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E ”W “,i“ D 1 ‘39”1344113'31st'Iéhr‘iI’1ii3IsI 44.114141415444- :. . . ‘ 4"‘WI-4W1n~,,.3141;‘§ W -WcIi 5.3.1 -IIIW"»“‘-; -.-:-‘=41.‘.='4:15,.‘:I,WI w .~ I “I 1 . is.454315-“3221414'1’II"44,‘,,,1.W ,,< 4.1- .4er". ‘ “11‘ 1 Wm. W,” 14.51, 11.1... 1.; 1,, fiWWFWW1WWW-44. W‘ 'WWW'JWW ‘W W WWW: ' LW- ' 1I': '4517 WIWWIH~11IWWWWWW 2W WW‘W “3‘: WWW 5.1,,:W:4:,",5v1,_i«=1,,. 7,5151 WWI'11W=‘:W1.1';‘=j-WI '° ~-1r}11~+w.,:1;4§“.1 '41:. W5 333:1. :41- 14.1 :1 41-141 4‘:- 44.. 44444444212444“ 1: 1414‘" W .W: $3.14,} :,.‘ Wk 1: ,1 ., :3, WYW‘W : 33!?- _ “3,,“ ,WWWWZ‘WEWWW: W1}! W‘WWWWiW: .42: ”{LWWWW‘MW ”,3: f3 \W;|i{:W;,Ifif W.” ,‘inWJWJ WW'WIWW.W:1I.?’W 1.7-; .5" I.‘.,.!,’ , ,I, :I {I ;4_ {fig SWWIWW MW, “,3, ‘1‘, $13, .43, "LE v 1‘, W WWW (J 1W11WW¢ (WW WWW: MWWI ‘W:W"‘=14‘1 LIBRARY Michigan State University This is to certify that the dissertation entitled Program Development For CAD/CAM Technicians Based On An Occupational Analysis presented by Donald R. Boyer has been accepted towards fulfillment of the requirements for PhD degree in Education fiat/KM a Major professor Date 34416057— //, /?87 MS U is an Afl'mnarire Action/Equal Opportunity Institution 0- 1 2771 MSU LIBRARIES _.:_. RETURNING MATERIALS: Place in book drop to remove this checkout from your record. FINES will be charged if book is returned after the date stamped below. PROGRAM DEVELOPMENT FOR CAD/CAM TECHNICIANS BASED ON AN OCCUPATIONAL ANALYSIS By Donald R. Boyer A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Teacher Education 1987 Copyright by DONALD R. BOYER 1987 ABSTRACT PROGRAM DEVELOPMENT FOR CAD/CAM TECHNICIANS BASED ON AN OCCUPATIONAL ANALYSIS By Donald R. Boyer There is a need to train people to operate computer-aided design/computer-aided manufacturing (CAD/CAM) systems in southern Michigan. This study' addressed the establishment of' programs to train CAD/CAM technicians, the people who Operate CAD computer terminals that transmit data to a CAM data base or machine tool in a manufacturing setting. With the changing manufacturing methods in design drafting and machine tooling, it is critical to identify the duties and tasks necessary to perform the job of a CAD/CAM technician. Therefore, the specific problem focused on in this study was the identification of competencies necessary to perform the job of CAD/CAM technician. The major objectives of the study were: l. To provide a functional definition of the emerging occupation of CAD/CAM technician. 2. To identify the duties and tasks performed by CAD/CAM technicians. Emphasis was given to the CAD/CAM hardware and Donald R. Boyer software, but attention was also given to industrial applications of the CAD/CAM system. 3. To identify the frequency with which each task is performed and to determine the relative importance of each task for job entry. 4. To identify program-development models for using the products of an occupational analysis in developing programs to train CAD/CAM technicians. 5. To provide guidelines for using the products of this occupa- tional analysis in developing programs to train CAD/CAM technicians. The data collected to meet the }first four objectives were obtained by reviewing the literature and interviewing incumbent CAD/CAM technicians. The results of Objectives l, 2, and 3 included a functional definition of a CAD/CAM technician and a validated list of 9 duty and l05 task statements. Tables showing the frequency with which tasks were performed and the importance of the tasks to job entry were included. Nineteen tasks were found to be essential for job entry, and 60 tasks were found to be performed daily. The fourth objective was met by reviewing five instructional- development models that use occupational/task-analysis data. The fifth objective was met by designing a program-development model to apply the product of this occupational analysis. In memory of my sister, Judy Ann (Boyer) Rabe. ACKNOWLEDGMENTS I want to express my sincere appreciation to the many individuals who made it possible for me to complete this study. I want to thank the members of my committee, Dr. George Ferns, my chairman; Dr. Rex Ray, who provided encouragement and wisdom; Dr. Herbert C. Rudman; and Dr. Walter Hapkiewicz. I am especially grateful to Dr. Ferns, my dissertation chairman, who spent a great deal of time and energy helping me develop this project. His support, encouragement, and thoroughness were outstanding. I owe a special word of thanks to my colleagues who helped me during the research: Dr. Till J. N. Peters, Dr. Patricia Oldt, Bruce Bjornseth, Mark Saur, and Dee DeAllen. Finally, I am most grateful for the understanding, love, and encouragement given by my wife, Sue, and my two sons, Roger and Steven. Without their support I would not have been successful in completing this dissertation. vi TABLE OF CONTENTS LIST OF TABLES ......................... LIST OF FIGURES ........................ LIST OF APPENDICES ....................... Chapter . I. INTRODUCTION TO THE STUDY ............... Background ...................... Need for the Study .................. Statement of the Problem ............... Objectives of the Study ............... Research Questions .................. Research Methodology and Data-Analysis Procedures . . Assumptions ..................... Delimitations of the Study .............. Definitions of Terms ................. Overview of the Dissertation ............. II. REVIEW OF THE LITERATURE ................. Analyzing Occupations ................ Purposes of Analyzing an Occupation ........ Methods Used in Analyzing Occupations ....... Five Strategies or Models for Using Occupational/ Task-Analysis Data to Develop Vocational- or Technical-Education Programs ............ The Resnick Curriculum Model ............ The Teske Curriculum Model ............. Steely’s Program-Development Process ........ The Center for Vocational Education Model: Steps in Developing a Course of Study ...... Mager and Beach’s Steps in Course Development . . Comparison of the Five Models for Use as a Program-Development Model ............. Existing Duty and Task Statements for CAD/CAM Technicians .................... Summary ....................... vii Page ix xi III. DESIGN OF THE STUDY .................. 