AVAILABLE FROM Superintendent of Documents, U.S. Government

DOCUMENT RESUME

ED 057 166 VT 010 966

AUTHOR Phillips, J. Edmund; And OthersTITLE A. Handbook for Job Restructuring.INSTITUTION Manpower Administration (DOL), Washington, D.C. U.S.

Training and Employment Service.PUB DATE 70NOTE 50p.AVAILABLE FROM Superintendent of Documents, U.S. Government Printing

Office, Washington, D.C. 20402 (L1.7/2:357/(4,$.55)

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Bibliographies; Employment Patterns; *Employment

Trends; *Guides; *Job Development; Job Skills;*Manpower Utilization; Records (Forms)

IDENTIFIERS *Job Restructuring

ABSTRACTRapid changes in the nation's economy have resulted

in significant increases in the demand for workers in technical jobsbut a significant decrease in the demand for unskilled workers.Unfortunately, the abilities of available manpower have not beendeveloped to meet the requirements of jobs at the levels where theincreased demands have occurred. As a result, employmentopportunities are not available for many individuals although manyjobs cannot be filled. This handbook was developed to provide a basicguide for use in restructuring job systems in order to utilizeavailable manpower resources more efficiently. The proper andjudicious application of the job restructuring techniques describedin this handbook may contribute to alleviating this imbalance byproviding appropriate job opportunities for these individuals. Themethodology contained in this handbook was derived from a specialadaptation of the job analysis concepts and techniques developed bythe United States Training and Employment Service over a 35-yearperiod. Job restructuring worksheets and a bibliogra-' -- eludedin the report. (Author/BC)

a handbook

restructuringU.S. DEPARTMENT OF LABORManpower Administration1970

U.S. DEPARTMENT OF IMALTH. EDUCATION& WELFARE

OFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON ORORGANIZATION ORIGINATING IT. POINTS OFVIEW OR OPINIONS STATE0 00 NOT NECES-SARILY REPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY

For sale by the Superintendent Of Documents, U.S. Government 1,r luting 001ceWashington, D.C. 20402 - Price 55 cents

ForewordThis handbook has been developed to provide a basic guide for use in restructuring

job systems in order to utilize available manpower resources more efficiently. Rapidchanges in the Nation's economy have resulted in significant increases in the demandfor workers in technical jobs and, at the same time, significant decreases in ate demandfor unedlled workers. This shift in manpower requirements is expected to continue inthe years ahead.

Unfortunately, the abilities of available manpower have not been developed to meetthe requirements of jobs at the levels where the increased demands.have occurred. As aresult, employment opportunities are not available for many individuals while manyjobs cannot be filled. The proper and judicious application of the job restructuringtechniques described in this handbook may contribute to alleviating this imbalance byproviding appropriate job opportunities for these individuals, together with latticesand pathways for career development.

The methodology described in this handbook is a product of the continuing re-search on occupational data collection, evaluation, and presentation carried on by theU.S. Training and Employment Service under Robert J. Brown, Acting DeputyAssociate Manpower Administrator. The worker functions and traits upon which thismethodology is based are described in detail. This handbook presents primarily amethodology and does not deal with problems involving personnel practices, unionrelations, plant policies, and similar matters.

Malcolm R. Lovell, Jr.Manpower Administrator

in

PrefaceThis handbook was drafted by the following staff members from four of several

Occupational Analysis Field Centers operated by State employment security agenciesin collaboration with the Manpower Administration: J. Edmund Phillips, CaliforniaOccupational Analysis Field Center; Bessie J. Kuhn, Missouri Occupational AnalysisField Center; John W. Bridges, North Carolina Occupational Analysis Field Center; andHarry Nussberger, Wisconsin Occupational Analysis Field Center.

The final document was produced by the U.S. Training and Employment Service,with planning and general supervision by L 'n Lewis, Assistant Chief, Division ofOccupational Analysis and Career Inforniat; and direct supervision by Ada linePadgett. The bibliography wa: pmpared by Ruby L. Gill and Velma R. Watson.

ContentsPage

FOREWORD ffl

PREFACE

INTRODUCTION TO JOB RESTRUCTURING 1

Whst is Job Restructuring? 1

Relationship of Job Analysis to Job Restructuring 1

How Job Restructuring Can Help 1

APPROACH TO A JOB RESTRUCTURING STUDY 3

PREPARATION FOR JOB RESTRUCTURING 5

Job Systems 5

Organization Chart 5

Process Flow Chart 5

Staffing Schedule

METHODOLOGY FOR JOB RESTRUCTURING 13

Flow Chart for Job Restructuring 13

Procedure for Job Restructuring 14

Job Restmcturing Example 17

Career Lattice 23

COMPONENTS AND BENCHMARKS 25

Worker Functions 25

Worker Traits 26General Educational Development 29

Aptitudes 30Interests 40Temperaments 40

Physical Demands 41

EnviromnentaI Conditions 42

BIBLIOGRAPHY 43

vii

Introduction to JobWHAT IS JOB RESTRUCTURING?

Job restructuring is a special application of job anal-ysis that involves the identification of jobs within thecontext of the system of which they are a part and theanalysis and rearrangement of their tasks to achieve adesired purpose.

Although the term "job restructuring" is relativelynew, the concept is not. Employers frequently find itnecessary to rearrange or adjust the contents (tasksperformed) of jobs within a system because of economicconditions, technological changes, inability to fill vacantpositions, or other reasons. However, in the past arrivingat satisfactory adjustments of job tasks was largely amatter of trial and error, due to the lack of a stand-ardized methodology. This handbook describes the tech-niques and step-by-step procedures for this purpose.

Important to an understanding ofjob restructuring isthe concept that a job does not exist alone but is relatedto a number of other jobs in a system. The itnerdepend-encies and relationships among the jobs in a systemcannot be ignored. Job restructuring should be thoughtof not as changing one job, but rather as rearranging thecontents ofjobs within a system.

RELATIONSHIP OF JOB ANALYSISTO JOB RESTRUCTURING

Job analysis is the basic technique used in job restruc-turing. Any activity in this area should begin with identi-fication of the jobs within the system and analysis of theseparate tasks1 that comprise each of the jobs, followedby evaluation of the characteristics and relationships ofthese 'tasks.

1The distinct major activides that constitute logical and necessarysteps in the performance of a job.

RestructuringThe methodology described in this handbook is a

refinement of job analysis techniques developed by theU.S. Training and Employment Service. It involves thedetailed analysis of each job in terms of: (1) The specifictasks performed by the worker; (2) the functioning ofthe worker in relation to data, people, and things; (3)the minimum general educational development requiredfor satisfactory performance; (4) an estimation of theaptitudes required for satisfactory job performance; and(5) other significant worker traits requirements, such asphysical demands, temperaments, and interests.

110W JOB RESTRUCTURINGCAN HELP

Developing this methodology was an outgrowth ofthe widely held belief that better utilization of availablemanpower can alleviate many of the manpowershortages experienced today. The potential of that man-power for more complex work can be developed throughon-the-job training and experience. A major goal of man-power programs is, first, to increase employment oppor-tunities at the entry level for persons who do not possessthe necessary skills to compete in the labor market andthen to create meaningful opportunities for these peopleto advance to higher level jobs as they acquire new skillsthrough orithe-job training, formalized classroom in-struction, and work experience. One way to achieve thisgoal is through application of the job restructuring tech-niques presented in this handbook.

The immediate benefits of job restructuring are two-fold. It frees experienced personnel to spend more timeperforming higher level tasks, and creates lower leveljobs that can be filled by inexperienced persons orworkers who now lack the ability to perform higher leveltasks. A significant result is new employment oppor-tunities for disadvantaged persons. r

Inherent in the concept of better utilization ofmanpower resources is the development of manpowerpotentia1.2 In job restructuring the analyst should beinterested not only in creating entry-level positions, hutalso in trying to devise meaningful promotional oppor-tunities. The job restructuring methodology enables theanalyst to design a series of career lattices. (Chart 3 showsa sample career lattice.) The career lattice utilizes theinterrelationships among jobs to create promotionalopportunities and facilitate mobility of workers among

jobs. A career lattice provides for mobility in three direc-tions: horizontal mobility to jobs at the same relativelevel of complexity but in a different area of work,vertical mobility to more complex jobs in the same areaof work, and diagonal mobility to more complex jobs ina different but related area of work.

2Developing Your Manpower (Washington: U.S. Department ofLabor, Manpower Administration, 1969). For sale by the Super-intendent of Documents, U.S. Government Printing Office,Washington, D.C. 20402.

Approach to a Job Restructuring StudyThe support of management is basic to a successful

job restructuring study. If an organization is runningsmoothly and has no particular recruitment problems,the employer may be reluctant to make any fob changes.

The analyst should be well prepared before approach-ing an imployer with a job restructuring proposal. Theemployer may have a number of questions regarding theconduct of such a study. For example, he may ask:

Would it interrupt operations?What costs may be incurred?Would it affect the morale of present employees?How long would the study take?Flow much time would it take to implement therestructured jobs to achieve full production orrender more efficient service?What assistance, if any, could be expected fromGovernment agencies?What effect would it have on established wagestructures, on-the-job training programs, and pro-motional opportunities . or established careerladders?

The analyst should familiarize himself with the organiza-tion before miring initial contact and be ready todiscuss any questions that the employer may raise.

The scope of the restructuring study must be deter-mined during discussions with management. At this timethe analyst must impress upon management that jobs arenot independent but instead are part of a system. (Thisis discussed in greater detail in the section on Procedurefor Job Restructuring.) Because of the interdependenciesand relationships among jobs that comprise a system,

better results from restructuring can be obtained if anumber of jobs in the system are considered for restruc-turing simultaneously. Best results can be derived if allthe jobs in a system are considered, thus permitting theanalyst to analyze each component task required toaccomplish the purpose of the system and group thesetasks into restructured jobs following the steps outlinedin this methodology.

Once the support of management has been Obtained,the analyst should ask management to familiarize super-visory personnel with the program and enlist theirsupport in the restructuring effort. Through the super-visory personnel, all employees of the establishmentshould be informed of the purpose of the program, howlong it will take, and how it will be conducted. Thesupport and cooperation of everyone connected with theestablishment are essential to any type of job analysis,especially when the analysis is being made for job re-,structuring purposes.

Before beginning the analysis or at least before theactual restructuring process, the analyst must be awareof the abilities and potentials of the applicants who willbe considered for the restructured jobs. This does notimply that the analyst will attempt to use restructuringto tailor-make each job for a particular individual. How-ever, it does imply that the analyst must be aware of thecharacteristics of the potential workers as a group, interms of experience, aptitudes, educational develop-ment, and physical abilities to give him some idea ofhow to regroup the job tasks to better utilize the poten-tials of the available manpower. Information of this kindmay be obtained from such sources as local offices ofthe State employment services and other local man-power service organizations.

Preparation for Job RestructuringJOB SYSTEMS

Few jobs are totally self-contained. Normally a job isinterrelated with other jobs in a system; it involves tasksthat accomplish only a segment of a larger process orservice. A particular job is related in various ways to theother jobs, or segments of the total work to be per-formed, that precede or follow it in the sequence ofoperations or activities. When restructuring, the analystmust consider these interrelationships, even if only .oneor a few jobs in the system are being considered forrestructuring.

To study these relationships, the analyst needs tolook at the overall organization and purpose of thewhole establishment, hierarchical relationships, promo-tional possibilities, work flow (sequence of operations),and plant layout. The analyst should prepare an organi-zation chart, a process flow chart, and a staffing sched-ule to help hinfunderstand these job relationships.

ORGANIZATION CHARTAn organization chart shows graphically the setup of

a firm or other organization, including the relationshipsbetween its subdivisions, and the composition and distri-bution of its personnel. A simple way of developing sucha chart is to write the,name of each unit in the organi-zation on a separate slip of paper, arrange these slips inechelons, and place units at the same organizational levelside by side. Once a rough draft of the resulting layout issketched, with a box for each organizational unit, thejob titles of positions in each unit can be added to theappropriate box. (See sample organization chart, p. 11.)

PROCESS FLOW CHARTA process flow chart graphically depicts the workflow

of ,an establishment. It should indicate the normal

374-085 0 -70 -2

sequence of operations there. If the chart is keptsimple, it is no more difficult to prepare than an organi-zation chart. Frequently, the analyst can find suchcharts in technical books or similar publications andadapt one or more to the -situation in the establishmenthe is studying. (See sample process flow chart, p. 12.)

STAFFING SCHEDULE '

A staffing schedule is an inventory of an establish-ment's work force. It shows current organizational andstaffing patterns of the firm and indicates the distri-bution of work skills and the uses being made of thoseskills.

The information included in a staffmg schedule con-sists of an accurate identification of all jobs in the estab-lishment, administrative and supervisory as well asclerical and production, in terms of plant titles and,when available, titles and codes from the Dictionary ofOccupational Titles.3 The schedule shows the depart-mental structure of the establishment, the number ofworkers employed in each department, and the numberof workers employed in each job within each depart-ment. It also includes a narrative statement of the majorprocesses and products of the organization.

Staffmg schedules help to identify organizationalweaknesses, departmental overstaffing or understaffing,and hiring needs to be filled through recruitment andselection of additional workers; transfer, upgrading, ortraining of present employees; or restructuring of se-lected, jobs to overcome skill shortages and utilize thepotentials of the available manpower supply.

3Dictionary of Occupational 7" Iles (2 vols.; 3d ed.; Washington:U.S. Department of Labor, Manpower Administration, 1965).For sale boz the Superintendent of Documents, U.S. GovernmentPrinting Office, Washington, D.C. 20402.

INSTRUCTIONS FOR COMPLETING THE STAFFINGSCHEDULE

The staffing schedule for an establishment consists ofone face sheet and as many title sheets as are required toidentify all units in the establishment and list the jobtitles and related information for each. (The first page ofthe sample schedule that starts on p. 7 is a face sheet;the following pages are title sheets.)

The face sheet should contain identification data,such as the name of the establishment being studied, itsStandard Industrial Classification code and title,4 theproducts manufactured or services rendered, and thename of the analyst engaged in the study. (See sampleface sheet on p. 7.)

The title sheets should contain listings ofjobs withinthe organizational units by plant titles and by corre-sponding titles and codes in the Dictionary of Occupa-tional Titles. In addition, this form provides space forrecording the number of workers employed in each job,and any comments pertinent to the study. (See sampletitle sheets starting on p. 8.)

The following is a step-by-step procedure for pre-paring the title sheets:

Title Sheet No.: The number of each sheet should becombined with the total number of sheets in the form ofa fraction, such as 1/18,2/18, and 3/18.

