cultivate, and harvest vegetables, fruits, nuts and field crops. Use hand tools, such as shovels, trowels, hoes, tampers, pruning hooks, shears, and knives. Duties may include tilling soil and applying fertilizers; transplanting, weeding, thinning, or pruning crops; applying pesticides; cleaning, packing, and loading harvested products. May construct trellises, repair fences and farm buildings, or participate in irrigation activities. Sample of reported job titles: Farm Laborer, Farm Worker, Field Irrigation Worker, Field Worker, Harvester, Hired Hand, Hoe Worker, Irrigator, Orchard Worker, Picker 45-4021.00 - Fallers Use axes or chainsaws to fell trees using knowledge of tree characteristics and cutting techniques to control direction of fall and minimize tree damage. Sample of reported job titles: Cutter Operator, Logger, Sawyer, Timber Cutter, Timber Faller, Tree Faller, Tree Feller, Tree Topper 45-4022.00 - Logging Equipment Operators Drive logging tractor or wheeled vehicle equipped with one or more accessories such as bulldozer blade, frontal shear, grapple, logging arch, cable winches, hoisting rack, or crane boom, to fell tree; to skid, load, unload, or stack logs; or to pull stumps or clear brush. Sample of reported job titles: Delimber Operator, Feller Buncher Operator, Harvester Operator, Loader Operator, Log Processor Operator, Logging Equipment Operator, Logging Shovel Operator, Skidder Driver, Skidder Operator, Yarder Operator

Rev:9/1/2020 Job Family Definition Page 1 of 1 Appendix D - Occupational Competencies List - JOFI 451 FARM FISH Z1 O*NET Occupation Titles (O*NET Code): Agricultural Equipment Operators (45-2091.00); Fallers (45-4021.00); Farmworkers and Laborers, Crop (45-2092.02); Graders and Sorters, Agricultural Products (45-2041.00); Logging Equipment Operators (45-4022.00)

Generalized Work Intermediate Work Detailed Work O*NET Tasks(Supporting Key: Major Groups Minor Groups Activities(GWAs) Activities(IWAs) Activities(DWAs) Details)

Instructions: Review, confirm, or edit the numbered tasks below (DWAs).

Information Input - Where and how are the information and data gained that are needed to perform this job?

Looking for and Receiving Job-Related Information - How is information obtained to perform this job?

Identify and Evaluating Job-Relevant Information - How is information interpreted to perform this job?

1. Mark agricultural or forestry products for identification.

Mark logs for identification.

Place products in containers according to grade and mark grades on containers. Tag unsafe trees with high-visibility ribbons.

2. Inspect equipment or facilities to determine condition or maintenance needs.

Inspect equipment for safety prior to use, and perform necessary basic maintenance tasks.

Observe and listen to machinery operation to detect equipment malfunctions.

3. Measure physical characteristics of forestry or agricultural products.

Calculate total board feet, cordage, or other wood measurement units, using conversion tables. Measure felled trees and cut them into specified log lengths, using chain saws and axes. Weigh crop-filled containers, and record weights and other identifying information. Weigh products or estimate their weight, visually or by feel.

Mental Processes - What processing, planning, problem-solving, decision-making, and innovating activities are performed with job-relevant information?

Information and Data Processing - How is information processed to perform this job?

4. Evaluate log quality.

Assess logs after cutting to ensure that the quality and length are correct. Grade logs according to characteristics such as knot size and straightness, and according to established industry or company standards.

5. Evaluate quality of plants or crops.

Date: 9/1/2020 Talxcellenz® Occupational Competencies List. Copyright © 2020 by Metrics Reporting, Inc. Page: 1 of 5 Appraise trees for certain characteristics, such as twist, rot, and heavy limb growth, and gauge amount and direction of lean, to determine how to control the direction of a tree's fall with the least damage. Separate fiber tufts between fingers to assess strength, uniformity, and cohesive quality of fibers.

6. Sort forestry or agricultural materials.

Grade and sort products according to factors such as color, species, length, width, appearance, feel, smell, and quality to ensure correct processing and usage. Participate in the inspection, grading, sorting, storage, and post-harvest treatment of crops.

Reasoning and Decision Making - What decisions are made and problems solved in performing this job?

7. Determine forestry techniques or methods.

Determine position, direction, and depth of cuts to be made, and placement of wedges or jacks. Select trees to be cut down, assessing factors such as site, terrain, and weather conditions before beginning work.

Work Output - What physical activities are performed, what equipment and vehicles are operated/controlled, and what complex/technical activities are accomplished as job outputs?

Performing Physical and Manual Work Activities - What activities using the body and hands are done to perform this job?

8. Prepare materials or solutions for animal or plant use.

Mix specified materials or chemicals, and dump solutions, powders, or seeds into planter or sprayer machinery.

9. Load agricultural or forestry products for shipment.

Load agricultural products into trucks, and drive trucks to market or storage facilities. Load and unload crops or containers of materials, manually or using conveyors, handtrucks, forklifts, or transfer augers.

Load logs or wood onto trucks, trailers, or railroad cars, by hand or using loaders or winches.

10. Harvest agricultural products.

Harvest fruits and vegetables by hand.

11. Plant crops, trees, or other plants.

Dig and plant seeds, or transplant seedlings by hand. Walk beside or ride on planting machines while inserting plants in planter mechanisms at specified intervals.

12. Build agricultural structures.

Repair farm buildings, fences, and other structures.

13. Cut trees or logs.

Control the direction of a tree's fall by scoring cutting lines with axes, sawing undercuts along scored lines with chainsaws, knocking slabs from cuts with single-bit axes, and driving wedges.