46 Selection of the Method of Analysis ......... 46 Methods Used to Answer the Research Questions . . . . 48 Research Question I ................ 48 Research Question 2 ................ 50 Research Question 3 ................ 61 Research Question 4 ................ 62 Summary ....................... 63 IV. FINDINGS ........................ 64 Findings for Research Question l ........... 64 Findings for Research Question 2 ........... 7l Findings for Research Question 3 ........... 85 Findings for Research Question 4 ........... 88 Summary ....................... 89 V. SUMMARY, CONCLUSIONS, RECOMMENDATIONS, IMPLICATIONS FOR FURTHER RESEARCH, AND REFLECTIONS ........ 90 Summary ....................... 90 Conclusions ..................... 92 Objective 1 .................... 92 Objective 2 .................... 93 Objective 3 .................... 96 Objective 4 .................... 97 Objective 5 .................... 98 Recommendations ................... l02 Implications for Further Research .......... l04 Reflections ..................... 105 APPENDICES ........................... lO7 BIBLIOGRAPHY .......................... l56 viii Table 45.5w ..a LIST OF TABLES Installed CAD/CAM Systems in the United States in 1986 Up-and-Comers in the CAD/CAM Market in 1986 ....... Technicians’ Ratings of the Job Description ....... Sample of CAD/CAM Technicians, by System and Application ...................... Work and Supervisory Experience of All CAD/CAM Technicians Interviewed ................ Number and Percentage of Tasks Accepted Under Each Duty Statement .................... Results of F-Test (Analysis of Variance) ........ Individual t-Tests for Duty Statements ......... Tasks Rated Essential for Job Entry ........... ix Page 55 55 71 78 80 Figure NNNN 01-th LIST OF FIGURES The Resnick Curriculum Model .............. The Teske Curriculum Model ............... Steely’s Program-Development Process .......... Steps in Developing a Course of Study ......... Steps in the Course-Preparation Phase of Mager and Beach’s Model .................... Steps in the Course-Development Phase of Mager and Beach’s Model . . . . . . . . ............ Steps in the Course-Improvement Phase of Mager and Beach’s Model .................... Telephone Procedure Used in Attempting to Identify CAD/CAM Technicians and Supervisors to Interview . . . Duties and Tasks Eliminated From the Final Task List . . Program-Development Model ............... LIST OF APPENDICES Appendix Page A. FIRST JOB DESCRIPTION QUESTIONNAIRE .......... 107 8. SEVEN CAD/CAM EXPERTS WHO RESPONDED TO THE JOB DESCRIPTION SURVEY .................. l09 C. FINAL JOB DESCRIPTION SURVEY .............. llO D. INITIAL DUTY AND TASK LIST ............... lll E. INTERVIEW COVER LETTER, CONSENT FORM, DEMOGRAPHIC DATA FORM, AND HUMAN SUBJECTS APPROVAL FORM ..... ll6 F. TASK ANALYSIS CHECK SHEET FOR CAD/CAM TECHNICIANS . . . l20 G. THIRTY-SIX PEOPLE INTERVIEWED IN THE CAD/CAM DUTY AND TASK LIST SURVEY ................. l32 H. ORIGINAL TASK LIST ................... 139 1. FINAL TASK LIST .................... 142 J. RANKING OF THE FINAL TASKS BY PERCENTAGE OF RESPONDENTS PERFORMING THAT TASK ........... 145 K. FREQUENCY WITH WHICH RESPONDENTS PERFORMED THE TASKS . . 147 L. IMPORTANCE OF TASKS FOR JOB ENTRY ........... 150 M. RANKING OF TASKS FROM HIGHEST TO LOWEST MEAN IMPORTANCE RATINGS . , ..................... 152 N. RANKING OF TASKS FROM HIGHEST TO LOWEST MEAN FREQUENCY RATINGS ....................... l54 xi CHAPTER I INTRODUCTION TO THE STUDY ack roun The concepts of computer-aided design (CAD) and computer-aided manufacturing (CAM), which have been evolving for more than 25 years, will continue to expand with respect to application, development, and implementation (Kief, 1985). With the advent of low—cost computer capabilities, CAD has emerged as a flexible method for designing parts and equipment. CAM has emerged from computer-aided parts pro- gramming. Today, CAD includes all of the aspects involved in computer-aided production of engineering data such as drawings, geo- metric models, finite-element analysis, parts lists, work schedules, and numerical control (NC) information. CAM encompasses all of the applications of computers to a wide variety of manufacturing functions, such as process planning, production scheduling, NC, computer numerical control (CNC), quality control, and assembly. Over the years, the terms "CAD" and "CAM" have become combined into CAD/CAM. CAD/CAM represents the integrated approach to the use of computers in the total production process, encompassing both the design and manufacturing phases. The goal of integrating CAD and CAM is to systemize the flow of information from the preliminary design phase of a product through the completion of its production (Kief, l985). Traditionally, a design involves transforming a concept into design information that is communicated to others through a drawing and related documents. However, this method is cumbersome and expensive and requires a large number of designers. Also, there is no convenient way to interact with the design information and the production information needed in manufacturing. CAD/CAM provides an opportunity to improve productivity in the work place by providing a linkage between design and manufacturing. With the increasing sophistication of CAD/CAM systems, it now is possible to use the geometric model created on a CAD system as a basis for producing NC instructions, so the user need not manually enter geometric data into a nmchine tool. Furthermore, machining information is provided through interactive question-and—answer prompts on the terminal. As a result, these systems allow NC instruction to be created graphically without requiring knowledge of programming languages. John Krouse (l986b), editor of Computer Aided Engineering magazine, stated: Computer-aided design and manufacturing (CAD/CAM) systems enable engineers to rapidly design mechanical parts, analyze them to close tolerances and directly generate machining instructions. By thus avoiding time-consuming