Establishment: Enter name of the establishment.Unit: Enter the name of the establishment unit

(department, section, etc.) as it is designated in theestablishment. Ordinarily each unit listing should starton a new title sheet, but if the listings are short, two ormore units may be recorded on one sheet. When this isdone, at least two lines should be left blank betweenunit listings. Every attempt should be made to groupjobs in units by functions or processes.

Number of employees in unit: Enter the totalnumber of employees in the unit at the time the studywas made.

Number: Each job entry should be numbered begin-ning with number 1 for the first job listing for each unit.For example, if there are 15 jobs in the first unit listed,the numbers should run from 1 to 15; and if there are 8jobs in the next unit listed, the numbers should run from1 to 8.

Job title: Record, in initial capitals, the job title usedby the establishment. If more than one title is used inthe establishment to identify the same job, enter themost commonly used or most descriptive title as the

Standard Industrial Classification Manual (Washington: Execu-tive Office of the President, Bureau of the Budget, 1967). Forsale by the Superintendent of Documents, US. GovernmentPrinting Office, Washington, D.C. 20402.

6

main title. Any additional or alternate titles used shouldbe listed on the reverse side of the title sheet and identi-fied with the appropriate main title.

No. employed: Record in the column headed "M"the number of male workers on the job, in the columnheaded "F" the number of female workers, and in thecolumn headed "T" the total workers employed on thejob. If the establishment is working more than one shiftdaily, the number employed on each shift should beentered separately, one below the other, opposite thejob title.

Dictionary of Occupational Titles: These colurmisprovide space for converting each establishment job titleinto a title and code number from the Dictionary ofOccupational Titles (DOT) and then entering the workertraits (WT) group page number on which the DOT jobappears. If an establishment job cannot be converted,the DOT columns should be left blank.

Before an analyst can convert an establishment job,he must have a concept of its duties. Since plant jobtitles may be indicative of these duties but are oftenmisleading, he needs to fmd out what tasks are actuallyperformed on the job. To learn this, he should observe aworker performing his duties and/or discuss the job withthe worker and/or his supervisor.

Once the analyst understands the jobs in the estab-lishment's organizational unit, he is ready to comparethem with definitions in the DOT. Before he actuallystarts making comparisons, however, he should be awarethat the activities described in a DOT definition fre-quently will not coincide exactly with those of theestablishment job. The DOT defines most jobs in broad,all-inclusive terms. It defines a typical job in any estab-lishment rather than a specific one in a particular firm.

The analyst must weigh the importance of differ-ences between an establishment job and Dictionarydefinitions of like jobs. If the differences are significant,no conversion should be made. On the other hand, dif-ferences in minor tasks should not obscure the fact thatthe jobs are essentially the same.

To locate DOT titles and definitions for comparisonwith establishment job titles and tasks, use the followingprocedure:

I. Search for the establishment's job title in volumeI of the Dictionary of Occupational Titles. If you find it,compare the definition with the tasks of the establish-ment's job. If you cannot locate the establishment's jobtitle, try using synonyms, inversions, or contractions ofthe title.

2. If you are still unable to locate the job, check thesection on Occupational Group Arrangement of Titlesand Codes in volume II, and then turn back to the defi-

nitions of the jobs in volume I to determine if one coversthe establishment's job.

3. As a further check, you can scan the appropriatelistings of titles under Industry Arrangement of Titles involume II and examine the definitions of the appropriatetitles to determine whether they cover the establish-ment's job.

If you decide that a job is similar in all significantrespects to a definition in the DOT, enter the DOT title(in all capital letters) in the appropriate column of thetitle sheet. In the next column, enter the code numberthat appears after the job title in volume I of the DOT.

Next, in the Supplements to the DOT, turn to theDOT code number you have listed and find the WT

Face ;hest

MANPOWER ADMINISTRATIONU.S. Training and Employment Service

Number of Employees: 63

group page number opposite it. This number refers tothe page in volume II of the Dictionary that containsfacts about the workers trait group in which the jobappears. Enter this number in the appropriate column ofthe title sheet.

Entry Job: If the employer will accept a worker whois not presently qualified for the job but has potentialfor it, place an "X" in this column. Otherwise, leave itblank.

sA Supplement to the Dictionary of Occupational Titles (3d ed.;Washington: U.S. Department of Labor, Manpower Adminis-tration, 1966). For sale by the Superintendent of Documents,U.S. Government Printing Office, Washington, D.C. 20402.

CONFIDENTIAL

STAFFING SCHEDULEand

JOB ANALYSIS PLANNING REPORT

Number of Title Sheets Attached: 3

Signature: J. D. Smith Date:

Establishment: Acme Medical Apparatus Co.

Standard Industrial Classification Code and Title: 3693 Medical X-ray apparatus and tubes; eleciromedical and electrotherapeutic

apparatus

Products Manufactured or Services Rendered: This firm manufactures medical electronic apparatus such as: Respirometers, poly-

graphs, fraction collectors, electrophoresis equIpment, and a variety of other products.

Remarks: This firm produces items which are made to order and, in some cases, may be considered expedmental because so few are

built. Considerable difficulty is experienced in obtaining enough qualified assemblers, and training programs byeproven to be "not

actical." Therefore, a continui demand for assemblers exists.

Title sheet No. 1/3


Unit: Managerial

CONFIDENTIALSTAFFING SCHEDULE

forJOB RESTRUCTURING

(Enter any additional comments on reverse side)


No. Employees in Unit: 2

Number Job Title

No.Employed

Dictionary of Occupational Titles I

I EntryJob

CommentsTitle Code

WT GroupPage No.M F. I T

1 President 1 0 1 PRESIDENT 189.118 237

2 Vice President 1 0 1 VICE PRESIDENT 189.118 237

.__

Unit: Personnel & Clerical



Number Job Title

No.Employed

Dictionary of Occupational TitlesEntryJob

CommentsTitle Code

WT GroupPage No.M F T

1 Office Manager 1 0 1 MANAGER,INDUSTRIAL 'ORGANIZATION 189.118 237

2 Personnel Officer 1 0 1 MANAGER,PERSONNEL 166.118 228

3 Secretary 0 3 3 SECRETARY 201.368 263

4 Bookkeeper 1 0 1 BOOKKEEPER I 210.388 280

5 Stock Clerk 2 0 2 STOCK-CONTROLCLERK 223.387 271

_

,

Title sheet No. 2/3


Unit: Engineering

CONFIDENTIALSTAFFING SCREDULE





Number Job Title

No.Employed

Dictionary of Occupational TitlesEntryJob Comments

Title CodeWT GroupPage No.MIFIT

1 Design Engineer 3 0 3 MECHANICALENGINEER 007.081 371

2 Technician 2 0 2 MECHANICAL-ENGINEERINGTECHNICIAN 007.181 379 -

3 . Technician Aid 4 0 4

Unit: Shop



Number Job Title

No.Employed

Dictionary of Occupational TitlesEntryJob

CommentsTitle dCoe WT Group

Page No.M F -r .

1 Foreman 1 0 1

2 Maintenance Man 1 0 1 MAINTENANCEMECHANIC II 638.281 312

3 ElectronicsAssembler 31 8 139

4 Sweeper 1 0 I PORTER II 381.887 360

374.4133 0 70 3

Title sheet No. 3/3

MANPOWER ADMI NI STRATI ON

U.S. Training and Employment Service

Unit: Procurement

CONFIDENTIALSTAFFING SCHEDULE



Lablishment: Acme Medical Apparatus Co.


Number Job Title

Nu.Employed

Dictionary o Occupational TitlesEntryJob

Comments

Title CodeINT GroupPage No.r---

M F T

1 Purchasing Agent 1 0 1 PURCHASINGAGENT 162.158 484

2 Purchasing AgentAssistant 1 0 1

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Evaluate each task in relation to otherimportant worker traits and recordratings on worksheet.

Methodology for Job RestructuringFLOW CHART FOR JOB RESTRUCTURING

1----STEP Determine the relationship of the job(s)1 to the system of which they are a part.

STEP2

Describe in detail the tasks that compriseeach job. Record them on worksheet.

STEP3

Estimate the time required to performeach task during the average workday.Record the estimate on worksheet.

STEP4

STEP5

Rate each task in relation to worker func-tions. Record ratings on worksheet.

Rate each task in terms of general educa-tional development (GED). Record rat-ings on worksheet.

STEP6

Rate each task in relation to importantaptitudes. Record ratings on worksheet.

STEP7

STEP:8

Group tasks according to worker func-tions, GED, aptitudes, and other perti-nent worker traits.

1 6 13

STEP9

IRecord groupings of tasks on worksheets.

STEP10

STEP1

Evaluate groups in terms of kind of workperformed or technology involved.

Review the process flow, establishmentlayout, and machinery and equipment todetermine if tentative groups are feasiblein thisfespect.

F1EPT2

Consider career lattice posiibilities.

STEP13

Determine if cumulative totals of esti-mates of workday time for the tasks intentative groups will justify full-time jobs.

STEP14

Evaluate and adjust groups until mostfeasible and practical arrangements oftasks are developed.

STEP Prepare detailed job descriptions.15

STEP16,

Prepare career lattices.

STEP17

Follow up after implementation of the jobrestructuring activity.

PROCEDURE FOR JOBRESTRUCTURING

Job analysis as the basis of job restructuring shouldprovide a more realistic and effective result in the jobstructure of an organization.

Objective information about the jobs to be restruc-tured can be obtained in several waysby observing thework situation; by interviewing workers, supervisors, andpersonnel specialists; or by referring to prepared com-pany job descriptions or previously prepared job analysismaterials. However, the most complete information canbe obtained through a combination of the observationand the interview methods. The information gainedduring interviews should include estimates of the timespent on each task for use in step 3.

Step 1 The first step in job restructuring isDetermine to determine exactly what the jobs andthe Rela- their limits arewhere the jobs begin andtionthip of where they end. For this purpose, thethe Job(s) analyst should review the staffmg sched-to the Sys- ule he has prepared. Once he has identi-tem of fled the jobs to be studied, he shouldWhich They proceed to analyze each in accordanceare a Part. with the remaining steps of this

procedure.

Step 2 The effectiveness of restructuring mayDescribe in depend upon the analyst's ability to rac-Detail the ognize the component tasks that corn-Tasks That prise each of the jobs in the system.Comprise The tasks should be recorded in out-Each Job. line form on the worksheet. (See theRecord sample job restructuring worksheet.) AThem on terse, direct writing style is preferable. IfWorksheet. possible, each sentence should begin with

an action verb and should be written inthe present tense. Adjectives that reflectsubjective judgment of the analyst shouldbe avoided.

The tasks that comprise each jobshould be listed together on a separateworksheet. This will result in listings oftasks within the existing boundaries ofthe job at the time of the analysis.

Tasks should be listed, when possible,according to the sequence of operationsto facilitate the subsequent groupingprocess. Note that process flow or plantlayout may dictate a fixed sequence forcertain tasks; such factors should benoted beside the affected tasks to preventa meaningless grouping of tasks.

Step 3Estimatethe TimeRequired toPerformEach TaskDuring theAverageWorkday.Record theEstimate onWorksheet.Step 4Rate EachTask in Re-lation toWorkerFunctions.RecordRatings onWorksheet.

Step 5Rate EachTask inTerms ofGeneral Ed-ucationalDevelop-ment(GED).RecordRatings onWorksheet.

Step 6Rate EachTask inRelation toImportantAptitudes.RecordRatings onWorksheet.

(314

During the task analysis the analystdetermines the amount of time theworker spends in the performance of eachtask during the average workday. Esti-mates made by consulting either theworker whose job is being observed or theworker's supervisor usually will be suf-ficiently accurate for planning jobrestructuring.

Each task can be evaluated and ratedin terms of how the worker functions inrelation to data, people, and things. Theserelationships are defmed in three workerfunction hierarchies. (See p. 25 for defmi-tions of worker functions in each hier-vchy.) Each task should be assigned theworker function in each hierarchy thatmost closely describes the activities listedin the task description. The result will bea three-part rating, expressing the esti-mated functional level of the task, such asthe following:

DATA: Comparing (6)PEOPLE: Speaking-signaling (6)THINGS: Feeding-offbearing (6)

This functional level would be expressedon the worksheet as 666.

Determine the level of GED requiredfor a worker to acquire the backgroundknowledge needed and follow the instruc-tions for performing his job in a specificsituation. Evaluate each task in tenns ofthe three categories of the GED scalereasoning, mathematical, and languaged evelopment. (See Scale of GeneralEducational Development, p. 27.) Afterdetermining the level required in eachcategory, select the highest of these toexpress the GED rating for the task.Record the number of the selected levelon the worksheet.

Consider each task in relation to eachof the 11 aptitudes described in the sec-tion on Aptitudes in this manual. (See p.30.) Decide which of these aptitudes areimportant to the performance of the taskand estimate the level of the aptitude re-quired for satisfactory (average) per-formance, according to criteria given.Record important aptitudes and theirrespagAle ratings on the worksheet.

(Sample Form)

JOB RESTRUCTURING WORKSHEET

Establishment Job Title No. Employed DOT Title and Code Date

Department Supervisor Title Analyst

Task Description TimeFunctions

GEDImpOrtantAptitudes

OtherPertinent

Worker TraitsComments

g 15

Step 7EvaluateEach Taskin Relationto OtherImportantWorkerTraits andRecordRatings onWorksheet.

Step 8GroupTasks Ac-cording toWorkerFunctions,GED, Apti-tudes, andOther Per-tinentWorkerTraits.

Step 9RecordGroupingsof Tasks onWorksheets.

Step 10EvaluateGroups byKind ofWork Per-formed orTechnology.

Step 11Review Pro-cess Flow,Establish-ment Lay-

Although this method uses the con-cepts of worker functions, GED, andaptitudes as primary considerations inseparating and grouping job tasks, otherworker traits are sometimes important.For example, when restructuring to de-velop jobs for physically handicapped,physical demands and environmental con-ditions are basic considerations. Whenrestructuring is for the mentally retardedor emotionally disturbed, temperamentsare frequently pertinent, as they relate tothe responsibilities placed on the workerand the interpersonal relationships in thework situation. (See pp. 40 through 42for identification and definitions of theseworker traits.) The analyst should befamiliar with interests, temperaments,phy sical demands, and environmentalconditions so that he can recognize thepertinency of these traits to specifictasks. Record pertinent factors on theworksheet.

Consider worker function, GED, andaptitude ratings that have been assignedto the tasks, to determine where enoughsimilarity exists to permit grouping oftasks on these bases. Specifically, thosetasks that have been rated for similar orclosely related levels of worker functionsand, correspondingly, similar or closelyrelated levels of GED and important apti-tudes should be tentatively grouped forfurther Inspection according to additionalcriteria. (See Job RestructuringExample.)