Drive and maneuver tractors and tree harvesters to shear the tops off of trees, cut and limb the trees, and cut the logs into desired lengths.

Date: 9/1/2020 Talxcellenz® Occupational Competencies List. Copyright © 2020 by Metrics Reporting, Inc. Page: 2 of 5 Insert jacks or drive wedges behind saws to prevent binding of saws and to start trees falling. Measure felled trees and cut them into specified log lengths, using chain saws and axes. Saw back-cuts, leaving sufficient sound wood to control direction of fall.

Split logs, using axes, wedges, and mauls, and stack wood in ricks or cord lots.

Stop saw engines, pull cutting bars from cuts, and run to safety as tree falls.

14. Trim trees or other vegetation.

Clear and maintain irrigation ditches.

Clear brush from work areas and escape routes, and cut saplings and other trees from direction of falls, using axes, chainsaws, or bulldozers. Trim off the tops and limbs of trees, using chainsaws, delimbers, or axes.

15. Apply chemical solutions to plants to protect against disease or insects or to enhance growth.

Apply pesticides, herbicides or fertilizers to crops.

Spray fertilizer or pesticide solutions to control insects, fungus and weed growth, and diseases, using hand sprayers.

16. Package agricultural products for shipment or further processing.

Discard inferior or defective products or foreign matter, and place acceptable products in containers for further processing.

Place products in containers according to grade and mark grades on containers.

17. Attach equipment extensions or accessories.

Attach farm implements such as plows, discs, sprayers, or harvesters to tractors, using bolts and hand tools. Position boxes or attach bags at discharge ends of machinery to catch products, removing and closing full containers.

Secure steel cables or chains to logs for dragging by tractors or for pulling by cable yarding systems.

18. Operate irrigation systems.

Irrigate soil, using portable pipes or ditch systems, and maintain ditches or pipes and pumps.

Set up and operate irrigation equipment.

19. Operate forestry equipment.

Clear brush from work areas and escape routes, and cut saplings and other trees from direction of falls, using axes, chainsaws, or bulldozers. Control hydraulic tractors equipped with tree clamps and booms to lift, swing, and bunch sheared trees.

Drive and maneuver tractors and tree harvesters to shear the tops off of trees, cut and limb the trees, and cut the logs into desired lengths.

Drive crawler or wheeled tractors to drag or transport logs from felling sites to log landing areas for processing and loading.

Date: 9/1/2020 Talxcellenz® Occupational Competencies List. Copyright © 2020 by Metrics Reporting, Inc. Page: 3 of 5 Drive straight or articulated tractors equipped with accessories such as bulldozer blades, grapples, logging arches, cable winches, and crane booms, to skid, load, unload, or stack logs, pull stumps, or clear brush. Drive tractors for the purpose of building or repairing logging and skid roads.

Insert jacks or drive wedges behind saws to prevent binding of saws and to start trees falling. Split logs, using axes, wedges, and mauls, and stack wood in ricks or cord lots.

Stop saw engines, pull cutting bars from cuts, and run to safety as tree falls.

Work as a member of a team, rotating between chain saw operation and skidder operation.

20. Operate farming equipment.

Drive trucks to haul crops, supplies, tools, or farm workers. Manipulate controls to set, activate, and adjust mechanisms on machinery.

Operate or tend equipment used in agricultural production, such as tractors, combines, and irrigation equipment.

Operate towed machines such as seed drills or manure spreaders to plant, fertilize, dust, and spray crops.

Operate tractors, tractor-drawn machinery, and self-propelled machinery to plow, harrow and fertilize soil, or to plant, cultivate, spray and harvest crops.

Walk beside or ride on planting machines while inserting plants in planter mechanisms at specified intervals.

Performing Complex and Technical Activities - What skilled activities using coordinated movements are done to perform this job?

21. Maintain forestry, hunting, or agricultural equipment.

Adjust, repair, and service farm machinery and notify supervisors when machinery malfunctions.

Inspect equipment for safety prior to use, and perform necessary basic maintenance tasks. Irrigate soil, using portable pipes or ditch systems, and maintain ditches or pipes and pumps.

Maintain and repair chainsaws and other equipment, cleaning, oiling, and greasing equipment, and sharpening equipment properly.

Operate or tend equipment used in agricultural production, such as tractors, combines, and irrigation equipment.

Repair and maintain farm vehicles, implements, and mechanical equipment.

22. Maintain operational records.

Record information about crops, such as pesticide use, yields, or costs.

23. Record agricultural or forestry inventory data.

Record grade or identification numbers on tags or on shipping, receiving, or sales sheets. Weigh crop-filled containers, and record weights and other identifying information.

24. Maintain personnel records.

Interacting With Others - What interactions with other persons or supervisory activities occur while performing this job?

Communicating and Interacting - What interactions with other people occur while performing this job?

25. Confer with managers to make operational decisions.

Adjust, repair, and service farm machinery and notify supervisors when machinery malfunctions. Inform farmers or farm managers of crop progress.

Coordinating, Developing, Managing, and Advising - What coordinating, managerial, or advisory activities are done while performing this job?

26. Direct activities of agricultural, forestry, or fishery employees.

Direct and monitor the activities of work crews engaged in planting, weeding, or harvesting activities.

Direct and monitor the work of casual and seasonal help during planting and harvesting.

Administering - What administrative, staffing, monitoring, or controlling activities are done while performing this job?