and expensive manual drawing and prototype work on the shop floor, companies can significantly reduce the time and cost of developing new products. As this advantage takes CAD/CAM into more and more industries, revenues from CAD/CAM should rise from an estimated $3.5 billion in l985 to $12.7 billion by l990. Until recently, the CAD/CAM industry predominantly marketed stand-alone machines. Now, however, most vendors offer systems in which four or five work stations work under the direction of a central 32-bit minicomputer. IBM leads the industry with 21.4% of the market. The rest of the market is largely divided among Intergraph with 15%, Computervision with 12%, GE Calma with 6%, and other suppliers. The industry is currently in transition from the 1980-85 period, when annual compound growth rate was nearly 37%, to an era of lower, but still rapid, expansion. Revenues are expected to increase by 29% per year over the remainder of the decade, particularly those involving solid modeling software and systems based on personal computers. Solid modeling software generates a data-base that can be effectively shared to support a variety of functions; including structural analysis, mechanical simulation, and numerical control programming needed throughout the CAD/CAM process. (p. 42) In a study entitled "Computer Aided Design" conducted for the Michigan Department of Education in 1982, 78 companies indicated they were using CAD systems; 148 businesses were planning to use CAD in the future. In the 78 companies using CAD systems, 1,138 people reported working on those systems (Boyer, 1982). CAD/CAM will surely change the duties and tasks of drafts- persons. A typical mechanical drafter or engineer drafter today drafts detailed working drawings of machinery and mechanical devices, indicating dimensions and tolerances, fasteners and joining require- ments, and other engineering data (Dictionary of Occupational Titles, 1977). A draftsperson also drafts multiple-view assembly and subassembly drawings as required for manufacturing and repair of mechanisms (Dictionary of Qccupatjgnal Titles, 1977). CAD systems will allow a draftsperson to work beyond this limited job description of because of the CAD’s capabilities and the speed at which it produces finished prints. Christensen, Johnson, and Stinson (1982) wrote in their book on supervision: A major development of the sixties was the evolution of micro- electronics. The semi-conductor and electronic chip paved the way for electronic controls in all areas of the economy. In the office this has resulted in computer-controlled accounting processes. In the plant it has led to computer-aided design and computer-aided manufacturing (CAD/CAM) techniques, and even to a major new form of mechanization--robotics. These developments in turn have created an entirely new environment to which super- visors and workers alike must adapt or face obsolescence. (p. 21) They also noted: Neither the worker nor the supervisor will go untouched in the next decade. It fact, the success of an organization in the future will largely depend on how effectively they utilize the new technology. Directing workers in this area is perhaps one of the most challenging tasks supervisors will face. (p. 21) Need for the Study The single most dominant element in technology education in the 19805 and beyond is the integration of computers into traditional instructional programs. This is in response to the reliance of virtually every branch of industry on computer technology. Literally every job function in industry that technology graduates fill will become "computer-aided something" during their working careers (South, 1984). Recent projections have indicated that, in the drafting area alone, 10,000 CAD-based design/drafters will be needed nationally in the next four years. Some of the new CAD operators will be trained by their employers. However, the majority will be trained at community and technical colleges that offer associate degrees and/or certificate programs in drafting (South, 1984). The advent of CAD/CAM has created a need to upgrade the skills of people in the fields of mechanical drafting and machine tooling, so they will be able to use CAD/CAM systems. There also is a need to produce new graduates who can enter the CAD/CAM field at a competent level. Educators need to customize their curricula to meet the training needs of this field. The CAD/CAM curriculum must be built on an occupational analysis that identifies the duties and tasks performed on the job. Once specific. worker skills are identified, the types of educational experiences a potential worker should be provided in order to be competent in those skills can be developed (Center for Vocational Education, 1978). Statement of the Problem The problem addressed in this study was the need to establish programs to train CAD/CAM technicians, the persons who operate CAD computer terminals that transmit data to a CAM data base or machine tool in a manufacturing setting. With the changing manufacturing methods included in design drafting and machine tooling, it is critical to identify the duties and tasks necessary to perform the job of a CAD/CAM technician. The changing occupational requirements necessary for these technicians were mentioned in the introduction. Yet the necessary training in a high-technology field, as in any other, cannot be accomplished before the work. done by incumbent workers has been analyzed. Therefore, the specific problem on which this researcher focused was the identification of competencies necessary to perform the job of CAD/CAM technician. The product of this analysis is a validated duty and task listing, along with a program—development model for training CAD/CAM technicians. This model includes guidelines fer using the duties and tasks validated in the present research. b'e ive h The following objectives were the main focus of this study: 1. To provide a functional definition of the emerging occupa- tion of CAD/CAM technician. 