Copy onto separate worksheets thosetasks that seem most suitable for group-ing into jobs according to the consid-erations listed in step 8. Each groupshould be on a separate worksheet.

Determine if tasks grouped togetherinvolve the ,same or related technologies.It would be difficult to keep all jobs pureaccording to the type of work performed,but jobs should contain tasks as similar orrelated in this respect as possible.

Review the process flow, establish-ment layout, and availability of machin-ery and equipment to determine if thetasks being considered for grouping canbe performed without interrupting the

out, andMachineryand Equip-ment toDetermineif TentativeGroups areFeasible.

Step 12ConsiderCareer Lat-lice Possi-bilities.

Step 13Determineif Cumula-tive Totalsof EstiMatesof WorkdayTime for

Tasks inTentativeGroupsWill' JustifyFull-TimeJobs.

Step 14Evaluateand AdjustGroupsUntil MostFeasible andPractical Ar-rangementsof Tasksare Devel-op d.

16 %

sequence of operations. Adjust or rear-range tasks, if possible, to accomplish thispurpose.

Review the ratings of the tasks withinthe groups being considered as possiblejobs to determine if these jobs wouldrelate to each other and to other jobs inthe establishment to permit the de-velopment of meaningful career lattices.Workers should be able to begin on lesscomplex jobs and become qualified forpromotion to more complex onesthrough work experience, on-the-jobtraining, and/or classroom training. Pro-motional opportunities provided in theoriginal job structure of the establishmentshould be considered in restructuring.They, can be evaluated by studying theorganization chart and staffing scheduleand by discussing them with establish-ment officials.

Determine if the cumulative totals ofestimates of workday time for the tasksconsidered for grouping will justify full-time jobs. Remember that the number ofpersons performing the tasks in the orig-

inal job can affect total time required.The employer may desire an increase ordecrease in the imount of time spent oncertain tasks in the restructured situation.If so, the analyst should determine thefeasibility of doing this.

a. If there are too many tasks for ajob in one group, experiment with trans-ferring tasks to another group.

b. Consider adding tasks at similar orrelated levels if there are not enoughtasks in a group to form a meaningful job.

c. Consider increasing the time spenton certain tasks if it appears practical.

d. Review the ratings of the taskswithin each group an0 determine how

211

each group would be rated if consideredas a job. This will help determine whetherthe proposed job is in keeping with thespecific purpose(s) of restructuring andevaluate its position in the system of jobsbeing analyzed.

Step 15 After all adjustments have been madePrepare in the groupings of tasks for restructuredDetailed jobs, prepare final, detailed job descrip-Job De- tions. In addition to copying all tasksscriptions. from the restructuring worksheet, the

analyst may need to add transitionalstatements to make the descriptions readsmoothly. These detailed job descriptionswill be used by the employer in imple-menting the restructured job program.

Step 16 Prepare charts to indicate the rela-Prepare tionships among jobs in the estab-Career lishment. These charts should indicateLattices. vertical, horizontal, and diagonal mobility

among jobs (career lattices). (See thesample career lattice shown in chart 3, p.24.)

Step 17 The restructured jobs should be evalu-Follow up ated approximately 3 months after theyAfter Im- have been implemented by the employer.plementa- This period should provide ample timetion of the for any problems that may arise toJob become evident. At this time changesRestructur- should be made to correct such problems.ing Activity. It is assumed that the employer will cor-

rect obvious deficiencies as they appearwhile implementing the program, but afollowup evaluation of the entire programwill insure that corrective action is takenand, possibly, will help prevent anyfuture problems.

JOB RESTRUCTURING EXAMPLE

This example of restructuring was developed to illus-trate more clearly the methodology described in thishandbook. However, many variations will be encoun-tered in actual practice and method adjustments may benecessary.

Data Collection

The example occurs in a plant producing medicalapparatus, such as polygraphs. The plant is unable to fillorders within reasonable time limits because of a short-age of skilled electronic assemblers. A supply of appli-

374-0= 0 - 70 - 4

17

cants for entry-level jobs is available. However, beforerestructuring was started, they had not been consideredas a potential solution to the recruitment problem.

The example that follows shows how the restructur-ing methodology can be applied to create both entry andpromotional opportunities for workers and, at the sametime, provide satisfactory workers for the employer.

The worksheet on page 19 lists all the tasks that com-prise the original job with appropriate ratings for eachtask.

An analysis of these tasks and ratings in accordancewith the criteria described in the methodology revealsthe possibility of restructuring the job content asfollows:

Rationale for Grouping

A review of the worker functions, GED, and apti-tudes ratings indicates that two core groups of tasks canbe identified and developed, based on the followingrating profiles:

TasksWorker

GEDImportant

functions aptitudes

Core group I

Core group II

1.2

3

687

684,381

S-4; K-4; and M-3,4.

S-3; P-3,4; K-3;F-3; and M-3.

It should be noted that three tasks have ratings thatdo not fall into either of the above rating profiles:

.Task No. 1: Requires worker functions 367,GED 3, and aptitudes V-3, N-3, and Q-4. Althoughthe AGED rating is the same as the one for the tasksin core group H, the other ratings are not.

Task No. 9: Requires worke: functions 684,GED 2, and aptitudes S-4, K-3, F-3, and M-3.Some of these ratings fall into the profile for coregroup I and others into the profile for core groupIL

Task No. 12: Requires worker functions 381,GED 4, and aptitudes G-3, N-3, S-3, and P-3. Itwill be noted that the worker functions 381 andaptitudes S-3 and P-3 fit the rating profile of coregroup II; however, GED 4 and aptitudes G-3 andN-3 are different.

This is the point at which the analyst should considerthe importance of other criteria, such as process flow,technology involved, and purpose of the worker actions.Taking these factors into account, he notes that all ofthe three tasks listed above contribute to and are usuallyrequired in conjunction with the tasks in .core group II.

Consequently, these tasks can be added to core gimp Il(see the worksheet of job first developed from tasks incore group 11, p. 20).

The tasks in core group I remain unchanged and com-prise a job. (See the worksheet of job developed fromtasks in core group 1, p. 21). However, further analysisof the job developed from core group II indicates thatsome of the tasks may be rearranged, resulting in thedevelopment of a third job. A reappraisal of tasks Nos.

1,4, and 12 reveals the following:Tasks Nos. 1 and 12 can be removed from thegroup and comprise a third job that would have aprofile of worker functions 361; GED 4; and apti-tudes G-3, V-3, N-3, Q4, and P-3 (see the work-sheet showing new job created from revision ofjobdeveloped from core group 11, p. 21).

Wow:0 11

An analysis of the work performed and workflow reveals that task No. 4, although rated workerfunctions 381, cannot be separated from adjacentassembly tasks and, therefore, must be left withthe tasks that remain in group II (see the work-sheet showing revision of job developed from tasks

in core group H, p. 22).

The original job was performed by 39 workers. By

restructuring it into three jobs, the analyst hasaccomplished two purposes: 1) A less complex job hasbeen developed to provide entry opportunities for theless than fully qualified individuals in the labor market;and 2) the qualified workers previously performing thejob will now be able to devote full time to the per-formance of the two more complex jobs that have re-sulted. Consequently, the time factor for each task inthese three newly created jobs has been increased.

Origin& Job

JOB RESTRUCTURING vVORKSHEET

Establishment Job Title Electronics Assembler DOT Title and Code

Department __Aasernliy Supervisor John R. Doe Title Foreman

No. Employed 39 Date

Analyst S. W. Brown

Task description Time(minutes)

FunctionsGED

antaptituimportdes

Otherpertinent

worker traitsComments

D P T

1. Reviews production order and requisi-tions appropriate parts from stock-room 30 3 6 7 3 V-3, N-3, 0-4 Near acuity

2. Assembles numbered panels to formapparatus cabinet, using hand andpower tools 60 6 8 7 2 S-4, KA, M-4

3. Attaches componenn such as motors,heaters, and cooling units to cabinets,using hand and power tools 90 6 8 4 3 S-3, K-3, F-3, M-3

4. Connects and alines electronic partssuch as photocells and relays, usinghandtools, test equipment, and dia-grams 60 3 8 1 3 S-3, P-3, F-3 Near acuity

5. Attaches terminals, plugs, rheostats,

dials, and knobs, using handtools 15 6 8 4 3 K-3, F-3, M-3

6. Solders wires to components and con-trols, using soldering Iron and wiringdiagrams 30 6 8 4 3 P-4, K-3, F-3, M-3 Ncer acuity

7. Attaches resistors, transistors, anddiodes to printed circuit board, usinghandtools. soldering iron, and diagram. 30 6 8 4 3 P-3, K-3, F-3, M-3 Near acuity

8. Cleans cabinet ard components, usingcleaning solution and air hose 60 6 8 7 1 M-3

9. Connects glass and plastic tubing andattaches valves, using handtools 15 6 8 4 2 S-4, K-3, F-3, M-3

10. Attaches operating Instructions andcaution decals to unit, using water andsqueegee 30 6 8 7 1 M-3

11. Secures serial number plate to cabinet,using screwdriver, and records numberon production order 15 6 8 7 1 K-4, F-4, M-4

12. Tests and adjusts electronic parts andmechanisms to specified tolerances,using electronic and mechanical test,equipment, and handtools 45 3 8 1 4 G-3, N-3, S-3, P-3 Near acuity

s

19

Job first developed from tasks In core group II

1013 RESTRUCTURING WORKSHEET

Establishment Job Ti tle Electronics Assembler Il DOT Title and Code

Department Assembly

No. Employed Date

Supervisor John R. Doe Title Foreman Analyst S. W. Brown

Task descriptionTime

(minutes)

FunctionsGED

Importantaptitudes

Otherpertinent


P T

1. Reviews production order and requisi-tions appropriate parts from stock-room 45 3 6 7 3 V-3, N-3, 0-4 Near acuity

3. Attaches components such as motors,heaters, and cooling units to cabinets,using hand and povuar tools 120 6 8 4 3 S-3, K-3, F-3, M-3

4. Connects and alines electronic partssuch as photocells and relays, usinghandtools, test equipment, and dia-grams 90 3 8 1 3 S-3, P-3, F-3 Near acuity

5. Attaches terminals, plugs, rheostats,dials, and knobs, using handtools 30 6 8 4 3 K-3, F-3, M-3

,

6. Solders wires to components and con-trols, using soldering iron and wiringdiagrams 45 6 8 4 3 P-4, K-3, F-3, M3 Near acuity

7. Attaches resistors, transistors, and ii-odes to printed circuit board, usinghandtools, soldering iron and diagram. 45 6 8 4 3 P-3, K-3, F-3, M-3 Near acuity

9. Connects glass and plastic tubing andattaches valves, using handtoois 30 6 8 4 2 S-4, K-3, F-3, M-3

12. Tests and adjusts electronic parts andmechanisms to specified tolerances,using electronic and mechanical test,equipment, and handyools 75 3 8 1 4 G-3, N-3, S-3, P-3 Near acuity

20

Job developed from tasks in core group I


Establishment Job Title Electronics Assembler I DOT Title and Code

Department Assembly Supervisor John R. Doe Title Foreman

No. Employed Date

Analyst S. W. Brown


(minutes)

FunctionsGED

Importantaptitu des

Otherpertinent


P

2. Assembles numbered panels to formapparatus cabinet, using hand andpower tools 240 6 8 7 2 S.4, K-4, M-4

8. Cleans cabinet and components, usingcleaning solution and air hose 90 6 8 7 1 M-3

10. A ttaches operating instructions andcaution decals to unit, using water andsqueegee 60 6 8 7 1 M-3

11. Secures serial number plate to cabinet,usinp screwdriver, and records numberon production order 90 6 8 7 1 K-4, F-4, M-4

New job cevated from revision ofjob developed from core group II


Establishment Job Title Electronics Inspector DOT Title and Code

Dopartment Assembly Supervisor John R. Doe Title Foreman

No. Employed Date

Analyst S. W. Brown


(minutes)

FunctionsGED

Importantaptitudes

Otherpertinent


Ci P T

1. Reviews production order and requisi.tIons appropriate parts fromstockroom. 180 3 6 7 3 V-3, N-3, CI-4 Near acuity

12. Tests and adjusts electronic parts andmechanisms to specified tolerances,using electronic and mechanical testequipment, and handtools 300 3 8 1 4 G-3, N-3, S-3, P-3 Near acuity

24 21

Revision of job developed from tasks in core group It


Establishment Job Title Electronics Assembler II DOT Title and Code

Department Assembly Supervisor John R. Doe

No. Employed Data

Title Foreman Analyst S. W. Brown

Tusk descriptionTime

(minutes)

FunctionsGED

I mportantaptitudes

Otherpertinent


D P

I

3. Attaches components such as motors,heaters, and cooling units to cabinetsusing hand and power tools 180 6 8 4 3 S-3, K-3, F-3, M-3

4. Connects and alines electronic partssuch es photocells and relays, usinghandtools, test equipment, and dia-grams 120 3 8 1 3 S-3, P-3, F-3 Near acuity

5. Attaches terminMs; plugs, rheostats,dials, and knobs, using handtools 30 6 8 4 3 K-3, F-3, M-3

6. Solders wires to components and con-trals, using soldering iron and wiringdiagrams 60 6 8 4 3 P-4, K-3, F-3, M-3 Near acuity

7. Attaches resistors, transistors, anddiodes to printed circuit board, usinghandtools, soldering iron, and diagram. 60 6 8 4 3 P-3, K-3, F-3, M-3 Near acuity

9. Connects glass and plastic tubing andattaches valves, using handtools 30 6 8 4 2 S-4, K-3, F-3, M-3

22

CAREER LATTICE

After the analyst finishes the immediate restructuringactivity, he should then proceed to identify the possiblehorizontal, vertical, and diagonal mobility paths thatmay exist for a worker in the job system involved. Thedata for such determinations are contained in the staff-ing schedule, and especially in the job activities and theircodes. In this example the following steps and rationalewould be involved:

1. The analyst must first assign DOT codes to thethree jobs resulting from restructuring. The codes arearrived at according to the concepts and principles con-tained in "The Occupational Classification and Code"section of volume I of the DOT. Since the.jobs are in-volved with the assembly of electronic apparatus, thefirst three digits of the code would be 729. The lastthree digits of the code are based on the analyst's judg-ment in assessing each job's involvement with data, peo-ple, and things. The analyst should arrive at .887 as thelast three digits for Electronics Assembler I; at .884 forElectronics Assembler II; and at .381 for ElectronicsInspector.