Date: 9/1/2020 Talxcellenz® Occupational Competencies List. Copyright © 2020 by Metrics Reporting, Inc. Page: 5 of 5 Appendix E - Tools and Technology List JOFI Assessments - JOFI 451 FARM FISH Z1 Tools and Technology are extracted from the O*NET and listed in alphabetical order. Tools are listed first and technology items follow. If a tool or technology occurs in two or more O*NET codes included in the family, the list is de-duplicated only if the example given is also duplicated. # Type Title Example 1 Tools Adjustable widemouth pliers Adjustable widemouth pliers 2 Tools Adjustable wrenches Adjustable hand wrenches 3 Tools Agricultural helicopters Forestry helicopters 4 Tools Agricultural rollers Field rollers 5 Tools Agricultural tractors Auger movers 6 Tools Air dryers Batch grain dryers 7 Tools Air or gas tanks or cylinders Combi cans 8 Tools All terrain vehicles tracked or wheeled All terrain vehicles ATV 9 Tools Animal husbandry equipment Silage baggers 10 Tools Articulating boom lift Truck mounted boom loaders 11 Tools Backhoes Backhoes 12 Tools Belt conveyors Belt conveyors 13 Tools Binocular light compound microscopes Binocular light compound microscopes 14 Tools Bucket conveyors Bucket elevators 15 Tools Calipers 12-inch aluminum Kemper calipers 16 Tools Cargo trucks Cargo trucks Centrifugal separation equipment or parts or 17 Tools Rotary sifters screens 18 Tools Chain conveyors Drag conveyors 19 Tools Chain saw Heavy duty chainsaws 20 Tools Claw hammer Claw hammers 21 Tools Collection tanks Manure storage tanks 22 Tools Combine harvesters Air reels 23 Tools Composter Compost turners 24 Tools Container trailers Feed mixer wagons 25 Tools Conventional truck cranes Forwarder cranes 26 Tools Conveyor screw Feed conveyors 27 Tools Crop dividers Crop dividers 28 Tools Cultivators Field cultivators 29 Tools Desktop computers Desktop computers 30 Tools Detonators Remote detonation systems 31 Tools Dewatering equipment Manure separators 32 Tools Digital cameras Digital cameras 33 Tools Disks All terrain vehicle ATV discs 34 Tools Ditchers Ditchers 35 Tools Domestic apple corer Apple corers 36 Tools Domestic garlic press Garlic presses 37 Tools Dump trucks Dump trucks 38 Tools Ear muffs Protective ear muffs 39 Tools Electronic measuring probes Meat probes 40 Tools Electronic toploading balances Overhead weighing systems 41 Tools Emergency medical services first aid kits Emergency first aid kits 42 Tools Fans Grain bin aeration fans 43 Tools Feed mixers Horizontal feed mixers 44 Tools Fertilizer spreaders or distributors All terrain vehicle ATV manure spreaders 45 Tools Fire extinguishers Portable dry chemical fire extinguishers 46 Tools Flat hand file Flat files 47 Tools Flatbed trailers Equipment trailers 48 Tools Floor or platform scales Seed scales 49 Tools Fog or mist generators Mist blowers 50 Tools Forestry increment borers Resistographs 51 Tools Forestry saws Pruning shears 52 Tools Forestry skidders Cable skidders 53 Tools Forklifts Forklifts 54 Tools Garden forks Hay bale forks

Date: 9/1/2020 Talxcellenz® Tools and Technology List. Copyright © 2020 by Metrics Reporting, Inc. Page: 1 of 3 55 Tools Global positioning system GPS receiver Geodetic ground global positioning system GPS receivers 56 Tools Graders or land levelers All terrain vehicle ATV rakes Grading machines for seed or grain or dried 57 Tools Cherry sizers leguminous vegetables 58 Tools Grapples Loading grapples 59 Tools Grinding mills Feed grinders 60 Tools Hammer mills Hammermills 61 Tools Hand sprayers Portable sprayers 62 Tools Hand trucks or accessories Hand trucks 63 Tools Handheld refractometers or polarimeters Digital refractometers 64 Tools Hard hats Protective hard hats 65 Tools Harrows All terrain vehicle ATV harrows 66 Tools Harvester parts or accessories Combine cylinders 67 Tools Harvesters Corn pickers 68 Tools Haymaking machinery Hay bale accumulators 69 Tools Hex keys Allen wrenches 70 Tools Hoeing machines Rotary hoes 71 Tools Hoes Forestry hoes 72 Tools Hole diggers All terrain vehicle ATV post hole diggers 73 Tools Irrigation overheads Field watering systems 74 Tools Jacks Hydraulic jacks 75 Tools Ladders Step ladders 76 Tools Lifting cables Guylines 77 Tools Light trucks or sport utility vehicles Pickup trucks 78 Tools Lumbering equipment Chain flail delimbers 79 Tools Measuring tapes Loggers' tapes 80 Tools Metallic bins Silage feeders 81 Tools Mowers Mower conditioners 82 Tools Notebook computers Laptop computers 83 Tools Paint brushes Paint application brushes 84 Tools Paint sprayers Paint application sprayers 85 Tools Penetrometers Electronic penetrometers 86 Tools Personal computers Personal computers 87 Tools Planters Crop planters 88 Tools Ploughs All terrain vehicle ATV plows 89 Tools Pocket calculator Pocket calculators 90 Tools Pocket knives Pocket knives 91 Tools Pollination equipment or supplies Detasselers 92 Tools Positioning jig Sharpening jigs 93 Tools Post hole digger Post drivers 94 Tools Power blowers Forage blowers 95 Tools Power chippers Crop shredders 96 Tools Power drills Power drills 97 Tools Power grinders Stump grinders 98 Tools Power saws Chain saws 99 Tools Protective pants Chain saw chaps 100 Tools Pry bars Crate openers 101 Tools Pulled scrapers Manure scrapers 102 Tools Putty knives Putty knives 103 Tools Reflectometers Optical reflectometers 104 Tools Round file Round files 105 Tools Safety boots Caulk boots 106 Tools Safety glasses Protective safety glasses 107 Tools Safety harnesses or belts Climbing belts 108 Tools Safety horns Warning whistles 109 Tools Safety shoes Tree climbing spikes 110 Tools Salvage ships Logging boats 111 Tools Sample holders Diverter samplers 112 Tools Scarifiers Scarifier attachments