2. To identify and list the duties and tasks performed by CAD/CAM technicians. Emphasis was given to the CAD/CAM hardware and software, but attention also was given to industrial applications of the CAD/CAM system. Q 3. To identify the frequency with which each task is performed and to determine the relative importance of each task for job entry. 4. To identify program-development models for using the prod- ucts of an occupational analysis. 5. To provide a program-development model and guidelines for using the products of this occupational analysis to develop programs to train CAD/CAM technicians. The first four objectives were addressed by means of four research questions. The fifth objective was addressed through a review of the literature, which is contained in Chapter II. Resear ue t n The following research questions were posed to guide the collec- tion of data to address the first four objectives of the study. 1. What is a functional definition of the occupation of CAD/CAM technician? 2. With emphasis given to the CAD/CAM hardware and software and attention to the industrial applications of the systems, what are the duties and tasks performed by CAD/CAM technicians operating these systems? 3. What tasks are most frequently performed by a CAD/CAM tech- nician, and which tasks are the most important for a technician to be able to perform at job entry? 4. What program-development models can be identified for using the products of this occupational analysis? Research Methodology and Data-Analysie Procedures The first research question was answered by means of a jury technique, using the following steps: 1. Reviewing related job descriptions, including CAD/CAM tech- nicians, computer draftsmen, graphic technicians, and other related occupations. 2. Reviewing the literature concerning the job duties of CAD/ CAM technicians. 3. Developing a preliminary job description. 4. Pilot testing the job description with two college faculty members in the field of CAD and CAM. 5. Developing a questionnaire for CAD/CAM technicians and/or supervisors to rate the preliminary job description. 6. Mailing the questionnaire to a jury of seven CAD/CAM technicians. 7. Analyzing questionnaires completed by the jury of techni- cians and developing a revised job description. 8. Distributing the revised job description to the same jury. Asking the jury to review and rate the job description ("1 a five- point scale from "acceptable" to "unacceptable" after additional revisions have been made. 9. Repeating Step 8 if necessary. 10. Writing the final job description. To answer the second research question, the occupational analysis technique was used. The following steps were implemented: 1. Reviewing operating manuals of CAD/CAM systems to develop appropriate duty and task listings. 2. Reviewing duty and task statements from existing occupa- tional analyses. 3. Reviewing textbooks in the field of CAD/CAM to develop duty and task statements. 4. Developing duty statements from the researched materials. 5. Preparing task statements for each duty statement. 6. Organizing the duty and task statements into a preliminary inventory. 7. Conducting personal interviews (pilot testing the inventory) with selected CAD and CAM educators, incumbent workers, and CAD/CAM operators and supervisors. 8. Revising the inventory based on information received during the interviews. 9. Developing an interview schedule to include the duty and task statements with provisions for rating "frequency performed" and ”importance for job entry." 10. Selecting a sample of CAD/CNN technicians and supervisors from a target population consisting of technicians who operate common CAD/CAM systems for a variety of industrial applications and have had six months or more experience in the field. 11. Verifying the duty and task inventory by interviewing volun- teer incumbent CAD/CAM technicians and supervisors with six months or more experience. 12. Categorizing and displaying the data in tables. The third research question was answered by arranging and dis- playing the data in tabular form. These tables show the frequency with which the ‘tasks are performed, respondents’ ratings of the importance of each task, correlations between the frequency with which each task is performed and the importance of each task for job entry, a ranking of the tasks in terms of importance, and a list of tasks that received an importance score of 3.5 to 4.0 (essential). The researcher addressed the fourth research question by (a) reviewing the literature and other sources to identify strategies for using occupational-analysis data to develop an occupational or 10 technical education program and (b) synthesizing the findings for application to this study. The focus of the program-development models identified in this study was the program level, as described in the Definition of Terms. The scope of these models is broader than a single course but narrower than a total curriculum. Assumptions In conducting this study, the writer made two assumptions: 1. The CAD/CAM technicians who were interviewed had sufficient experience to respond to the questionnaire. 2. The CAD/CAM technicians who were interviewed represented the population of CAD/CAM technicians at this time because CAD/CAM technician is a new and growing occupation. Delimitations of the_§tegy The study was delimited in the following ways: 1. Only CAD/CAM technicians and supervisors with six months or more experience and employed in southern Michigan were included in the sample. 2. Not all types of CAD/CAM systems or all possible industrial applications were represented in the study. 3. The program-development model and guidelines developed in response to Objective 5 were not designed for use in general program development. 