2. The staffing schedule shows four jobs for whichthere are no DOT titles and codes. Of these, the job ofElectronics Assembler was restructured. However, it isnecessary to code the other three jobs following theapproach described above. The following codes will

2623

result: 007381 for Technician Aid, 729.131 for Fore-man, and 162.358 for Purchasing Agent Assistant

3. The analyst will then appraise all jobs on thestaffing schedule for possibilities of promotion and/ortransfer within the immediate Job system and acrossindividual job systems in the organization. There arevarious criteria which will help in making this determina-tion, such as: Similarities or relationships among tech-nologies; general educational development and apti-tudinal requirements; and, when significant, physicedemands requirements. In addition, information shouldbe obtained concerning recruitment, transfer, and pro-motional policies of the establishment and unionrequirements affecting these activities, if applicable.

According to these criteria, in this particular jobsystem possibilities exist, based on additional orientationand/or training, for the Electronics Inspector to transferto Technician Aid or Purchasing Agent Assistant and fora direct vertical career path from Sweeper to ElectronicsAssembler I; Electronics Assembler I to Electronics As-sembler II; Electronics Assembler II to Electronics In-spector; Inspector to Maintenance Man; and Mainte-nance Man to Foreman. There is aizo a posibility of theInspector moving directly to Foreman, and, in some sit-uations, the Assembler II to Foreman.

4. Data reflecting entry, promotional, and transferopportunities should be presented in chart form (seechart 3). This career lattice will vary in structure accord-ing to the job system it reflects.

Cha

rt 3

Des

ign

Eng

inee

r00

7.08

1

Tec

hnic

ian

007.

181

Tec

hnic

ian

Aid

007.

381

Car

eer

Latti

ce

For

eman

729.

131

Mai

nten

ance

Man

638.

281

Insp

ecto

r72

9.38

1

Ele

ctro

nics

Ass

embi

erIE

729.

884

Ele

ctro

nics

Ass

embl

erI

729.

887

Sw

eepe

r38

1.88

7

Pur

chas

ing

Age

nt16

2.15

8

Pur

chas

ing

Age

ntA

ssis

tant

162.

358

Components and Benchmarks

WORKER FUNCTIONS

Every task in a job requires the worker to function inrelation to data, people, and things in varying degrees.These relationships are expressed in terms of workerfunctions and are arranged in a hierarchy for each rela-

tionship from the simple to the complex in such amanner that, generally, each successive function caninclude those that are simpler and exclude those that aremore complex. A combination of the highest functionswhich the worker performs in relation to data, people,and things expresses the total level of complexit) for thetask-worker situation.

Structure of Worker Functions

DATA (1st digit) PEOPLE (2d digit) THINGS (3c1 digit)

0 Synthesizing 0 Mentoring 0 Setting-Up1 Coordinating 1 Negotiating 1 Precision Working2 Analyzing 2 Instructing 2 OperatingControlling3 Compiling 3 Supervising 3 DrivingOperating4 Computing 4 Diverting 4 Manipulating5 Copying 5 Persuading 5 Tending6 Comparing 6 SpeakingSignaling 6 FeedingOffbearing

7 Serving 7 Handling8 Taking InstructionsHelping

DATA: Information, knowledge, and conceptions 4related to data, people, or things, obtained by observa-tion, investigation, interpretation, visualization, mentalcreation; incapable of being touched; written data take 5

the form of numbers, words, symbols; other data areideas, concepts, oral verbalization.

0 Synthesizing: Integrating analyses of data to dis-cover facts and/or develop knowledge, concepts, orinterpretations.

1 Coo rdinating: Determining time, place, and se-quence of operations or action to be taken on thebasis of analysis of data; executing determinationsand/or reporting on events.

2 Analyzing: Examining and evaluating data. Present-ing alternative actions in relation to the evaluation isfrequently involved.

3 Compiling: Gathering, collating, or classifying infor-mation about data, people, or things. Reporting and/or carrying out a prescribed action in relation to theinformation is frequently involved.

25

6

an

0

1

2

Computing: Performing arithmetic operations andreporting on and/or carrying out a prescribed actionin relation to them. Does not include counting.Copying: Transcribing, entering, or posting data.

Comparing: Judging the readily observable func-tional, structural, or compositional characteristics(whether similar to or divergent from obvious stand-ards) of data, people, or things.PEOPLE: Human beings; also animals dealt with onindividual basis as if they were human.

tlentoring: Dealing with individuals in terms of theirtotal personality in order to advise, counsel, and/orguide them with regard to problems that may beresolved by legal, scientific, clinical, spiritual, and/orother profesional principles.Negotiating: Exchanging ideas, information, andopinions wiith others to formulate policies and pro-grams and/or arrive jointly at decisions, conclusions,or solutions.Instructing: Teaching subject matter to others, ortraining others (including animals) through ex-planation, demonstratim, and supervised practice; or

making recommendations on the basis of technicaldisciplines.

3 Supervising: Determining or interpreting work pro-cedures for a group of workers, assigning specificduties to them, maintaining harmonious relationsamong them, and promoting efficiency.

4 Diverting: Amusing others.

5 Persuading: Influencing others in favor of a product,service, or point of view.

6 Speaking-Signaling: Talking with and/or signalingpeople to convey or exchange information. Includesgiving assignments and/or directions to helpers orassistants.

7 Serving: Attending to the Aeeds or requests of peo-ple or animals or the expressed or implicit wishes ofpeople. Immediate response is involved.

8 Taking Instructions-Helping: Attending to the workassignment instructions or orders of supervisor. (Noimmediate response required unless clarification ofinstructions or orders is needed.) Helping applies to"nonlearning" helpers.

THINGS: Inanimate objects as distinguished fromhuman beings, substances, or materials, machines, tools,equipment; products. A thing is tangible and has shape,form, and other physical characteristics.

0 Setting-Up: Adjusting machines or equipment byreplacing or altering tools, jigs, fixtures, and attach-ments to prepare them to perform their functions,change their performance, or restore their properfunctioning if they break down. Workers who set upand personally operate a variety of machines areincluded.here.

1 Precision Working: Using body members and/or toolsor work aids to work, move, guide, or place objects ormaterials in situations where ultimate responsibilityfor the attainment of standards occurs and selectionof appropriate tools, objects, or materials, and theadjustment of the tocil to the task require exercise ofconsiderable judgment.

2 Operating-Controlling: Starting, stopping, controlling,and adjusting the progress of machines or equipmentdesigned to fabricate and/or process objects or mate-rials. Operating machines involves setting up themachine and adjusting the machine or material as thework progresses. Controlling equipment ifivolvesobserving gages, dials, etc. and turning valves andother devices to control such factors as temperature,pressure, flow of liquids, speed of pumps, and reac-tions of materials. Set up involves several variablesand adjustment is more frequent than in rending.

26

3 Driving-Operating: Starting, stopping, and controllingthe actions of machines or equipment for which acourse must be steered, or which must be guided, inorder to fabricate, process, and /or move things orpeople. Involves such activities as observing gages anddials; estimating distances and determining speed anddirection of other objects; turning cranks and wheels;pushing clutches or brakes; and pushing or pullinggear lifts or levers. Includes such machines as cranes,conveyor systems, tractors, furnace chargingmachines, paving machina, and hoisting machines.Excludes manually powered machines, such as hand-trucks and dollies, and power assisted machines, suchas electric wheelbarrows and handtrucks.

4 Manipulating: Using body members, tools, or specialdevices to work, guide, or place objects or materials.Involves some latitude for judgment with regard toprecision attained and selecting appropriate tool,object, or material, although this is readily manifest.

5 Tending: Starting, stopping, and observing the func-tioning of machines ,trul equipment. Involves adjust-ing materials or comrols of the machine, such aschanging guides, ad!usting timers and temperaturegages, turning valves to allow flow of materials, andflipping switches in response to lights. Little judg-ment is involved in making these adjustments.

6 Feeding-Offbearing: Inserting, throwing, dumping, orplacing materials in or removing them from machinesor equipment which are automatic or tended oroperated by other workers.

7 Handling: Using body members, handtools, and/orspecial devices to work, move, or carry Objects ormateriali. Involves little or no latitude for judgmentwith regard to attainment of stau1ards or in selectingappropriate tool, object, or material.

WORKER TRAITS

The problem of meeting the demands of an expand-ing economy and at the same time developing or other-wise providing job opportunities for the less than fullyqualified applicant requires an understanding of theworker characteristics and abilities that contribute tosuccessful performance on the job. These items areidentified as worker traits, and for purposes of job anal-ysis are defined by the following components: generaleducational development, aptitudes, interests, tempera-ments, physical capacities, and adaptability to environ-mental conditions. These are basic to the analysis of alljob tasks and the requirements they make on theworker.

29

Scale of General Educational Development

Level Reasoning Development : Mathematical Development Language Development

6 Advanced calculus:Work with limits, continuity, realnumber system, mean value theo-rems, implicit function theorems.

Modern algebra:Apply fundamental concepts oftheories of groups, rings, and fields.Work with differential equations,linear algebra, infinite series, ad-vanced operational methods, func-tions of real and complex variables.

Statistics:Work with mathematical statistics,mathematical probability and appli-cations, experimental design, sta-tistical inference, econometrics.

Algebra:Work with exponents and loga-rithms, linear equations, quadraticequations, mathematical inductionand binomial theorem, permuta-tions.

Calculus:Apply concepts of analytic geom-etry, differentiations and integra-tion of algebraic functions withapplications.

Statistics:Apply mathematical operations tofrequency distributions, reliabilityand validity of tests, normal curve,a na lt/sis of variance, correlationtechniques, chi-square applicationand sampling theory, factora nalysis.

Algebra:

4 Deal with system of real numbers;linear, quadratic, rational, expo-nential, logarithmic, angle and cir-cular functions, inverse function;related algebraic solution of equa-tions and inequalities; limits andcontinuity, probability and sta-tistical inference.

Geometry:Deductive axiomatic geometry,plane and solid, using properties ofreal numbers; use of rectangularcoordinates.

Shop Math:Practical application of fractions,percentages, ratio and proportion,measuration, logarithms, slide rule,algebra, geometric construction, essentials of trigonometry.

1Examples of rational systems assr bookkeeping, internal combustion engines, electric wiring systems, housebuilding, nursing, farmmanagement.

5

Apply principles of logical or sci-entific thinking to a wide range ofintellectual and practical prob-lerns. Deal with nonverbal sym-bolism (formulas, scientific equa-tions, graphs, musical notes, etc.)in its most difficult phases. Dealwith a variety of abstract and con-crete variables. Apprehend themost abstruse classes of concepts.

Apply principles of logical or sci-entific thinking to define prob-lems, collect data, establish facts,and draw valid conclusions. Inter-pret an extensive variety of tech-nical instructions in books, man-u als, and mathematical ordiagrammatic form. Deal withseveral abstract Ind concretevariables.

Apply principles of rational sys-tems' to solve practical problemsand deal with a variety of con-crete variables In situations whereonly limited standardizationexists. Interpret a variety ofinstructions furnished in written,oral, diagrammatic, or scheduleform.

Reading:Read literature, book and playreviews, scientific and technicaljournals, abstracts, financialreports, and legal documents.

Writing:Write novels, plays, editorials, jour-nals, speeches, manuals, critiques,poetry, and songs.

Speaking:Conversant in the theory, principles,and methods of effective and per-suasive speaking, voice and diction,phonetics, arrl discussion aiddebate.

Same as level 6

Reading:Read novels, poems, newspapers,periodicals, journals, manuals, dic-ti onari es , thesauruses, andencyclopedias.

Writing:Business letters, expositions, sum-maries, reports, using prescribedformat and conforming to all rulesof punctuation, grammar, diction,and style.

Speaking:Participate in panel discussions,

dramatizations, and debates. Speakextemporaneously on a variety ofsubjects.

30t 27

GED Scale (Continued)

Level Reasoning Development Mathematical Development Language Development

3

1

Apply common sense understand-ing to carry out instructions fur-nished in written, oral, or dia-grammatic form. Deal withproblems involving several con- screte variables in or from stand-ardized situations.

Apply common sense understand-ing to carry out detailed but unin-volved written or oral instruc-t ions. Deal with problemsinvolving a few concrete variablesin or frcIM standardizedsituations.

Apply common sense understand-ing to carry out :.imple one- ortwo-step instructions. Deal withstandardized situations with occa-sional or no variables in or fromthese situations encountered onthe job.

Compute discount, interest, profitand loss, commission, markup, andselling price, ratio and proportion,and percentage. Calculate surfaces,volumes, weights and measures.Algebra:

Calculate variables and formulas,monomials and polynomials, ratioand proportion variables, squareroots and radicals.

Geometry:Calculate plane and solid figures,circumference and area, volume.Understand kinds of angles, andproperties of pairs of angles.

Add, subtract, multiply, and divideall units of measure. Perform the fouroperations with like common anddecimal fractions. Draw and interpretbar graphs. Perform arithmetic opera-tions involving all American mone-tary units.

Add awl subtract two-digit numbers.Multiply and divide 10's and 100's by2, 3, 4, 5.Perform the four basic arithmeticoperations with coins as part of adollar.Perform operations with units such ascup, pint, quart; inch, foot, yard;ounce, pound.

28

Reading:Read a variety of novels, magazines,atlases, and encyclopedias.Read safety rules, instruction in theuse and maintenance of .lop toolsand equipment, methods and pro-cedures in mechanical drawing andlayout work.

Writing:Write reports and essayr in properformat, punctuation, spelling, gram-mar, using all parts of speech.

Speaking:Speak before an audience withpoise, voice control, and confi-dence, using correct English andwell-modulated voice.

Reading:

Passive vocabulary of 5,000-6,000words. Read at rate of 190-215words per minute.Read adventure stories, comicbooks, looking up unfamiliar wordsin dictionary for meaning, spelling,and pronunciation.Read instructions for assembly ofmodel cars and airplanes.

Writing:Write compound and complex sen-tences, using cursive style, properend punctuation, and employingadjectives and adverbs.

Speaking:Speak clearly and distinctly withappropriate pauses and emphasis,correct pronunciation, variations inword order, and using present, per-fect, and future tenses.

Reading:Recognize meaning of 2,500 (two-or three-syllable) words.Read at rate of 95-120 words perminute.Compare similarities and differ-ences between words and betweenseries of numbers.

Writing:Print simple sentences containingsubject, verb, and object, and seriesof numbers, names, and addresses.

Speaking:Speak simple sentences, usingnormal word order, and present andpast tenses.

General Educational Development

General Educational Development (GED) embracesthose aspects of education (formal and informal) whichcontribute to the worker's (a) reasoning developmentand ability to follow instructions, and (b) acquisition of"tool" knowledges, such as language and mathematicalskills. It is education of a general nature which does nothave a recognized, fairly specific, occupational objective.Ordinarily, such education is obtained in elementaryschool, high school, or college. It also derives fromexperience and individual study.