Date: 9/1/2020 Talxcellenz® Tools and Technology List. Copyright © 2020 by Metrics Reporting, Inc. Page: 2 of 3 113 Tools Screwdrivers Phillips head screwdrivers 114 Tools Seed drills Air carts 115 Tools Seed treating equipment Seed mixers 116 Tools Seeder attachment All terrain vehicle ATV seeders 117 Tools Sharpening stones or tools or kits File sharpeners 118 Tools Shovels Flat-ended shovels 119 Tools Skid steer loaders Hay bale loaders 120 Tools Sludge shredders Manure chopper pumps 121 Tools Socket sets Socket wrench sets Sorting machines for seed or grain or dried 122 Tools Color sorters leguminous vegetables 123 Tools Specialty wrenches Screnches 124 Tools Sprayers 2-point sprayers 125 Tools Stackers Log stackers 126 Tools Storage tanks Dry bulk storage tanks 127 Tools Subsoilers Subsoilers 128 Tools Surface thermometers Digital surface thermometers 129 Tools Tablet computers Tablet computers 130 Tools Tachometers Digital tachometers 131 Tools Tape measures Diameter tape measures 132 Tools Threshing machines Threshers 133 Tools Tire pressure gauge Digital tire pressure gauges 134 Tools Track bulldozers Wide track bulldozers 135 Tools Track loaders Knuckleboom loaders 136 Tools Treedozers Forestry crawler dozers 137 Tools Trowels Trowels 138 Tools Tug boats Boom boats 139 Tools Two way radios Frequency modulation FM two way radios 140 Tools Ultrasonic examination equipment Impact resonance devices 141 Tools Utility knives Budding knives 142 Tools Vacuum pumps Grain pumps Vibratory separation equipment or parts or 143 Tools Vibrating screens screens 144 Tools Wagons Auger wagons 145 Tools Wedges Felling wedges 146 Tools Weeders Weed wipes 147 Tools Wheel loaders Wheel loaders 148 Tools Winches Hand winches 149 Tools Wood auger bit Auger bits 150 Tools Wood chisels Wood chisels 151 Technology Accounting software BCS Woodlands Software The Logger Tracker 152 Technology Analytical or scientific software Assisi Software Assisi Compiler 153 Technology Data base user interface and query software Assisi Software Assisi Manager 154 Technology Electronic mail software Microsoft Outlook 155 Technology Enterprise resource planning ERP software BCS Woodlands Software Woodlands Tracker 156 Technology Human resources software TradeTec TallyWorks TimeTracker 157 Technology Internet browser software Web browser software 158 Technology Inventory management software Assisi Software Assisi Inventory 159 Technology Map creation software ESRI ArcView 160 Technology Mobile location based services software Global positioning system GPS software 161 Technology Office suite software Microsoft Office 162 Technology Presentation software Microsoft PowerPoint 163 Technology Spreadsheet software Microsoft Excel 164 Technology Web platform development software Microsoft Active Server Pages ASP 165 Technology Word processing software Microsoft Word

Instructions: Document the credentials required for each occupation listed in the job family. These should be credentials required to be hired for the position, not credentials obtained once hired. Your organization’s job description may be a good source of information as well the O*NET. To utilize the O*NET Credentials function, visit https://www.onetonline.org and enter the certification name and certifying organization.

Note: It is possible that an occupation may have a certification that is obtained through various organizations. In those scenarios please document each certification and each certifying organization(s).

Occupation Certification/Certificate/License Certifying Organization N/A N/A N/A

Rev: 2020-09-01 Credentials List Page 1 of 1 Appendix G - Foundational Competency Definitions

Element Name Description Competency

Communication Competencies

Listening to others to receive verbal information. Giving full attention to what other people are saying, taking time to Active Listening understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.

The ability to listen to and understand information and ideas presented

Listening Oral Comprehension through spoken words and sentences.

Speech Recognition The ability to identify and understand the speech of another person.

Speaking to others to convey verbal information.

Speaking Talking to others to convey information effectively.

The ability to communicate information and ideas in speaking so others will Speaking Oral Expression understand.

Speech Clarity The ability to speak clearly so others can understand you.

Reading documents, charts, graphs, tables, forms, prose, and continuous texts.

Reading Comprehension Understanding written sentences and paragraphs in work related documents. Reading The ability to read and understand information and ideas presented in Written Comprehension writing.

Writing to convey or document written information.

Communicating effectively in writing as appropriate for the needs of the Writing

audience. Writing The ability to communicate information and ideas in writing so others will Written Expression understand.

Rev: 2019-05-31 Talxcellenz® Foundational Competency Definitions Page 1 of 6 Cognitive Competencies

Critical thinking, problem solving, judgment and decision making.

Using logic and reasoning to identify the strengths and weaknesses of Critical Thinking alternative solutions, conclusions or approaches to problems.

Understanding the implications of new information for both current and Active Learning future problem-solving and decision-making.