11 Definitions pf Iepms The following terms are defined in the context in which they are used in this dissertation. CADZCAM Leehnieian: A person who operates a CAD computer terminal that transmits data to a CAM data base (a machine tool) in a manufacturing setting. m ter-aid d e i n AD : Designing with graphics using the capabilities of a computer to create, transform, and display pictorial and symbolic data. Computer-aided designlcomputer-aided manufacturing (CADZCAM): Using the computer to integrate design and manufacturing. Computer-sided manufacturing (CAM): Using a computer to assist in the manufacturing process. Computer graphics: A process in which computers are used to create graphics, which includes nmmagement information, scientific graphics, command and control, image processing, and real-time image. Computer-intquted manufaetgring (CIM): Integrating a total manufacturing facility by means of a common data base. CIM facili- tates the "automated factory." Cpmppter numerical control (CNCl: Using a dedicated computer within a numerical control unit that provides data input for the NC machine. Ceppse: A discrete segment of a program, which covers specific, measurable behavioral objectives of kmowledge, attitudes, or practices related to a given discipline or occupation (Wenrich & Wenrich, 1974). 12 rr' 1 m: The entire spectrum of educational experiences made available to students through a given institution. The curriculum comprises many programs, and each program consists of an aggregate of courses (Wenrich & Wenrich, 1974). Deiy: A large segment of work performed by an individual. It is one of the distinct major activities involved in the work performed and is composed of several related tasks (Melching & Borcher, 1973). Nemericel control (NC): A means of providing prerecorded information that gives complete instructions for the operator of a machine. Occupational analysis: A process through which an occupation is analyzed and the skills and knowledge necessary for successfully fulfilling the requirements of that occupation are documented (Steely, 1981). m: The aggregate educational offerings of a school or college related to a specific occupation or occupational cluster. A program covers all the knowledge, values, attitudes, and manipulative skills associated with job entry in a given occupational area (Wenrich & Wenrich, 1974). Iééhi A job activity or set of activities that, if begun by one individual, is generally completed by that person. It is usually not practical to subdivide the task so that more than one worker can specialize in doing various parts of it (Rupe, 1975). 13 last enelysis: A systematic examination of a task and the identification of the steps, operations, or elements involved in that task (Center for Vocational Education, 1978). v r i w of e er ' n A review of the literature pertaining to the study is presented in Chapter II. The literature review is focused on four topics: purposes of and methods used in analyzing occupations, five strategies or models for using occupational-analysis data to develop vocational or technical education programs, a comparison of the five models for use as a program-development model, and existing duty and task statements for CAD/CAM technician. The study design is the focus of Chapter III. The chapter is organized around the methods used to answer the four research ques- tions. Included are the development of a functional definition of the occupation of CAD/CAM technician and the four major components of the analysis: development of the duty and task inventory, selection of participants, collection of the information, and analysis of the data. The data and findings related to the research questions are presented in Chapter IV. Chapter V contains a summary of the study, conclusions regarding the five objectives and four research questions, recommendations, implications for fUrther research, and reflections. CHAPTER 11 REVIEW OF THE LITERATURE The review of the literature pertaining to this study is focused on four ‘topics: (a) purposes of' and methods used in analyzing occupations, (b) five strategies or models for using occupational- analysis data to develop vocational or technical education programs, (c) a comparison of the five models for use as a program-development model, and (d) existing duty and task statements for CAD/CAM technicians. Analyzing Occupations Purposes of Analyzing an Occupation An occupational analysis defines a worker’s role--that is, what the worker does on the job. According to the Center for Vocational Education (1978a), the information gathered from an occupational analysis can be used for four purposes: 1. The information is often given to a prospective worker to explain what he/she is or will be expected to do on the job. 2. An analysis can serve as a basis for organizing the job. 3. Educational programs can be developed using the analysis. Once specific worker skills are identified, a sound basis exists for identifying the types of educational experiences a potential worker should be provided in order to be competent in those skills. 14 15 4. An analysis of“ a job can serve as an evaluation tool. Knowing what is involved in a job enables one to determine whether an individual is carrying out his/her work role. For vocational teachers, the overriding purpose of conducting an analysis of an occupation is to obtain a sound basis for designing, revising, or updating a training program. It also helps teachers evaluate the progress of students toward their' occupational goals. By' using 'the information secured through an analysis, teachers have a basis for decision-making. (p. 6) As a bridge between people and their work, vocational and technical programs must be carefully planned. Once an educational agency decides to offer a program aimed at preparing workers for a particular occupation, the next step is to determine the actual work performed in that occupation and the duties and tasks required of workers. Wenrich and Wenrich (1974) wrote, Occupational analysis determines what the worker needs to know and be able to do in order to function effectively in a particu- lar occupation. It is the basis for determining content for specialized vocational and technical education programs because along with each skilled, technical, paraprofessional or profes- sional occupation there is a substantial set of relatively stable behaviors which can be described and taught. (p. 162) In his book on job analysis, Fryklund (1970) wrote, “In order to teach an occupation or a subject or an activity there must first be an inventory of the elements to be taught" (p. 1). He also noted that The occupational analysis technique is necessary in the training of industrial