The GED scale which appears on the previous pages iscomposed of three divisions: Reasoning Development;Mathematical Development; and Language Development.Each division contains six levels, and each should beconsidered independently of the others in evaluatingindividual tasks.

Illustrations of tasks representing the various levelsare listed below.

Reasoning DevelopmentLevel 6

Formulates hypotheses and experimental designs toinvestigate problems of growth, intelligence, learning,personality, and sensory processes.Studies and classifies extinct cultures to determine theirage and cultural identity.Applies mathematical methods to solution of physicalproblems.

Level 5Interviews persons with problems, such as personal andfamily maladjustment, lack of fmances, unemployment,and physical and mental impairment, to determinenature and degree of.problems. Secures information onphysical, psychological, social, and other factors contrib-uting to client's situation, and evaluates these and cli-ent's capacities. Counsels clients individually or ingroups regarding plans for meeting needs and assiststhem to eliminate problems.Studies clerical and statistical methods in commercial orindustrial establishments to develop improved and stand-ardized procedures.Evaluates statistical and physical data supplied by engi-neering department regarding such considerations asvehicle count per mile , load capacity of pavement, feasi-bility of widening pavement, and projected traffic load infuture.

Level 4Prepares sketches showing locations of all wiring andequipment or follows diagrams or blueprints prepared byothers.Draws and letters charts, schedules, and graphs to illus-trate specified data, such as wage trends, absenteeism,labor turnover, and employment needs, using draftinginstruments such as ruling and lettering plans, T-squares,and straightedge.Composes and types routine correspondence.

Level 3Operates cord or cordless switchboard to provideanswering service for clients. Greets caller and announcesname or phone number of client. Records and deliversmessages, furnishes information, accepts orders, andrelays calls. Places telephone calls at request of clicnt orto locate client in emergencies. Files messages.Determines quantity and type of transportation neededto ship plant products.Secutes antenna in place with bracket and guy wire,observing insurance codes and local ordinances to pro-tect installation from lightning and other hazards.

Level 2Directs action of children and traffic at street intersec-tions to insure safe crossing.Assigns drycleaning machine and points out postedinstructions regarding its operation to customers in self-service drycleaning establishment.

Level 1Marks size, lot number, contents, or other identifyinginformation or symbols on containers or directly onarticle by placing stencil on object and rubbing ink orpaint brush across open lettering.Covers drycleaned clothing and household articles withplastic bags. Sorts and hangs drycleaned articles on rail,according to route number of color or drycleaningticket.Places eggs in holders that carry them into machinewhere rotating brushes or water sprays remove residue.

Mathematical DevelopmentLevel 6

Establishes computational procedures for and methodsof analyzing problems.Prepares mathematical model of problem, applying prin-ciples of advanced calculus and differential equations.Interprets celestial phenomena and relates research to..basic scientific knowledge.

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Level 5Assembles electronic systems and components used inaircraft and missile production.Maintains operation of general accounting system, usingprinciples of accounting.Analyzes test results, using statistical techniques.

Level 4Calculates standard control tolerances for flat glass,using algebraic formulas.Converts metric measurements of foreign manifests intopounds and cubic feet, using formulas a.ul calculatingmachine.Establishes reference points on plastic sheet and com-putes layout dimensions, following blueprints.

Level 3Computes cost of rental, based on per-day and per-milerates.Computes bill for items sold, using adding machine andcash register.Calculates amounts of oil transferred to tank cars, usingslide rule.

Level 2Measures and marks carpeting and linoleum to get maxi-mum number of usable pieces from standard-size rolls.Weighs and measures specified quantities of ingredientsof infant fotmulas, using scales, graduated measures, andspoons.Collects cash for items sold and makes change.

Level 1Cuts dried fabric into squares of specified size, usingshears.Measures size and length of skins on graduated boardand separates skins according to size.Counts novelty case parts to verify amount specified onwork ticket.Language Development

Level 6Negotiates with department heads to establish policiesand reach decisions affecting publications.Examines legal data to determine advisability of defend-ing or prosecuting lawsuit.Reviews current literature in field of study.

Level 5Reads news flashes and advertising copies during broad-casts.Teaches enunciation of words, intonatton, gestures, andother disciplines of voice and delivery.Reviews agreement for conformity to company rates,rules, and regulations.

Level 4Composes letters in reply to correspondence concerningrequests for merchandise.

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Interviews applicants to obtain information.Inspects storage batteries in process of manufacture toverify conformity with specifications.

Level 3Types letters from rough draft or corrected copy.Greets passengers and answers questions about trainschedules, travel routes, and railway services.

Level 2Announces availability of seats and starting time ofshow.Delivers packages to offices or departments withinestablishment, using handtruck.Presents menu, answers questions, and makes suggestionsregarding food and services.

Level 1Delivers telephone directories to business establishments.Obtains reels of motion picture film from stock.Packs whiskey bottles in cartons.

AptitudesAptitudes are defined as the specific abilities required

of an individual in order to facilitate the learning ofsome task or job duty. Eleven such aptitudes have beenidentified, through extensive research, to be importantin assessing the requirements of individuals to learn oradequately perform a job task. A list of these 11 apti-tudes, their definitions, and guides for rating the individ-ual aptitudes follow.

Aptitude Definitions

G INTELLIGENCE: General learning ability. The abil-ity to "catch on" or understand instructions andunderlying principles; the ability tO reason and makejudgments. Closely related to doing well in school.

VERBAL: Ability to understand meanings of wordsand ideas associated with them, and to use themeffectively. To comprehend language, to understandrelationships beiween words, and to understandmeanings of whole sentences and paragraphs. To pre-sent information or ideas clearly.

N NUMERICAL: Ability to perform arithmetic opera-tions quickly and accurately.

S SPATIAL: Ability to comprehend forms in space andunderstand relationships of plane and solid objects.May be used in such tasks as blueprint reading and insolving geometry problems. Frequently described asthe ability to "visualize" objects of two or threedimensions, or to think visually of geometric forms.

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P FORM PERCEPTION: Ability to perceive pertinentdetail in objects or in pictorial or graphic material; tomake visual comparisons and discriminations and seeslight differences in shapes and shadings of figuresand widths and lengths of lines.

Q CLERICAL PERCEPTION: Ability to perceive perti-nent detail in verbal or tabular material. To observedifferences in copy, to proofread words and numbers,and to avoid perceptual errors in arithmetic computa-tion.

K MOTOR COORDINATION: Ability to coordinateeyes and hands or fingers rapidly and accurately inmaking precise movements with speed. Ability tomake a movement response accurately and quickly.

F FINGER DEXTERITY: Ability to move the fingersand manipulate small objects with the fingers rapidlyor accurateiy.

M MANUAL DEXTERITY: Ability to move the handseasily and skillfully. To work with the hands inplacing and turning motions.

E EYE-HAND-FOOT COORDINATION: Ability tomove the hand and foot coordinately with each otherin accordance with visual stimuli.

C COLOR DISCRIMINATION: Ability to perceive orrecognize similarities or differences in colors, or inshades or other values of the same color; to identify aparticular color, or to recognize harmonious or con-trasting color combinations, or to match colors accu-rately.

For job restructuring purposes the analyst must deter-mine which aptitudes are important in the performanceof each task. To make this determination he must firstevaluate each job task in terms of all 11 aptitudes. Afterevaluating all aptitudes, the analyst must determinewhich of these are important for task performance.

Certain aptitudes can be identified through the ac-tions which the worker performs to carry out the jobtask. Among them are: motor coordination, finger dex-terity, manual dexterity, and eye-hand-foot coordina-tion. Spatial, numerical, verbal,and intelligence aptitudesare indicated by the communications, decisions, visuali-zations, ai.d other interpersonal relationships with whichthe worker is involved.

Since job tasks involve a relationship to data, people,and things, the following may be useful in determiningwhich aptiiudes are important to a particular task:

Data relationships typically involve combinations ofintelligence, verbal, numerical, and clerical aptitudes.

Spatial and form perception aptitudes are frequentlyimportant to data-things relationships.

In tasks relating to people, other traits are frequentlymore typical or important than aptitudes. However,

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intelligence and verbal aptitudes are required to somedegree.

Tasks relating to things involve finger and manualdexterity, motor coordination, and eye-hand-foot coor-dination, or some combination of these .iptitudes. Formperception is characteristically involved in the inspectionof things.

After determining which aptitudes are important, theanalyst must then estimate the level of those aptitudesrequired for performance of each task. The levels are ona scale of 1 to 5 and are in terms of equivalent amountspossessed by segments of the general working popu-lation.

In estimating aptitude levels, the analyst should use ashis basic criteria the Aptitude Dermitions and the Apti-tude Benchmarks (illustrative situations) that follow.Cite the average rather than the maximum or minimumrequirement s.

In summary, the aptitude rating procedure involvesthese steps:

1. Evaluate each task in terms of all 11 aptitudes.2. Determine which of the aptitudes are important

to the performance of the task.3. Estimate what level of the aptitudes that have

been determined to be important are required for thesuccessful (average) performance of the task.

Aptitude Benchmarks

The benchmarks for the levels of aptitude on thefollowing pages are in terms of situations selected torepresent broad occupational categories such as profes-sional, technical, managerial, clerical, sales, services,craftsmen, foremen, operators, and laborers, and to indi-cate involvement with data, people, and things.

The application of the aptitude in the task is pre-sented in specific terms in the benchmark rather thanleaving this to be inferred from the situational descrip-tion. This was given special emphasis for the co.Jiitiveaptitudes (intelligence, verbal, numerical, spatial, formperception, clerical perception, and color discrimina-tion), which are often difficult to rate because onecannot "see" the worker utilizing these capacities on thejob. However, in instances where the application of theaptitude is explicit in the description, no attempt wasmade at further explanation.

Each benchmark is introduced with a task statementand supplementary descriptive material where necessaryto orient the reader to the job-worker situation. Some ofthe aptitude definitions am followed by commentswhich have been added to frrther explain the aptitudeand to assist in evaluating the tasks.

APTITUDE GINTELLIGENCE

General learning ability. The ability to "catch on" orunderstand instructions and underlying principles; theability to reason and rmke judgments. Closely related todoing well in school..

Level /Conducts research in application of mathematical tech-niques to management.Intelligence is required to understand meanings and rela-tionships of mathematical symbols, formulas, and con-cepts; to assimilate backgrouna information required tounderstand problems from various fields; to develop orapply appropriate methods and procedures for solvingproblems; and to present solutions or methodologies forsolution in logical and systematic forms and sequences.Treats malformations of teeth and gums.Intelligence is required to understand and apply prin-ciples of dental anatomy, bacteriology, and physiologyfor diagnosis and treatment, and to use techniques ofdental restoration and prosthetics. Must understand theoperation and function of dental tools and equipment,and the uses of dental metals, alloys, and amalgams.Coordinates activities of control room personnel toinsure technical quality of pictures.Plans and arranges for all audio, visual, and specialeffects equipment and technical personnel needed for

. programs using judgment to determine number ofcameras, etc., necessary to achieve specified effects.Gives work assignments to technicians who control andmaintain lights, audio and visual controlling equipment,microphones, and cameras. Must understand functionsand capabilities of equipment to give directions

Level 2Executes administrative policies through subordinatemanagers.Intelligence is required to learn and understand the over-all techniques and problems in the field of managementincluding some knowledge of the various specializations,such as production, marketing, personnel, and rmance,and their application to the specific industry and ruminvolved; and to analyze management problems and makejudgments.Teaches students in mathematics.Intelligence is required to learn teaching methods andthe subject matter for the curriculum taught; to deter-mine the difficulty level of subject matter relative to thestudents; to plan presentations of subject matter andprepare tests; to assist pupils through various teachingmethods; and to evaluate their progress.Repairs radios and television receivers, using handtoolsand electronic testing instruments.Intelligence is required to learn basic radio and TVheory, circuitry, and use of test instruments; to analyze

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operational symptoms in determining nature of faults inradio and television sets; and to make necessary repair:.

Level 3Cares for handicapped persons in hospitals.Intelligence is required to learn and apply principles andtechniques of basic nursing skills, body structure andfunctions, personal hygiene, nutrition, and first aid; andto use judgment in patient care, moving patients, andgiving prescribed medicines and injections.Transcribes dictated material, using typewriter.Intelligence is required to learn meaning and usage ofshorthand symbols, to learn typewriter operation andmemorize keyboard, to learn rules for format of businessletters and reports and rules of spelling, punctuation,and grammar.Repairs knitting machines, using knowledge of machinefunc tions.Intelligence is required to learn the principles of how aknitting machine functions and is controlled and how toset up from pattern design charts. Must use judgmentand apply knowledge of machine function to determinecauses of malfunctions by observing machine output oroperation. Must understand written and oral instructionsto make repairs.

Level 4Tends machine that knits garment parts.Intelligence is required to learn operation of machine,including adjustment of guides and tension rollers toobtain length, width, and mesh specifications; how tothread yarn through guides, tension springs, etc.; andreplacement of defective needles.Assists in care of hospital patients, under direction ofnurse.Intelligence is required to learn patient care and handlingand hospital routine; to understand and carry out orderscorrectly; to use reason and judgment in handlingpatients, noting patients' conditions and reportingsymptoms or reactions which may indicate a change incondition.Drives gasoline-powered indual truck to lift bulkmaterials in warehouse.Intelligence is required to understand oral instructionsfrom foreman concerning materials to be moved, theirlocwdon and destination, and how they are to be stackedor stored. Uses judgment to determine if vehicle is oper-ating efficiently and to resolve job problems.

Level 5No benchmarks.

APTITUDE VVERBAL APTITUDE

The ability to understand meaning of words and to usethem effectively. The ability to comprehend language, tounderstand relationships between words, and to under-stand meanings of whole sentences and paragraphs.

Level 1Devises processes for manufacturing chemicals and chem-ical products.Verbal aptitude is required to acquire the technicalvocabulary of chemistry and engineering in order to readand understand reference materials and to write techni-cal reports and design or production specifications.Directs editorial activities of newspaper.Verbal aptitude is necessary to write lead or policyeditorials explaining complex political, social, or otherissues in language which will be understood by mostreaders; to interpret the editorial policy of the fum onspecific issues to other editorial writers; and to speak atprofessional and community functions as a representa-tive of the publisher.Analyzes occupational data concerning jobs.Verbal aptitude is required to rend, understand, andinterpret various kinds of technical data; to writereports, letters, and job descriptions concisely andclearly; and to conduct information gathering interviews.