Identifying complex problems and reviewing related information to develop Complex Problem Solving and evaluate options and implement solutions.

Judgment and Decision Considering the relative costs and benefits of potential actions to choose the

Judgment & DecisionMaking Judgment Making most appropriate one.

Updating and Using Relevant Keeping up-to-date technically and applying new knowledge to your job. Knowledge

Logical thinking that influences the use of information in problem solving.

The ability to tell when something is wrong or is likely to go wrong. It does Problem Sensitivity not involve solving the problem, only recognizing there is a problem.

The ability to apply general rules to specific problems to produce answers Deductive Reasoning that make sense. The ability to combine pieces of information to form general rules or

Inductive Reasoning conclusions (includes finding a relationship among seemingly unrelated Reasoning events). The ability to arrange things or actions in a certain order or pattern according Information Ordering to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). The ability to generate or use different sets of rules for combining or Category Flexibility grouping things in different ways.

Quantitative thinking and use of mathematical methods.

Mathematics Using mathematics to solve problems.

Math The ability to choose the right mathematical methods or formulas to solve a Mathematical Reasoning problem.

Number Facility The ability to add, subtract, multiply, or divide quickly and correctly.

Rev: 2019-05-31 Talxcellenz® Foundational Competency Definitions Page 2 of 6 Obtaining, processing, analyzing, and documenting information.

Observing, receiving, and otherwise obtaining information from all relevant Getting Information sources.

Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying Processing Information information or data.

Identifying the underlying principles, reasons, or facts of information by Analyzing Data or Information breaking down information or data into separate parts.

Information Skills Information Using computers and computer systems (including hardware and software) Interacting With Computers to program, write software, set up functions, enter data, or process information. Documenting/Recording Entering, transcribing, recording, storing, or maintaining information in Information written or electronic/magnetic form.

Monitoring, social perceptiveness, coordination, and time management.

Monitoring/Assessing performance of yourself, other individuals, or Monitoring organizations to make improvements or take corrective action.

Being aware of others' reactions and understanding why they react as they Social Perceptiveness do.

Coordination Adjusting actions in relation to others' actions.

Persuasion Persuading others to change their minds or behavior. Leadership Skills Leadership Negotiation Bringing others together and trying to reconcile differences.

Instructing Teaching others how to do something.

Time Management Managing one's own time and the time of others.

Character Competencies

Personal goal setting, trying to succeed at those goals, and striving to be competent in own work.

Job requires establishing and maintaining personally challenging achievement Achievement/Effort goals and exerting effort toward mastering tasks.

Persistence Job requires persistence in the face of obstacles.

Achievement Achievement Orientation Initiative Job requires a willingness to take on responsibilities and challenges.

Rev: 2019-05-31 Talxcellenz® Foundational Competency Definitions Page 3 of 6 Being pleasant, cooperative, sensitive, easy to get a long with, and associating with others.

Job requires being pleasant with others on the job and displaying a good- Cooperation natured, cooperative attitude. Job requires being sensitive to others' needs and feelings and being

Teamwork Concern for Others understanding and helpful on the job. Job requires preferring to work with others rather than alone, and being Social Orientation personally connected with others on the job.

Maturity, poise, flexibility, and restraint to cope with pressure, stress, criticism, and setbacks.

Job requires maintaining composure, keeping emotions in check, controlling Self Control anger, and avoiding aggressive behavior, even in very difficult situations.

Job requires accepting criticism and dealing calmly and effectively with high

Adaptability Stress Tolerance stress situations. Job requires being open to change (positive or negative) and to considerable Adaptability/Flexibility variety in the workplace.

Dependability, working correctly and carefully, and being trustworthy, accountable, and detailed.

Job requires being reliable, responsible, and dependable, and fulfilling Dependability obligations. Job requires being careful about detail and thorough in completing work Attention to Detail

Responsibility tasks.

Integrity Job requires being honest and ethical.

Generating useful ideas and thinking things through logically.

Job requires creativity and alternative thinking to develop new ideas for and Innovation answers to work-related problems.

Ingenuity Job requires analyzing information and using logic to address work-related Analytical Thinking issues and problems.

Having an impact on others, displaying energy, leadership, and guiding & depending on oneself.

Job requires a willingness to lead, take charge, and offer opinions and Leadership direction.

Decisiveness Job requires developing one's own ways of doing things, guiding oneself with Independence little or no supervision, and depending on oneself to get things done.

Rev: 2019-05-31 Talxcellenz® Foundational Competency Definitions Page 4 of 6 Physical Competencies

The ability to keep hand and arm steady and to make precisely coordinated movements of fingers.

The ability to keep your hand and arm steady while moving your arm or while Arm-Hand Steadiness holding your arm and hand in one position. The ability to quickly move your hand, your hand together with your arm, or Manual Dexterity your two hands to grasp, manipulate, or assemble objects.

Fine Manipulation Fine The ability to make precisely coordinated movements of the fingers of one or Finger Dexterity both hands to grasp, manipulate, or assemble very small objects.

The ability to quickly and repeatedly adjust controls and to coordinate two or more limbs.

The ability to quickly and repeatedly adjust the controls of a machine or a Control Precision vehicle to exact positions. The ability to coordinate two or more limbs (for example, two arms, two legs, Multilimb Coordination or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion. The ability to choose quickly between two or more movements in response Response Orientation to two or more different signals (lights, sounds, pictures). It includes the

Control Movements Control speed with which the correct response is started with the hand, foot, or The ability to time your movements or the movement of a piece of Rate Control equipment in anticipation of changes in the speed and/or direction of a moving object or scene. The ability to quickly respond to a signal and to quickly move arms and legs.