and technical training personnel. The occupational elements become habits, and habits are not notice- able to those who have them; therefore it is necessary to analyze the occupation and list the elements so the new instructor will know what to teach. Experienced teachers also gain much from reanalyzing their work from time to time to keep it up-to-date. (p. 13) It is important to know that any given kind of work that is worthy and is complicated enough to make instruction necessary 16 should be analyzed into its elements before attempting to teach it, if thorough instruction is desired. (p. 51) In their book Oevelpping Vocetionel Ineruetion, Mager and Beach (1967) underscored the importance of job/task analysis: Regardless of subject matter, the object of vocational instruction is to send the student away (1) capable of performing satisfactorily on the job and (2) capable of improving his skill through further practice. To achieve the first goal, it is necessary to know what the job consists of, what one needs to perform each of the tasks, and how frequently each task is performed. The student must be provided with practice in performing these tasks under conditions as much like the job as possible. To reach the second objective (improving skill through performance), it is essential that the student be taught enough about each task so that he can tell the difference between doing it right and doing it wrong (discriminate between perfect performance and imperfect performance), so that he can evaluate his own attempts to perform each job task. (p. 21) Methods Used in Analyzing Occupations Five basic approaches are used in analyzing occupations: the Developing A CurriculUM (DACUM) approach, the function approach, the occupational/task analysis, the critical-incident technique, and the Delphi technique (Finch & Crunkilton, 1978). DA§_M. DACUM was created as a joint effort of the Experimental Projects Branch of the Canadian Department of Manpower and Immigration and General Learning Corporation of New York. Adams (1975) defined DACUM as a "single sheet skill profile that serves as both a curriculum plan and an evaluation instrument for occupational training programs" (p. 24). Buchar (1982) explained the DACUM process as follows: 1. It is used in identifying tasks as a basis for program planning. Since the DACUM originated, it has proven to be a very effective method for quickly deriving, at a relatively 17 low cost, the competencies or tasks that must be performed by persons employed in a given position or occupational area. It’s used to determine the 'what" of a curriculum, the content that needs to be known. 2. The DACUM process utilizes small group brainstorming techniques in order to arrive at what is basically a skill profile for a particular job. 3. A carefully chosen group of about 10-12 experts in the occupational area to be studied form the DACUM committee. Committee members are recruited directly from business, industry, or the professions. 4. The committee first identifies the general areas of competence in an occupation or job. 5. After the general competency areas are identified skill statements are then listed for each general area. 6. After the DACUM process has been completed the committee may sequence the activities (skills) to better refine the individual skills. This is also done because one task or skill must sometimes be mastered before another. (n.p.) DACUM provides a fast method of developing a list of tasks or skills needed to perform a job. The skill profile sheets developed through this method can be used for instructional purposes, in developing a course or program. The weaknesses of this method are that it offers only limited input by professionals in the field and that is does not provide a process through which to analyze the skills or tasks in terms of importance to job entry or frequency with which they are performed. Function approach. The function approach is primarily concerned with identifying content in terms of unifying characteristics across a particular industry or business. This strategy focuses on the functions of a business or industry and was defined by Clark and Meaders (1968) as ”the operations that must be performed in the total 18 business or industry in order for it to be successful or to continue in operation" (p. 1). Clark and Meaders also stated that, in the function approach, The focus is on preparation for a particular "world of work" based on the identification of (a) the specific requirements for performance by individuals in terms of activities contributing to a particular function in a relationship to the unity of the overall industry and (b) the general requirements for living related to the specific relationships of the industry to the unity' of society. . . . In other' words, the functions and activities of an industry become the focal point from which curricular inputs are identified in planning vocational- technical education programs to meet the needs of students for successful employment in the industry. (p. 5) Clark (1965) listed seven steps comprising the function approach: 1. Identify the functions performed in the entire industry. 2. Validate'the functions by means of a jury of individuals from industry. 3. List competencies required for performance of the functions. 4. Secure validation of these competencies by personal interviews with a jury of people in the industry. 5. After validation of these competencies, make a detailed analysis of each competency item which was rated as important or essential by the jury of industry people. The detailed analysis is to be made in terms of understandings, skills, and abilities required for satisfactory performance in the industry. 6. Submit this analysis to a group of educators for validation. 