Level 2Instructs students in mathematics.Verbal aptitude is required to read and understand text-books or other literature related to the subject matre:;.taught; to lecture on, discuss, and explain subject matterto convey information to students; to write lesson plansand outlines; and to read students' , apers writecritiques.Operates small-scale reactor to test methods and chemi-cal processes for product development.Verbal aptitude is requited to understand chemicalterminology, to read and understand specifications forchemical processes, and to write reports of test proce-dures and resuli.;.Conducts reception interview of applicants to routethem to correct departments.Verbal aptitude is required to question applicants todetermine their needs; give explanations regardingemployment office services; and give instructions forcompleting forms or for other actions applicants musttake.

Level 3Types letters from rough draft or correct copy.Verbal aptitude is required to understand the meaning ofwords, sentences, and whole paragraphs well enough sothat in copying from a rough draft the typist can detectinsertions that are out of context or incorrectly placed,and interpret the sequence of corrections which may bebadly placed by the person making changes in the roughdraft.

Describes selling features to customer and advisescustomer in making selection by explaining use of aparticular article or suggesting other articlib

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Discusses nature and extent of damage and repairsneeded with customer and service manager.

Level 4Tends machines that knit garment parts.Reads knitting ticket for each machine to fmd outamount to be knitted, style, size, part, dimensions, yarntype, color, and dye lot number. Takes test piece ofmaterial being knitted to next department for processingand receives any instructions for adjustment of machineto .obtain desired quality. Records production recordsfor day and reports any unusual problems encountered.Reads production orders to determine number and kindof bakery products to make.Cares for children in private home.


APTITUDE NNUMERICAL APTITUDE

The ability to perform arithmetic operations quickly andaccurately.

Level 1Analyzes cost analysis systems to refine their formula-tion for application to electronic data processing equip-ment.Numerical aptitude is required to understand and usemathematical principles to compute estimated cost,time, equipment, and personnel required to solve prob-lem.Designs industrial machinery and equipment. Numericalaptitude is required to use analytical geometry, calculus,and differential equations to apply fundamentals ofmechanical engineering to machine and tool design.Reviews applications for casualty insurance followingcompany's underwriting policies.Determines amount of risk company will insure, basedon value of property and risks involved, and thepremium thereon. Determines the value of each factoraffecting the degree of risk and appJs the applicablepremium to each using rate tables or computes theweighted value of each factor to arrive at a finalcomposite weight used to compute the premium. Com-putes amount of insurance in force in the particular classof risk or in the same area to assure that the company isspreading its risks sufficiently according to probabilitytables for the specific incidents insured against.

Level 2Maintains operation of general accounting system. Ap-plies numerical reasoning to design or modify systems toprovide records of assets, liabilities, and financial trans-action& Applies arithmetic principles to prepare ac-counts rind records and reports based on them; to auditcontracts, orders, and vouchers; and to prepare taxreturns and other reports to government agencies.

Repairs radar systems using handtools and test instru-ments. Numerical aptitude is required to calculatedimension; to determine output measurements of com-ponents; to compute ratios when calibrating instru-ments; and to apply principles of geometry and trigo-nometry to compute angles and coordinates.Records financial transactions of establishment usingbookkeeping machine. Numerical aptitude is required torecord individual entries for each transaction and posttotals, net amounts, and other computations. Verifiesentries and summarizes and balances totals to insureaccuracy. Prepares periodic trial balances and otherstatistical information.

Level 3Treats patients with back injuries to relieve pain.Numerical aptitude is required to interpret clinical testssuch as range of motion, muscle response, and functionaltests to ascertain extent of physical loss; to determineintensity and duration of manual or mechanical therapytreatment or procedures such as weight lifting, dia-thermy, traction, or electrotherapy.Sells tickets for airlines. Computes ticket cost and taxes,ush,g schedules and rate books. Checks and weighsbaggage, computes travel time and fares for differenttypes of accommodations. Prepares daily sales recordshowing number and class of tickets sold, amount offare, and taxes. Counts and balances cash with salesrecord.Operates machine tools to make or repair parts. Requiresthe application of shop mathematics including geometryand trigonometric functions, to lay out work pieces,position and set up work piece, set up machine tools,and measure work piece for conformance to standards.

Level 4Repairs machine using knowledge of machine function.Mixes ingredients according to recipes. Numerical apti-tude is required to calculate quantities and proportionsof ingredients based on master recipes and for themeasurement of temperatures, time, and weights.Records weight of materials.


APTITUDE SSPATIAL APTITUDE

Ability to think visually of geometric forms and tocomprehend the two-dimensional representation ofthree-dimensional objects. The ability to recognize therelationships resulting from the movement of objects inspace.

Level 1Treats malformation of teeth and gums. Spatial aptitudeis required to read X-rays; to comprehend the relationbetween teeth, tooth functions, tooth forms, stresses,and all phases of occlusion.

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Conducts research in application of mathematical tech-niques to management.Spatial aptitude is requiied to visualize and understandthe spatial relationships of objects and forces involved ina situation and their resultant effects on each other.Designs private residences. Plans layout of project, usingvisual itniugnation to integrate structural, mechanical,and orruinviniol elements into a unified design. Preparessketches and elevation view of project for client.Prepares scale and full-size drawings for use of buildingcontractors and craftsmen.

Level 2Adjusts radios and television receivers, using handtoolsand electronic testing instruments.Spatial aptitude is required to read circuit diagrams toassemble and repair radio and television set components;to visualize the power flow and the spatial relationshipof components and circuits as they relate to variousfunctions to isolate thm for testing and to test eachcircuit serially; and to visualize the source of troublefrom observation of picture or from sound.Controls air traffic within vicinity of airport. Spatialaptitude is Tequired to observe the spatial relationshipsof aircraft within the immediate vicinity of the airportand to visualize the relative -ositions of other aircraftfrom radar and time, distance, speed, and altitude

/ fo rniati on .

Level 3Treats patients with back injuries to relieve pain. Spatialaptitude is required to visualize anatomic positions andthe relationship between the point of application offorces and the area affected (as in traction); and toplace treatment devices or administer manual treatmentin relationship to the affected body part.Installs structures of wood using carpenter's handtoolsand power tools.Spatial aptitude is required to interpret blueprints andvisualize the three-dimensional form of the structurefrom prints, to lay out workpieces from blueprints, toshape and fit parts, and to construct forms for pouringconcrete.Repairs upholstered furniture, using handtools andknowledge of fabrics and upholstery methods.Spatial aptitude is required to visualize a completedfurniture piece when positioning and fitting springassembly units and padding.Repairs looms to weave cloth of specified quality anddesign, using knowledge of loom function and weavingdiagrams.Spatial aptitude is required to set up loom, positioningwarp beam, harness, drop wire, and reed to weavespecified pattern;and to check loom in operation to seethat operating parts are synchronized.

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Level 4IXtermines grade and contours from construction draw-ings needed to form or guide forming of work tospecified shape.Drives gasoline-powered industrial truck equipped withforklift, to lift bulk materials in warehouse.Observes changing position of fork in relation to objectsor materials to maneuver fork under load; must observeposition of load relative to other object to move loadabout and to position or stack load.


AFPTUDE PFORM PERCEPTIONAbility to perceive pertinent detail in objects or inpictorial or Faphic materiO. Ability to make visualcomparisons and discriminations and see slight differ-ences in shapes and shading of figures and widths andlengths of lines.

LevelConducts studies of all nonmetallic minerals ased inhorological industry.Is able to perceive detail of Fain size, pattern, andcrystalline orientation in diamonds and abrasives and seedifferences in the features and size of grain angles usingoptical, X-ray, and other precision instruments.Performs microscopic tests to provide data for use intreatment and diagnosis of disease.Form perception is required to perceive pertinent detailsof shape, shade, and other characteristics when examin-ing or comparing specimens or cultures under micro-scope.

Level 2Diagnoses diseases and disorders of animalsForm perception is required to perceive pedinent detailsof size, shape, and form in skeletal sin lure, organs,tissue, and specimens of various animals.Takes dictation of correspondence in shorthand.Recognizes shorthand symbols.-Lays brick to construct or repair walls.Form perception is required to cut bricks to requiredshape; to lay window sill bricks at proper angle; to alinebricks on a level plane and with a uniform thickness ofmortar between each joint; and to shape mortar afterbricks are in place to achieve a specified joint shape suchas flat, concave, convex, or v-shaped.

Level 3Repairs calculating machines using handtools.Form perception is required to identify machine parts,and to detect defects in parts by their shape andalinement with other parts when determining type andextent of repairs or service needed. ag

35

Covers interior walls and ceilings of rooms with decora-tive wallpaper or fabric.Observes details of pattern in paper and cuts successivestrips so pattern continuity is maintained (or breaks arenot discernible) throughout room(s). Maintains squarealinement of paper during application and obser.fesdetails of pattern to match adjacent edges of successivestrips. Notes appearance of paste to determine when it ismixed to desired consistency. Discerns when walls areclean enough to receive new paper and able to see smallholes, indentations, or projections which could affectthe appearance of the wall when paper is applied.Verifies accuracy of calculations pertaining to businesstransactions recorded by other workers.Form perception is required to quickly locate forms bytheir size, shape, and layout; and to go directly to part ofform where necessary information is located by exami-nation of page layout.

Level 4Perfmms repetitive line assembly operations to producerefrigerators.Form perception is required when buffmg parts to seewhen burrs are buffed from ends of tubing and propertaper is attained; and to see small bubbles rise to surfaceof test tank denoting leak in coil, and to locate theirsource.Issues equipment in stockroom.Examines stock to identify item according to size, shape,or other characteristics in order to verify its conform-ance to requisitions or invoice specifications.Welds metal parts together, as specified by layout,diagrams; work order, or oral instructions.Form perception is required to see details in workdiagrams; to aline workpiece according to layout mark-ing,s; to follow line to be welded; to guide torch; and toinspect weld bead for consistent size, straightness, andcomplete fill of joint.


APTITUDE QCLERICAL PERCEPTIONAbility to perceive pertinent detail in verbal or tabularmaterial. Ability to observe differences in copy, tuproofread words and numbers, and to avoid perceptualerrors in arithmeth computation.

Level 1Conducts research in application of mathematical tech-;agues to management.Accurately perceives numbers when performing compu-tations, applying methods of numerical analysis andoperating calculators, plztters, or other electrical compu-tation machines in Solving problems in support of

mathematical, scientific, or industrial research activity;and when analyzing tabular material produced as part ofsuch research.Reads and corrects proof while original copy is readaloud.Clerical perception is required to see details in proofpages such as the way words are spelled, capitalized,hyphenated, and abbreviated; and to detect typo-graphical and other errors, such as misspelling, wrongpunctuation, skips, or repeats.Converts symbolic statement of business problem todetailed logical flow charts for coding into computerlanguage.Clerical perception is required to perceive pertinent detailin program documentation, assembled data, and recom-mended program routines; to prepare input, output, andnomenclature lists; and to trinslate step-by-step instruc-tions from flow chart for the console operator. Requiredto recognize and detect errors in program instructions,to correct errors by altering sequence of steps, and toavoid perceptual errors in making computations.

Level 2Reviews individual applications for insurance followingcompany's underwriting policies.Avoids perceptual errors in computations when deter-mining value of property and risk involved; and whenfiguring premiums using tables and weighted values forrisk factors. Notes pertinent details in insurance applica-tions and investigation reports. Accurately reads tablesand insurance maps (showing amount and type ofinsurance in force in specific areas).Performs bacteriologic tests to provide data for use intreatment and diagnosis of disease.Clerical perception is required to read laboratory testrequest slips, to determine patient for whom tests are tobe made, type of test, quantities and types of specimensto be taken, and special test instructions. Reads wordsand chemical symbols on lahoratory supplies to selectexact chemical for use in tests. Reads reference materialsto determine type and quantities of reagents to use inanalysis. Accurately perceives numbers when performingarithmetic computations for quantitative analyses. Ac-curately perceives words and numbers to file testreports, specimens, and other records, according toalphabetical and numerical systems.

Level 3Maintains machinery of industrial establishments inaccordance with blueprints, manuals, and building codes,using handtools.Accurately perceives numbers when reading blueprintsand wiring diagrams to determine dimensions, size, orvalue of components to be repaired or replaced, whenreading scales, meters, gages, or other measuring instru-

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ments, and when computing values, sizes, or dimensions.Drives truck over established route to deliver products.Clerical perception is required to fill out requisitions formerchandise and to check amounts received againstrequisition; to prepare sales slips for amounts sold,entering proper amount beside item listed on sales slip;and to avoid perceptual errors when computing total ofsales and preparing reports of daily sales and collections.Operates cash register to compute and record total sale.Must accurately record amount of ,:kie on cash register,compare sales slip with price tickets on merchandise, andcopy cash register totals onto daily sales and receiptrecords.

Level 4Operates machine tools appiying knowledge of me-chanics, shop mathematics, metal properties, and layoutmachining procedures.Clerical perception is required to note dimensionaldetails in blueprints; to read measuring instrument andgages or indicators on machines; and to avoid perceptualerrors when computing dimensions, locating referencepoints, and using tables.Inspects finished glassware for conformance to qualitystandards.Clerical perception is required to accurately read mi-crometers and gages to determine if dimensions arewithin specified tolerances and to record number andtypes of defects.Drives gasoline-powered industrial truck equipped withforklift to lift bulk materials in warehouse.Accurately perceives identification numbers and weightsmarked on materials, packing cases or tote boxes 'toidentify materials to be moved and to assure that weightof items lifted does not exceed vehicle capacity.


APTITUDE KMOTOR COORDINATION

Ability to coordinate eyes and hands or fingers rapidlyand accurately in making precise movements with speed.Ability to make a movement response accurately andswiftly.


Level 2Types letters from rough draft ot corrected copy.Typing is performed by "touch," the fingers striking theappropriate keys as the eyes follow the copy.Renders general nursing care to patients in hospital.Coordinates vision and finger and hand movements togive injections with hypodermic needle, give medication,position or remove dressings, and measure medicines.

Installs pneumatic, electrical, and electronic instruments.Motor coordination is required in using handtools toadjust or repair component parts of electronic instru-ments, to test and calibrate reassembled equipment withelectrical testing devices, and to rewire and modify.vquipment in accordance with blueprints and sche-matics.

Level 3Performs beauty services for patrons of bt auty shop.Required to coordinate eyes, hands, and fmgers to cut,style, and tint hair; give facials; arch eyebrows; andmanicure nails.Operates machine to cast complete lines of type fromtype metaLConcentrated visual attention is required to direct thefmgers and hands in adjusting marginal stops and gagesto regulate length and thickness of lines to be cast.Reads copy and presses keys of keyboard to selectmatrices of letters from magazine.Compiles statistical information on topics such as publicissues and consumer buying habits.Eye-hand coordination is needed to record data onstandard forms or in notebooks.