The ability to quickly respond (with the hand, finger, or foot) to a signal Reaction Time (sound, light, picture) when it appears. The ability to make fast, simple, repeated movements of the fingers, hands, Wrist-Finger Speed

and wrists. Reaction & Speed Reaction Speed of Limb Movement The ability to quickly move the arms and legs.

The ability to exert maximum muscle force and to use abdominal and back muscles repeatedly.

Static Strength The ability to exert maximum muscle force to lift, push, pull, or carry objects.

The ability to use short bursts of muscle force to propel oneself (as in Explosive Strength jumping or sprinting), or to throw an object.

Strength The ability to exert muscle force repeatedly or continuously over time. This Dynamic Strength involves muscular endurance and resistance to muscle fatigue. The ability to use your abdominal and lower back muscles to support part of Trunk Strength the body repeatedly or continuously over time without 'giving out' or fatiguing.

Rev: 2019-05-31 Talxcellenz® Foundational Competency Definitions Page 5 of 6 Rev: 2019-05-31 Rev:

Vision Flexibility Balance & Coordination Endurance Visual Discrimination Color Gross Body Coordination Body Gross Gross Body Equilibrium Body Gross Dynamic Flexibility Dynamic Depth Perception Depth Peripheral Vision Extent FlexibilityExtent GlareSensitivity The ability to bend, stretch, twist, reach, and reach, to coordinateThe bend,twist, and ability movementstretch, legs, of torso. arms, NightVision Near Vision Far Vision Stamina The ability to exert physically over long over periods winded. without to ofgetting The exertphysically time ability Talxcellenz® is a registered trademark of Metrics Reporting, Inc. Metrics of Talxcellenz®a registered trademark is The ability toThe seerange atclose ability and to see details ata distance. Talxcellenz® Foundational Competency Definitions Talxcellenz® Foundational Competency Copyright © 2019 by Metrics Reporting, Inc.Metrics by 2019 Copyright© The ability to see objects in the presence of glare or bright glarein or presenceof lighting. the objects see abilityThe to and judge anobject. you the distancebetween to or you, from fartheraway or is closer objects judge several abilitywhichThe to of ahead.are looking eyes sidewhen the one's to objects of movement or objects see abilityThe to underlight see low conditions. abilityThe to and brightness. color of including colors, differencesbetween detect shades or match abilityThe to distance.details a at see abilityThe to observer). the of range feet (withindetailsfew close a at see abilityThe to unstableposition. upright stay balance regainbody or when in or your an keep abilityThe to in is motion. body whole when the together legs,and arms, torso your of movement the coordinate abilityThe to legs. and/or arms, body, your with reachout quicklyandor ability The bend, repeatedly to twist, stretch, legs. and/or arms, body, reachwith your or bend, twist, abilityThe stretch, to breath. gettingof out winded or without time long periodsof physicallyover yourself exert abilityThe to Page 6 of 6 of 6 Page Appendix H – O*NET Skills and Abilities Questionnaire Rating Instructions

Instructions for Making Skills Ratings

These questions are about work-related skills. A skill is the ability to perform a task well. It is usually developed over time through training or experience. A skill can be used to do work in many jobs or it can be used in learning. You will be asked about a series of different skills and how they relate to your current job—that is, the job you hold now.

Each skill in this questionnaire is named and defined.

For example:

Communicating effectively in writing as appropriate for the needs Writing of the audience.

You are then asked two questions about each skill:

How important is the skill to the performance of your current job? A For example:

How important is WRITING to the performance of your current job? Not Somewhat Very Extremely Important* Important Important Important Important

1 2 3 4 5

Mark your answer by putting an X through the number that represents your answer. Do not mark on the line between the numbers.

*If you rate the skill as Not Important to the performance of your job, mark the one [ 1 ] then skip over question B and proceed to the next skill.

B What level of the skill is needed to perform your current job?

To help you understand what we mean by level, we provide you with examples of job-related activities at different levels. For example:

What level of WRITING skill is needed to perform your current job? Take a telephone Write a memo to staff Write a novel for message outlining new directives publication

1 2 3 4 5 6 7

Highest Level Mark your answer by putting an X through the number that represents your answer. Do not mark on the line between the numbers.

Rev: 2019-05-31 O*NET Skills and Abilities Questionnaire Rating Instructions Page 1 of 2 Instructions for Making Abilities Ratings

These questions are about job-related activities. An ability is an enduring talent that can help a person do a job. You will be asked about a series of different abilities and how they relate to your current job – that is the job you hold now.

Each ability in this questionnaire is named and defined.

For example: Arm-Hand Steadiness The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.

You are then asked to answer two questions about that ability:

How important is the ability to your current job? A For example:

How important is ARM-HAND STEADINESS to the performance of your current job?

Not Somewhat Very Extremely Important* Important Important Important Important 1 2 3 4 5

Mark your answer by putting an X through the number that represents your answer. Do not mark on the line between the numbers.

*If you rate the ability as Not Important to the performance of your job, mark the one [ 1 ] then skip over question B and proceed to the next ability.

B What level of the ability is needed to perform your current job?

To help you understand what we mean by level, we provide you with examples of job-related activities at different levels for each ability. For example:

What level of ARM-HAND STEADINESS is needed to perform your current job?

Light a candle Thread a needle Cut facets in a diamond

1 2 3 4 5 6 7

Highest Level Mark your answer by putting an X through the number that represents your answer. Do not mark on the line between the numbers.