7. Group the understandings, skills, and abilities into a suitable instructional unit. The function approach is a good method to use in analyzing an occupation for the purpose of program or curriculum development and includes a good cross-section of industrial representatives. Industry people validate and rate competencies or tasks in terms of 19 importance. A weakness of this approach is that it is too broad to define one job title and is very time consuming. Qecgpetipnel enelysis. Occupational analysis is a process through which an occupation is examined and the skills and knowledge necessary for successfully fulfilling the requirements of that occupation are documented (Steely, 1981). Steely (1981) outlined five steps in describing an occupation using an occupational analysis: Identify Job Title Define Job Description Outline Job Duties (major subdivisions of work) Outline Job Tasks (a series of activities with a common purpose that occur in close sequence. Tasks are sometimes referred to as competencies.) List Task Activities (short, simple operations that are fre- quently common to many tasks). They may also be described as procedural work steps or actions. (pp. 12-13) Steely also stated: ”Tasks are the key building blocks that make up an occupation. In the occupational analysis, each task performed by workers in a given occupation should be a logically differentiated segment of work activity" (p. 14). Occupational-analysis data are collected using several techniques, including observation of workers, task surveys given to incumbent workers, workshop activities with incumbent workers to develop or react to previously developed task listings, and interviews with incumbent workers to identify duties and tasks (Steely, 1981). 20 Various definitions of occupational and task analysis have been offered. Minty (1984) wrote, Analyzing work in terms of what people do and can do on the job has been called occupational analysis, job analysis, task analysis, trade analysis, and position analysis. Some writers see little or no difference in many of these terms, others see differences which have major implications for how the analysis should be conducted. (p. 19) The Center for Vocational Education (1978a) at The Ohio State University defined occupational/job analysis as the systematic identification, usually for instructional pur- poses, of the essential tasks which workers are required to per- form on the job. Such an analysis may also include working conditions, technical knowledge required, and worker qualifica- tions. (p. 7) The Center defined task analysis as "the systematic examination of a task and the identification of the steps, operations, or elements involved in the task" (p. 7). The occupational analysis method developed by the Center for Vocational Education (1978a) uses an interview technique as a check sheet to verify the duties and tasks of incumbent workers. The check sheet is used to identify the frequency with which each task is performed and the importance of each task to job entry and advance- ment. The Center listed four basic steps in analyzing an occupation:. 1. Define scope--develop a job description. 2. Prepare initial listing of duties and tasks, review literature, interview incumbent workers, pilot test, edit. 3. Verify the initial listing, identify sample population (ran- dom or stratified), interview incumbent workers to verify frequency of performance and importance of the task to job entry. 21 4. Compile final listing--ana1yze and report task inventory data. (p. 7) Finch and Crunkilton (1979) defined task analysis as a ”process wherein tasks performed by workers employed in a particular job are identified and verified. . . . The worker’s job consists of duties and tasks he or she actually performs” (p. 121). Finch and Crunkilton noted that "while there are several possible ways that a task analysis may be conducted, the key to the success of this system is that it is both thorough and systematic" (p. 122). They listed five steps in conducting a task analysis: 1. Review relevant literature. DevelOp an occupational inventory. Select a worker sample. hum Administer an inventory. Analyze collected information. These steps are also followed by the Vocational-Technical Educa- tion Consortium of States (V-TECS) in conducting their task analysis. V-TECS has shown this approach to be applicable to public vocational and technical education (Lee, 1976). V-TECS (1976) defined task analysis as A process of reviewing actual job content and context in business and industry for' application to ‘the development of performance objectives, criterion-referenced measures, and quality control within a program of vocational-technical education. (p. 3) The United States Department of Labor and Manpower Administration (1972) developed an elaborate system for analyzing jobs. This system is outlined in the Handbook fer Analyzing prs and is termed a "job 22 analysis." Listed in the Handpopk are four steps to follow in conducting a job analysis: 1. Review the literature to become familiar with the technolo gies of the jobs and characteristics of the industry to be studied. 2. Review job descriptions. 3. Observe and interview incumbent workers and complete a job analysis schedule or form (this form includes information on worker functions, work fields, machines, tools and equipment, materials and products, and worker traits). 4. Analyze the data. This method of job analysis is extremely thorough. It provides information on worker functions and traits, general education and vocational preparation requirements, work experience and orientation requirements, licensing requirements, (relation to other jobs and workers, machines, tools and equipment, materials and products, and a description of tasks. The job analysis system developed by the United States Department of Labor and Manpower Administration outlined an elaborate procedure for analyzing the data collected. The data can be used for instructional purposes in course, program, or curriculum development. A weakness of this method is that it is extremely time consuming, and a team of highly trained people is needed to perform such a job analysis. As discussed above, occupational analysis, task analysis, and job analysis are all used to validate job tasks for instructional purposes. The scope and method of the analysis process may vary, depending on how one defines these terms. Occupational analysis, 23 task analysis, and job analysis are all thorough and systematic. These methods involve a good cross-section of