Level 4Rebinds cleaned blankets by hand.Eye and finger coordination is required in sewing,darning, or reweaving holes or tears in garments,curtains, or linens.Marks for correction any grammatical, typographical, orcompositional errors.Required to coordinate eyes and fingers in makingproofreader's marks.Operates machine tools to make or repair metal parts.Motor coordination is required to properly aline work-piece and cutting tool in relation to one another; tomove levers when operating machines; and in usinghandtools to perform such functions as chipping, filing,and scraping.

Level 5No benchmarics.

APTITUDE FFINGER DEXTERITYAbility to move the fmgers, and manipulate smallobjects with the fmgers rapidly or accurately.

Level 1Plays organ in recital.All ten fmgers must be positioned in rapid integratedmovements to depress specified keys at varying temposon one or more keyboards of an organ.Performs surgical operations upon human body.Finger movements of one hand are required to locatebroken or cut blood vessel, to position vessel and place

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ligature about it, and to tie one of several types of knotsin ligature to stem flow of blood from vessel.

Level 2Proofs records of bank transactions using proof machine.Controlled finger movements are required to operatekeyboard of proof machine in order to sort items intovarious categories and list them on master control andindividual batch tapes.Installs optical elements in mechanical portion of cam-eras.Finger dexterity is required to guide and move tools andto position component parts in performing such tasks asscraping, filing, and lapping instrument mounts to alineoptical elements; adjusting optical elements so calibra-tions read correctly; and inserting retaining rings intohousings and securing them to posts or threads.Entertains audience by performing sleight-of-hand tricks.Finger movements are required in performing tricks thatinvolve picking specific cards out of a deck; pullingobjects from sleeve, jacket, or hat; and removing objects,such as watches and wallets, from members of audiencewithout their knowledge.

Level 3Transcribes dictated materials, using typewriter.Finger dexterity is required in depressing keys oftypewriter.Cuts hair using clippers, comb, and scissors.Controlled movements of fmgers are required to useclippers, scissors, and other barber tools when cuttinghair.Operates loom to weave yarn into cloth.Finger dexterity is required to repair breaks in warpfiber by tying piece of yarn to broken end of warp andthreading yarn through drop wires, heddle eyes, and reeddents, using reed hooks.

Level 4Prepares foodstuffs for consumption in medical institu-tions.Finger action is required in using knives, brushes,scrapers, and other tools to clean, trim, slice, and dicevegetables, fruits, and meats; in portioning food; inturning dials and valves on kitchen equipment; inremoving dishes, napkins, and waste materials from foodcarts; in sorting and stacking dishes; and in lining pansand shelves with paper.Sews fasteners and decorative trinunings to articles usingneedle and thread.Finger dexterity is required to thread needle, alinearticles, and hold articles in place while sewing.Interviews job applicants in employment agency.Finger dexterity is required to perform such tasks assearching applicant files to locate and take from file

applications of persons qualified for job openings; record-ing information taken from applicants and employers,using pencil, pen, and/or typewriter; and demonstratingaptitude tests, such as those for manual dexterity, fingerdexterity, and macor coordination, before administeringtests to applicants.

Level 5No. benchmarks.

APTITUDE MMANUAL DEXTERITY

Ability to move hands easily and skillfully. To workwith the hands in placing and turning motions.


Level 2Interprets music on violin to entertain audience. Coordi-nating the movement of both hands is essential. Theright hand draws bow across strings while the left hand isbent to allow the fingers to manipulate proper strings soas to produce the desired sounds and tones. Wrists ofboth hands must be flexible.Installs recording instruments using handtools and pre-cision instruments.Assembly, disassembly, and calibration of instrumentsrequire placing and turning movements of the hands.Works with handtools such as screwdrivers, wrenches,and pliers and bench tools such as jeweler's lathe, pinvises, small buffer grinders, and ultrasonic cleaners ininstalling of instruments.Services automotive vehicles with fuel. Manual dexterityis required to manipulate hose while pumping gas.

Level 3Distributes letter mail in racks. Rapidly picks up facedmail from ledge in left hand. Grasps single letter in righthand, notes address and places in proper slot rack.Repeats until batch is sorted.Repairs looms to weave cloth. A variety of hand andwrist movements is required to adjust screws and levers,install gears, tighteri bolts, and repair and rep variousmechanical parts of the machine.Renders general nursing care to patients in hospital.Manual dexterity is required to move, transport, lift,turn, position, dress, and otherwise handle patients; tomake beds, push food carts, and perform general clean-ing tasks; to handle equipment and instruments; and tostore supplies in designated places in stockroom.

Level 4Maintains physical structures of commercial and indus-trial establishments using hand and power tools.Manual dexterity is required in all phases of repair andmaintenance of the physical structure of buildings.Repairs and maintains woodwork and furniture, makes

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electrical repairs, patches and repairs cements, andmakes minor plumbing and pipe repairs.Maintains library collection of books, periodicals, docu-ments, films, recordings, and other materials.Manual dexterity is required in placing and removingbooks from shelf, inspecting books, and handling booksduring check out.Teaches elementary school pupils manipulative skills.Manual dexterity is required to prepare outlines andcorrect tests and record results. Operates audio-visualteaching aids to present subject matter to class.


APTITUDE EEYE-HAND-FOOT COORDINATION

Ability to move the hand and foot coordinately witheach other in accordance with visual stimuli (not meas-ured by the General Aptitude Test Battery).

Level 1Pilots experimental aircraft to determine their airworthi-ness. Coordinates hand and foot controls in accordancewith information indicated by instrument readings andobserved conditions or objects near aircraft when taxiingaircraft to test controls, brakes, and shock absorbers andwhen maneuvering aircraft through stalls, dives, glides,rolls, turns, and speed runs to test and evaluate its sta-bility, control characteristics, and aerodynamic design.Instructs groups at playgrounds and schools in funda-mentals and rules of competitive sports.Coordination of hand and foot movements with visualstimuli is required to demonstrate, by example, the tech-niques of play for various sports and the movements andbody positions which result in the best execution of aparticular "play" or maneuver.Interprets music on a drum to entertain audiences.Eye-hand-foot coordination is required to nit or strokedrumheads with drumsticks or brushes and depresspedals to activate other drums and cymbals simultane-ously, while following musical score and conductor'sbaton.

Level 2Pilots airplane to transport passengers.Coordinated movements of hand and foot controls inaccordance with observed conditions of aircraft or ex-ternal factors or conditions indicated by instrumentreadings are required to take over control of airplane inemergency or override programed control in case of amalfunction and to taxi, take off, land, and control air-craft in flight.Positiuns structural-steel members to form completedstructures or frameworks, working as a member of acrew.

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Usually works above ground level, balancing on ladders,scaffolding, or structural membe.cs while raising, posi-tioning, fitting, and joining structural pieces.Wires radio-broadcasting and radio-communicationsantenna systems.Climbs wood or steel antenna towers and balances selfwhile wiring tower.

Level 3Drives bus to transport passengers over specified routesaccording to time schedule.Uses hands, arms, and feet simultaneously to movelevers, pedals, and steering wheel to control the move-ment of the bus on highways and in city traffic.Maintains mercury-vapor, electric-arc, fluorescent, orincandescent street lights or traffic signals.Climbs ladder to reach lamp or stand in tower-truckbucket and move levers to position bucket near lamp.Maintains balance while using hands and vision to testcircuits, locate broken wires, and replace fuses, bulbs,and transformers.Renders personal services conducive to safety andcomfort of airline passengers during flight.Coordinates hand and foot movements with vision toserve food and beverages without spilling them; to walkin aisle when airplane encounters rough weather, carry-ing trays or other items.

Level 4Transcribes letters using a transcribing (voice-reproduc-ing) machine and typewriter.Coordinates hand and finger movements required tooperate typewriter and foot to start and stop transcriberwith typed copy to contronength of lines and position-ing and spacing of copy.Operates pressing machine to smooth surfaces, flattenseams, or shape articles.Eye-hand-foot coordination is required to simulta-neously step on foot pedal and pull down on pressinghead while observing garment to see that it does not slipout of position on press buck. Holds down pedal withfoot to keep press head against garment and presses leverwith fingers to emit steam from press head. Keeps pres-sure on press head handle to raise counterbalanced headgently, while stepping on second pedal to exhaust steam,cooling and drying garment.Instructs novices and players who wish to improve theirskill in playing golf.Coordinates movements of hands and arms with legs andfeet and vision to demonstrate the, proper grip, stance,and swing to use with the various clubs and ball posi-tions on the field of play.


a" 4239

AliTITUDE CCOLOR DISCRIMINATION

The ability to match or discriminate between colors interms of hue, :3turation, and brilliance. To identify aparticular color or color combination from memory andbe able to perceive harmonious or contrasting color com-binations.Saturation: Refers to the purity of color. Some colorshave greater purity or amount of a certain color thanothers; that is, they have a more pronounced hue. Forexample, deep red is more "reddish" than light red.

Hue: Refers to the color itself and is dependent upon thedominant wavelength in any spectral energy distribution.It is this quality that dii.arentiates "blues," "greens,""reds," etc.Brilliance: Refers to the brightness of a color. It is theamount of light reflected from a surface and can rangefrom high to low as, for example, from a white snow-flake to a mark made by a lead pencil.Color matching: Varying the components of a colormixture until it does not differ visually from a givensample.

Cblor memory: Is the ability to retain an accurate visualimage of a color and be able to use it as a basis formatching and discriminating.

Level iDevelops color formulas for printing textile and plasticmaterials.Color discrimination is required to select and combineappropriate dyestuffs and pigments to achieve desiredcolors. Is able to distinguish minute differences in shadesand must have the capacity to visualize the hue andbrilliance which Will result from mixing the primarycolors in various proportions.Perforil;: surgery to correct deformities. Uses color dis-crimination and color memory in nV;ing diagnosis ofpatient's affliction or condition. Must be able to recog-nize any deviations in color of diseased tissue fromhealthy tissue. Evaluates color characteristics such as hueand saturation of affected body parts and makes deter-mination as to the extent or origin of the condition.Reweaves damaged areas of oriental or other expensiverugs. Color discrimination is required to perceive colorscheme of rug so that proper alterations can be madewhich are consonant with the rug's total color configura-tion. Color matching is essential to selecting yarn whichis equivalent in color to that in the rug.

Level 2Mixes stains, paints, and other coatings for use in paint-ing according to formulas.Color discrimination is required to detect any differ-ences in color between mixture and sample to be

matched. If formula does not produce quite the desiredshade, adds additional pigment, depending on his senseof color discrimination to produce exact shade.Designs artistic interiors for homes. Is well informed onthe outcome of blending various colors in interior deco-rating and capable of choosing color schemes which areharmonious with each other and the particz.i:lar setting.Studies effects of drugs on tissues and physiologicalprocesses of animals and human beings.The resultant color shade and hue are used as a basis fordrawing valid conclusions about the effect of the drug orstain. Moreover, color matching is required when pre-paring two solutions of equal concentration or propor-tion.

Level 3Grades sample fruit from load at receiving point. Judgesby the color of the peeling or exterior coating of thefruit its state of maturity (overripe, ripe, or not ripe).Regulates gas and air supply to maintain specified tem-perature. Observes color of flame through opening ofoptical pyrometer and turns dial on pyrometer untilcolor of wire filament matches luminosity of flames.This color matching technique requires the worker to beable to make discrimination in coley. between the flameand wire filament.Repairs upholstered furniture, using handtools andknowledge of fabrics and upholstery methods.Color discrimination is essential in distinguishing areaswhich require repairing and in selecting fabric whichequivalent in color characteristics to that already onfurniture.

Level 4Sorts fish according to coloring. Uses color discrimina-tion and matching to sort fish according tn size, color-ing, and spcies in transferring them to proper tanks.Arranges tiles into designs for use as floor or sink tops. Isable to discriminate between colors in order to insertindividually colored tiles in slots follovfing sampledesign.Cuts meat to size for display. Is able to distinguish dif-ferent shades and colors in selecting meats which meetcustomer's specifications and in inspecting meafs forquality.


InterestsInterests are defined as preferences for certain types ofwork activities or experiences, with accompanyingrejection of contrary types of activities or experiences.Five pairs of interest factors are provided so that apositive preference for one factor of a pair also impliesrejection of the other factor of that pair.

1 Situations involving vs.a preference for ac-tivities dealing withthings and objects.

2 Situations involving vs.a preference for ac-tivities involvingbusiness contactwith people.

3 Situations involving vs.

a preference for ac-tivities of a routine,concrete, organizednature.

4 Situations involving vs.

a preference forworking for peoplefor their presumedgood, us in the socialwelfare sense, or fordealing with peopleand language insocial situations.

5 Situations involving vs.a preference for ac-tivities resulting inprestige or theesteem of others.

Temperaments

6 Situations involvinga preference for ac-tivities concernedwith people and thecommunication ofide as.

7 Situations involvinga preference for ac-tivities of a scientificand technical nature.

8 Situations involvinga preference for ac-tivities of an abstractand creative nature.

9 Situations involvinga preference for ac-tivities that are non-social in nature, andare carried on in re-lation to processes,machines, andtechniques.

0 Situations involvinga preference for ac-tivities resulting intangible, productivesatisfaction.

Temperaments are defined in terms of the differenttypes of occupational situa'ions to which workers mustadjust.

1 Situations involving a variety of duties often charac-terized by frequent change.

2 Situations involving repetitive or short cycle opera-tions carried out according to set procedures orsequences.

3 Situations involving doing things only under specificinstruction, allowing.little or no room for independ-ent action or judgment in working out job problems.

4 Situations involving the direction, control, and plan-ning of an entire activity or the activities of others.

5 Situations involving the necessity of dealing withpeople in actual job duties beyond giving and receiv-ing instructions.

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6 Situations involving working alone and apart in physi-cal isolation from others, although the activity maybe integrated with that of others.

7 Situations involving influencing people in theiropinions, attitudes, or judgments about ideas orthings.

8 Situations involving performing adequately understress when confronted with the critical or unex-pected or when taking risks.

9 Situations involving the evaluation (arriving at gen-eralizations, judgments, or decisions) of informationagainst sensory or judgmental criteria.

0 Situations involving the evaluation (arriving at gener-alizations, judgments, or decisions) of informationagainst measurable or verifiable criteria.

X Situations involving the interpretation of feelings,ideas, or facts in terms of personal viewpoint.

Y Situations involving the precise attainment of setlimits, tolerances, or standards.