Rev: 2019-05-31 O*NET Skills and Abilities Questionnaire Rating Instructions Page 2 of 2 Appendix I - Foundational Competency - Level (LV) Rating Anchors Competency Anchors for Low-Points (typically L2) Anchors for Mid-Points (typically L4) Anchors for High-Points (typically L6) Note: Anchors are levels 2, 4, and 6 unless noted. The competency is marked with an asterisk* and the different anchor level is noted in parenthesis (Lx).

Cognitive Communication Competencies

Listening: Listening to others to receive verbal information.

Active Listening Take a customer's order Answer inquiries regarding credit references Preside as judge in a complex legal disagreement

Oral Comprehension Understand a television commercial Understand a coach's oral instructions for a sport Understand a lecture on advanced physics

Speaking: Speaking to others to convey verbal information.

Interview applicants to obtain personal and work Speaking Greet tourists and explain tourist attractions Argue a legal case before the Supreme Court history Explain advanced principles of genetics to college Oral Expression Cancel newspaper delivery by phone Give instructions to a lost motorist freshmen Reading: Reading documents, charts, graphs, tables, forms, prose, and continuous texts.

Read a memo from management describing new Read a scientific journal article describing surgical Reading Comprehension Read step-by-step instructions for completing a form personnel policies procedures Understand an instruction book on repairing missile Written Comprehension Understand signs on the highway Understand an apartment lease guidance systems Writing: Writing to convey or document written information.

Writing Take a telephone message Write a memo to staff outlining new directives Write a novel for publication

Write a note to remind someone to take food out of Written Expression* Write a job recommendation for a subordinate Write an advanced economics textbook the freezer (L1)

Cognitive Reasoning Competencies

Judgment and Decision Making: Critical thinking, problem solving, judgment and decision making.

Determine whether a subordinate has a good excuse Evaluate customer complaints and determine Critical Thinking Write legal brief challenging a federal law for being late appropriate responses Think about the implications of a newspaper article for Determine the impact of new menu changes on a Identify the implications of a new scientific theory for Active Learning job opportunities restaurant's purchasing requirements product design Redesign a floor layout to take advantage of new Develop and implement a plan to provide emergency Complex Problem Solving Lay out tools to complete a job manufacturing techniques relief for a major metropolitan area Judgment and Decision Decide whether a manufacturing company should Decide how scheduling a break will affect work flow Evaluate a loan application for degree of risk Making invest in new robotics technology

Rev: 2019-05-31 Talxcellenz® Foundational Competency - Level (LV) Rating Anchors Page 1 of 4 Reasoning: Logical thinking that influences the use of information in problem solving.

Recognize from the mood of prisoners that a prison Recognize an illness at an early stage of a disease when Problem Sensitivity Recognize that an unplugged lamp won't work riot is likely to occur there are only a few symptoms Design an aircraft wing using principles of Deductive Reasoning* Know that a stalled car can coast downhill Decide what factors to consider in selecting stocks (L5) aerodynamics Determine the prime suspect based on crime scene Diagnose a disease using results of many different lab Inductive Reasoning Decide what to wear based on the weather report evidence tests

Information Ordering* Put things in numerical order (L1) Follow the correct steps to make changes Assemble a nuclear warhead

Classify man-made fibers in terms of their strength, Category Flexibility* Sort nails in a toolbox on the basis of length Classify flowers according to size, color, and smell (L3) cost, flexibility, melting points, etc. Math: Quantitative thinking and use of mathematical methods.

Calculate the square footage of a new home under Develop a mathematical model to simulate and resolve Mathematics Count the amount of change to be given to a customer construction an engineering problem Determine how much 10 oranges will cost when they Decide how to calculate profits to determine the Determine the mathematics required to simulate a Mathematical Reasoning* are priced at 2 for 20 cents (L1) amounts of yearly bonuses space craft landing on the moon Compute the interest payment that should be Number Facility* Add 2 and 7 (L1) Balance a checkbook (L3) generated from an investment (L5) Information Skills: Obtaining, processing, analyzing, and documenting information.

Getting Information Follow a standard blueprint Review a budget Study international tax laws

Processing Information Tabulate the costs of parcel deliveries Calculate the adjustments for insurance claims Compile data for a complex scientific report

Analyzing Data or Analyze the cost of medical care services for all Determine the location of a lost order (L1) Determine the interest cost to finance a new building Information* hospitals in the country Leadership Skills: Monitoring, social perceptiveness, coordination, and time management.

Monitor a meeting's progress and revise the agenda to Review corporate productivity and develop a plan to Monitoring Proofread and correct a letter ensure that important topics are discussed increase productivity

Notice that customers are angry because they have Be aware of how a coworker's promotion will affect a Social Perceptiveness Counsel depressive patients during a crisis period been waiting too long work group Work as director of a consulting project calling for Coordination Schedule appointments for a medical clinic Work with others to put a new roof on a house interaction with multiple subcontractors Allocate the time of subordinates to projects for the Allocate the time of scientists to multiple research Time Management Keep a monthly calendar of appointments coming week projects

Rev: 2019-05-31 Talxcellenz® Foundational Competency - Level (LV) Rating Anchors Page 2 of 4 Character Competencies

There are no Level (LV) ratings for character competencies. The IM scale is: Not Important (1), somewhat important (2), important (3), very important (4), and extremely important (5).

Achievement Orientation: Personal goal setting, trying to succeed at those goals, and striving to be competent in own work.

Achievement/Effort Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.

Persistence Job requires persistence in the face of obstacles.

Initiative Job requires a willingness to take on responsibilities and challenges.

Teamwork: Being pleasant, cooperative, sensitive, easy to get along with, and associating with others.

Cooperation Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.

Concern for Others Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.

Social Orientation Job requires preferring to work with others rather than alone, and being personally connected with others on the job.

Adaptability: Maturity, poise, flexibility, and restraint to cope with pressure, stress, criticism and setbacks.

Self Control Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.

Stress Tolerance Job requires accepting criticism and dealing calmly and effectively with high stress situations.

Adaptability/Flexibility Job requires being open to change (positive or negative) and to considerable variety in the workplace.

Responsibility: Dependability, working correctly and carefully, and being trustworthy, accountable, and detailed.

Dependability Job requires being reliable, responsible, and dependable, and fulfilling obligations.

Attention to Detail Job requires being careful about detail and thorough in completing work tasks.

Integrity Job requires being honest and ethical.

Ingenuity: Generating useful ideas and thinking thigs though logically.

Innovation Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.

Analytical Thinking Job requires analyzing information and using logic to address work-related issues and problems.

Decisiveness: Having an impact on others, displaying energy, leadership, and guiding & depending on oneself.

Leadership Job requires a willingness to lead, take charge, and offer opinions and direction.

Independence Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.

Rev: 2019-05-31 Talxcellenz® Foundational Competency - Level (LV) Rating Anchors Page 3 of 4 Physical Competencies

Fine Manipulation: The ability to keep hand and arm steady and to make precisely coordinated movements of fingers.

Arm-Hand Steadiness Light a candle Thread a needle Cut facets in a diamond

Attach small knobs to stereo equipment on an Finger Dexterity Put coins in a parking meter Put together the inner workings of a small wrist watch assembly line Control Movements: The ability to quickly and repeatedly adjust controls and to coordinate two or more limbs.

Control Precision Adjust a room light with a dimmer switch Adjust farm tractor controls Drill a tooth

Multilimb Coordination Row a boat Operate a forklift truck in a warehouse Play the drum set in a jazz band

Reaction and Speed: The ability to quickly respond to a signal and to quickly move arms and legs.

Start to slow down the car when a traffic light turns Hit the brake when a pedestrian steps in front of the Reaction Time Throw a switch when a red warning light goes off yellow car

Speed of Limb Movement Saw through a thin piece of wood Swat a fly with a fly swatter Throw punches in a boxing match

Strength: The ability to exert maximum muscle force and to use abdominal and back muscles repeatedly.

Static Strength* Push an empty shopping cart (L1) Pull a 40-pound sack of fertilizer across the lawn Lift 75-pound bags of cement onto a truck

Trunk Strength Sit up in an office chair Shovel snow for half an hour Do 100 sit-ups

Endurance: The ability to exert physically over long periods of time with out getting winded.

Stamina* Walk 1/4 mile (L1) Climb 6 flights of stairs Run 10 miles

Flexibility, Balance and Corrdination: The ability to bend, stretch, twist, reach, and coordinate movement of arms, legs, and torso.

Extent Flexibility Reach for a microphone in a patrol car Reach for a box on a high warehouse shelf Work under the dashboard of a car

Gross Body Coordination Get in and out of a truck Swim the length of a pool Perform a ballet dance

Visual Abilities: The ability to see at close range andto see details at a distance.

Near Vision* Read dials on the dashboard of a car Read the fine print of a legal document (L5) Detect minor defects in a diamond

Far Vision* Read a roadside billboard Focus a slide projector Detect differences in ships on the horizon (L7)

Copyright © 2019 Metrics Reporting, Inc. - Talxcellenz® is a registered trademark of Metrics Reporting, Inc. Rev: 2019-05-31 Talxcellenz® Foundational Competency - Level (LV) Rating Anchors Page 4 of 4 Importance Ratings Name:

Instructions: Enter an X in the appropriate box in the rating grid to record your importance rating.

Important NotImportant

VeryImportant Competency Foundational Competency SME Rating Sheet

ExtremelyImportant SomewhatImportant

Communication Competencies

Listening Listening to others to receive verbal information.

Speaking Speaking to others to convey verbal information.

Reading Reading documents, charts, graphs, tables, forms, prose, and continuous texts.

Writing Writing to convey or document written information.

Cognitive Competencies

Judgment & Decision Critical thinking, problem solving, judgment and decision making. Making

Reasoning Logical thinking that influences the use of information in problem solving.

Math Quantitative thinking and use of mathematical methods.

Information Skills Obtaining, processing, analyzing, and documenting information.

Leadership Skills Monitoring, social perceptiveness, coordination, and time management.

Character Competencies

Achievement Personal goal setting, trying to succeed at those goals, and striving to be competent in own work. Orientation

Teamwork Being pleasant, cooperative, sensitive, easy to get a long with, and associating with others.

Adaptability Maturity, poise, flexibility, and restraint to cope with pressure, stress, criticism, and setbacks.

Responsibility Dependability, working correctly and carefully, and being trustworthy, accountable, and detailed.

Ingenuity Generating useful ideas and thinking things through logically.

Decisiveness Having an impact on others, displaying energy, leadership, and guiding & depending on oneself.

Physical Competencies

Fine Manipulation The ability to keep hand and arm steady and to make precisely coordinated movements of fingers.

Control Movements The ability to quickly and repeatedly adjust controls and to coordinate two or more limbs.

Reaction & Speed The ability to quickly respond to a signal and to quickly move arms and legs.

Strength The ability to exert maximum muscle force and to use abdominal and back muscles repeatedly.

Endurance The ability to exert physically over long periods of time without getting winded.

Flexibility Balance & The ability to bend, stretch, twist, reach, and coordinate movement of arms, legs, and torso. Coordination

Vision The ability to see at close range and to see details at a distance.