Physical DemandsPhysical demands are those physical activities requiredof a worker in a job. The factors involved are:1. LIFTING, CARRYING, PUSHING, AND/OR PULL-ING (STRENGTH): These are the primary "strength"physical requirements, and generally speaking, a personwho engages in one of these activities can engage in all.Opecifically, each of these activities can be described as:

1Lifting: Raising or lowering an objeCt from one level

Ito another (includes upward pulling).

Carrying: Transporting an object, usually holding itin the hands or arms or on the shoulder.

Pushing: Exerting force upon an object so that theobject moves away from the force (includes slapping,strikhig, kicking, and treadle actions).

Pulling: Exerting force upon an object so that theobject moves toward the force (includes jerking).The five degrees of the physical demands STRENGTHfactor are as follows:

S Sedentary Worklifting 10 pounds maximum and occasionally liftingand/or carrying such articles as dockets, ledgers, andsmall tools. Although a sedentary job is defmed as onewhich involves sitting, a mrtain amount of walking andstanding are often necessary in carrying out job duties.Jobs are sedentary if walking and standing are requiredonly occasionally and other sedentary criteria are met.

L Light Worklifting 20 pounds maximum with frequent lifting and/orcarrying of objects weighing up to .10 pounds. Even

44 41

though the weight lifted may be only a negligibleamount, a job is in this category when it requires walk-ing or standing to a significant degree, or when it in-volves sitting most of the time with a degree of pushingand pulling of arm and/or leg controls.

M Medium WorkLifting 50 pounds maximum with frequent lifting and/orcarrying of objects weighing up to 25 pounds.

H Heavy Worklifting 100 pounds maximum with frequent liftingand/or carrying of objects weighing up to 50 pounds.

1.7'.1.,117 Heavy Worklifting objects in excess of 100 pounds with frequentlifting and/or carrying of objects weighing 50 pounds ormore.

2. CLIMBING AND/OR BALANCING:airnbing: Mcending or descending ladders, stairs,

scaffolding, ramps, poles, ropes, and the like, using thefeet and legs and/or hands and arms.

Balancing: Maintaining body equilibrium to preventfalling when walking, standing, crouching, or running onnarrow, slippery, or erratically moving surfaces; or main-taining body equEibrium when performing gymnasticfeats.

3. STOOPING, KNEELING, CROUCHING, AND/ORCRAWLING:

Stooping: Bending the body downward and forwardby bending the spine at the waist.

Kneeling: Bending the legs at the knees to come torest on tire kiiee or knees.

Crouching: Bending the body downward and for-ward by bending the legs and spine.

Crawling: Moving about on the hands and knees orhands and feet.

4. REACHING, HANDLING, FINGERING, AND/ORFEELING:

Reaching: Extending the hands and arms in anydirection.

Handling: Seizing, holding, grasping, turning, orotherwise working with the hand or hands (fingering notinvolved).

Pingering: Picking, pinching, or otherwise workingwith the fmgers primarily (rather than with the wholehand or arm as in handling).

Feeling: Perceiving such attributes of objects andmaterials as size, shape, temperature, or texture, bymeans of receptors in tho skin, particularly those of thefinger tips.

5. TALKING AND/OR HEARING:

Talking: Expressing or exchanging ideas by means ofthe spoken word.

Hearing: Perceiving the nature of sounds by the ear.

6. SEEING: Obtaining impressions through the eyesof the shape, size, distance, motion, color, or othercharacteristics of objects. The major visual functions are:acuity, far and near, depth perception, field of vision,accommodation, and color vision. The functions aredefined as follows:

Acuity, far: Clarity of vision at 20 feet or more.

Acuity, near: Clarity of vision at 20 inches or less.Depth perception: Three-dimensional vision. The

ability to judge distance and space relationships so as tosee objects where and as they actually are.

Field of vision: The area that can be seen up anddown or to the right or left while the eyes are fixed on agiven point.

Accommodation: Adjustment of the lene . of the eyeto bring an object into sharp focus. This item is espe-cially important when doing near-point work at varyingdistances from the eye.

Color vision: The ability to identify and distinguishcolors.

Environmental Conditions

Environmental conditions ere the physical surround-ings of a worker in a specific job.

1. WORK LOCATION:

Inside: Protection from weather conditions but notnecessarily from temperature changes.

Outside: No effective protection from weather.Both: Inside and outside.

A job is considered "inside" if the worker spendsapproximately 75 percent or more of his time inside,and "outside" if he spends approximately 75 percent ormore of his time outside. A job is considered "both" ifthe activities occur inside or outside in approximatelyequal amounts.

2. EXTREMES OF COLD PLUS TEMPERATURECHANCES:

Extremes of cold: Temperature sufficiently low tocause marked bodily discomfort union the worker isprovided with exceptional protection.

42

Temperature changes: Variations in temperaturewhich are sufficiently marked and abrupt to causenoticeable bodily reactions.

3. EXTREMES OF HEAT PLUS TEMPERATURECHANGES:

Extremes of heat: Temperature sufficiently high tocause marked bodily discomfort unless the worker isprovided with exceptional protection.

Temperature changes: Variations in temperaturewhich are sufficiently marked and abrupt to causenoticeable bodily reactions.

4. WET AND HUMID:Wet: Contact with water or other liquids.Humid: Atmospheric condition with moisture

content sufficiently high to cause marked bodily discom-fort.

5. NOISE AND VIBRATION: Sufficient noise, eitherconstant or intermittent, to cause marked distraction orpossible injury to the sense of hearing and/or sufficientvibration (production of an oscillating movement orstrain on the body or its extremities from repeatedmotion or shock) to cause bodily harm if endured dayafter day.

6. HAZARDS: Situations in which the individual isexposed to the definite risk of bodily injury.

7. FUMES, ODORS, TOXIC CONDITIONS, DUST,AND POOR VENTILATION:

Fumes: Smoky or vaporous exhalations, usuallyodorous, thrown off as the result of combustion orchemical reaction.

Odors: Noxious smells, either toxic or nontoxic.Toxic conditions: Exposure to toxic dust, fumes,

gases, vapors, mists, or liquids which cause general orlocalized disabling conditions as a result of inhalation oraction on the skin.

Dust: Air filled with small particles of any kind,such as textile dust, flour, wood, leather, feathers, etc.,and inorganic dust, including silica and asbestos, whichmake the workplace unpleasant or are the source ofoccupational diseases.

Poor ventilation: Insufficient movement of air caus-ing a feeling of suffocation; or exposure to drafts.

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BibliographyBOOKS

Barkin, S. Job Redesign: "A echnique for an Era of Full Employment in Manpower inthe U. S.: Problems and Policies. New York: Harper & Bros., 1954.

Barkin, S. The Older Worker in Industry. Albany: Lyons, 1933.

Barnes, R. Motion and Time Study: Design and Measurement of Work. New York:John Wiley & Sons, Inc., 1964.

Berge, E. J . Breaking the Skilled Labor Bottleneck. New York: National Foreman'sInstitute, 1942.

Birrun, J. E. Handbook of Ageing and the Individual: Psychological and BiologicalAspects. Chicago: University of Chicago Press, 1960.

Close, Jr., Lucy. Work Improvement. New York: John Wiley & Sons, Inc., 1960.Drucker, P. The Practice of Management. New York: Harper & Bros., 1954.

Ford, A. A Scientific Approach to Labour Problems. New York: McGraw-Hill, 1931.Forssman, S. "Occupational Health and Old Age," Processes of Ageing: Social and

Psychological Perspectives. New York: Atherton Press, 1963.

French, W. The Personnel Management Process: Human Resources Administration.Boston: Houghton Mifflin Co., 1964.

Griew, S. Job Redesign. Paris: Organisation for Econom,c Co-operation andDevelopment, 1964.

Hamnan, B. Physic 41 Capacities and Job Placement. Stockholm: Nordish Rotogravyr,1951.

Hartness, J. The Human Factor in Works Management. New York: McGraw-Hill, 1912.

Herzberg, F. and others. The Motivation of Work. 2d ed; New York: John Wiley &Sons, Inc., 1959.

Killingsworth, C. Jobs and Income for Negroes. Ann Arbor: Institute of Labor andIndusttia1 Relations, The University of Michigan, 1968.

Knowles, A. S. Management of Manpower. New York: The Macmillian Co., 1943.

Le Gros Clark, F. Ageing Men in the Labour Force. London: Nuffield Foundation,1955. 46,

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Le Gros Clark, F. The Working Fitness of Older Men. London: Nuffield Foundation,1954.

Lewis, B. J. Management Guide for Work Simplification. New York: John F. RiderPublishers, Inc., 1961.

Mc Beath, G. Organization and Manpower Planning London: Business PublicationsLimited, 1966.

Mager, R. F. Developing Vocational Instruction. Palo Alto, Calif: Fearon Publishers,1967.

Pearl, A. New Careers for the Poor. New York: The Free Press, 1965.Schmais, Aaron. Implementing Nonprofessional Programs in Human Services. New

York: Center for the Study of Unemployed Youth, Graduate School of SocialWork, New York University, 1967.

Seymour, W. D. Industrial Skills. London: Sir Isaac Pitman & Sons Limited, 1966.Speakmen, D. Bibliography of Researches .on Changes in Working Capacity with Age.

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REPORTS

Bibby, D. L. "An Enlargement of the Job for the Worker," Proceedings of the 17thConference, Texas Personnel and Management Association. Austin: University ofTexas, October 1955.

Briggans, J. F. and Stewart, P. A. Job Enlargement: A Case Study. Iowa City: StateUniversity of Iowa, Bureau of Labor and Management, July 1963.

Davis, Louis. The Design of Jobs. Berkeley: Institute of industrial Relations,University of California, 1966.

Fishman, J. and others. Position Descriptions for New Careers. Washington: UniversityResearch Corporation, 1968.

Gitlow, Abraham L. Report on Conference on Unskilled Workers in the LaborForce. New York: School of Commerce, New York University, 1966.

Hieronymus, G. Job Design: Meeting tht.; Manpower Challence. Ww.hington: Societyfor Personnel Administration, September 19C .

Lesh, Seymour. Some Issues and Problems in Training for New Careers. Paperpresented at Conference on Training the Nonprofessional. Washington: ScientificResources, Inc., March 967.

Lewis, Leon. "Job Redesign for the Mentally Retarded." A presentation to the JosephP. Kennedy, Jr. Foundation, April 29,1968.

Pointer, Avis. New Careers: Entry-Level Training for the Human Service Aide.Washington: University Research Corpotation, 1968.

U. S. Department of the Air Force. Solving Skill Shortage by Job Rearrangement.Civilian Personnel Manual, Program Supplement No. 4. Washington: U. S.Government Printing Office, May 17,1951.

U. S. Department of the Army. Job Engineering: Modification of Jobs for BetterUtilization of Manpower. Civilian Personnel Pamphlet No. 39. Washington: U. S.Government Printing Office, May 1954. 47

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U. S. Department of Labor, Bureau of Labor Statistics. Job Redesign for OlderWorkersTen Case Studies. Bulletin No. 1523. Washington: U. S. GovernmentPrinting Office, 1967.

U. S. Department of Labor, Manpower Administration. Developing Your Manpower.Washington: U. S. Government Printing Office, 1969.

U. S. Department of Labor, Manpower Administration. Dictionary of OccupationalTitles. 2 vols, with supplements, 3rd ed.; Washington: U. S. Government PrintingOffice, 1965.

U. S. Department of Labor, Manpower Administration. Guide for Analyzing Jobs.Washington: U. S. Government Printing Office, 1966.

U. S. Department of Labor, Manpower Administration. Training and ReferenceManual for Job Analysis. Washington: U. S. Government Printing Office, May1965.

Watson, Goodwin. Laboratory Methods in Training the Non-Professional. Paperpresented at Conference on Training the Non-Professional. Washington: ScientificResources, Inc.,.March 1967.

Workshop on Non-Professional Careers for Disadantaged Youth. Summary ofProceedings. New York: Center for the Study of Unemployed Youth New YorkUniversity, December 1966.

MAGAZINE ARTICLES

Amrhine, K. W. "How to Beat a Tight Labor Market," Supervision, May 1966, pp. 4and 5.

Bright, J. R. "Does Automation Raise Skill Requirements?" Harvard Business Review,July-August 1958, pp. 85-98.

Conant, E. H. and Kilbridge, M. D. "Interdisciplinary Analysis of Job Enlargement,"Industrial and Labor Relations Review, April 1965, pp. 377-395.

Davis, I.. E. "Job Design and Productivity: A New Approach," Personnel, March 1957,pp. 418-430.

Davis, L. E. "The Design of Jobs," Industrial Relations, October 1966, pp. 21-45.Davis, L. E. "The Effects of Automation on Job Design," Industrial Relations,

October 1962. pp. 53-71.Davis, L. E. "Toward a Theory of Job Design," Journal of Industrial Engineering,

September-October 1957, pp. 305-315.Davis, L. E. and Valf-r, E. S. "Studies in Supervisory Job Design," Human Relations,

Novemt cc 1966, pp. 339-352.Davis, L. E. .1.1d Werling, R. "Job Design Factors," Occupational Psychology, April

1960, pp. 109-132.Guest, R. H. "Job Enlargement: A Revolution in Job Design," Personnel

Administration, March-April 1957, pp. 9-17.Guest, R. H. "Man and Machines: An Assembly-Line Worker Looks at His Job,"

Personnel, May 1955, p. 496.Guilpoyle, J. M. "brain Conservation," Wall Street Journal, September 1956, p. 1.Herzberg, F. "How Do you Motivate Employees?" Harvard Business Review,

January-February 1968, p. 53.Kilbridge, M. D. "Do They All Want Larger Jobs?" Supervisory Management, April

1961, pp. 25-28

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Mac Kinney, A. C. and Wernimout. P. F. "Has Specialization Reduced JobSatisfaction?" Personnel, February 1962, P. 8.

Morris, James R. "Job Rotation," Journal of Business of the University of Chicago,October 1956, pp. 268-273.

"Motivating People: Money Isn't Everything," Newsweek, April 22, 1968, P. 80.PaIlissier, R. F. "Successful Experience with Job Design,'' Personnel Administration,

March 1966, pp. 12-16."Renewed Interest in Job Enlargement," Administration Management, April 1964, pp.

22 and 23.Rubin, Milton. "The Right of Management to Split Jobs and Assign Work to Other

Jobs," Industrial and Labor Relations Reviews, January 1963, p. 205.Stephen, L. "Case for Job Enlargement," Personnel Management, October 1963, pp.

102-106.Turner, A. N. "Management and the Assembly Line," Harvard Business Review,

September-October 1955, pp. 40-48.Walker, C. R. "The Problem of the Repetitive Job," Harvard Business Review, May

1950, pp. 45-58.

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