industry people from whom to gather information, and they provide an excellent process for analyzing a job or occupation. A weakness of these methods is that they are time consuming. Dritical-ineident iechnigue. The critical-incident technique involves "procedures for collecting direct observations of human behavior in such a way as to facilitate their potential usefulness in solving practical problems" (Flanagan, 1954, p. 327). Using this technique, a supervisor would write a series of anecdotes or stories outlining a worker’s day-to-day activities. The supervisor would complete a form for each critical incident that he/she could remember (Finch & Crunkilton, 1979). Finch and Crunkilton (1979) noted: A major contribution that the critical incident technique can make to curriculum content identification is its potential to deal more directly with isolating important values and attitudes. While task analysis and similar approaches are useful in the identification of content, they tend to focus more exclusively on technical content and less directly on affective concerns. (p. 129) The critical-incident method can be used to supplement a curriculum- or program-development model. The data collected can be used in developing program goals and course objectives dealing with affective topics. A weakness of this approach is that it cannot be used to develop a total instructional program. [he Delphi technigue. The Rand Corporation developed the Delphi technique for predicting alternate defense futures, and it has seen 24 widespread use in many areas of education (Weaver, 1971). Finch and Crunkilton (1979) elaborated on the uses of this technique: The Delphi technique has been found to be a useful tool for setting priorities, establishing goals, and forecasting the future. This technique is useful in curriculum development by providing a means of insuring that most relevant content is included and least relevant is excluded. This technique is also good for gathering information on new and emerging occupations where no workers exist at the present time. (p. 132) The Delphi technique consists of a series of interrogations of individuals (experts) by means of mailed questionnaires. The focus is on a content area about which each individual is knowledgeable. Several rounds of questionnaire mailings are usually used in conducting a Delphi study. Borg and Gall (1983) described the procedures involved in this technique: The first step in a typical Delphi study is to prepare a set of questions or statements for evaluation. For example, in a study of educational goals, the initial questionnaire may list the school’s current goals, ask a sample of community leaders to indicate the importance of each goal on a 5-point scale, and add any goals not included in the questionnaire. An open-ended approach can also be used in the initial questionnaire in which each respondent would be asked to list goals that he or she considers important. Based on 'the 'responses to 'the initial questionnaire, a revised questionnaire is then circulated. If ratings or rankings were obtained on the initial questionnaire, the median score for each item is given in the second questionnaire. This questionnaire is then returned to the same respondents, who are asked to compare their original ratings with the median score and to revise their original evaluations as they see fit. This procedure is repeated for at least four rounds in an effort to obtain a well-thought-out consensus. In effect, the Delphi technique uses mailed questionnaires to engage the respondents in an anonymous debate in order to arrive at consensus on issues or on predictions of future events. (pp. 413-14) The Delphi technique can be used for identifying duties and tasks for new and emerging occupations for which there are limited 25 informational resources. A major problem with using this technique is getting a group of dedicated people in the field to respond to each round of questionnaires. Although the Delphi technique can provide much meaningful information, "the entire process consumes a considerable amount of time and relies on participants who have stamina. [Yet] even with its disadvantages the Delphi technique may be the only route to take for certain curricular areas” (Finch & Crunkilton, 1979, p. 32). Five Strategies or Models for Using OccupationalZTask-Analysis Data to Develop Vocational- or Technical-Edpcetion Programs Five strategies or models that can be used for developing vocational- or technical-education instructional programs are discussed in this section. All five models use occupational/task- analysis data for instructional purposes. The models were developed by (a) Harold Resnick, Director of Planning and Evaluation, Minuteman Regional Technical School District, Lexington, Massachusetts; (b) Philip R. Teske; (c) Robert Steely, Michigan Department of Education; (d) The Center for Vocational Education at The Ohio State University; and (e) Robert F. Mager and Ken Beach, Jr. The Resnick Curriculum Mpdel The Resnick curriculum model (Figure 2.1) is a systems approach to curriculum development (Silvius & Bohn, 1961). Resnick’s model starts with the development of a population profile and the determi- nation of general curriculum goals. The next step in his systems approach is to establish the overall and major behavioral objectives 26 Develop Uclcttlmlc Penulatton — : General Ptohlc CUIIICUIUM Goals Tcumnal Petlormance TASK F0! Each Tasl- ANAL YSlS suesvsrgu Estaollsn l-I—L—t Tormmal Perlormanccs Conduct tComsc Level) ‘7 v IDSbAClMly AnalySls . 2 1 ll Snowy Inlonm Petlonnance c." M9018 00) 8° InSIIUCIIOIl HOVISOO O K v .1 r——J WIIIO Spec-fly Develop Dotuumnc Bchuwoval "’1 Type (Level) W P/c 8 Post Ioucllm 3:322:13 Oblecllvos ol Leatnmq Tests Directed Leammg Sluocnls Acllvtly f_________l t TOSI —~+ RM“ . Sequence F'W' Mean . Empttlcmly 5'9"“ Evaluate Cornrnorcuflr ‘ Against Ava-l? Dcslgn Obpcme Medla Revise I i lost Evaluate . Evaluate [—— WIII'l ‘08“‘5‘ Agalnst Students 0019“” Obnctlve h—v * ‘ ROW” Modlly T051 - lll Needed) my, Students R. .+ 17 we lost L WIIII Students ‘7 S Merge 2 Integral. Total Ptoglam I Feasabltlty Study Rev-s9 ‘0" "W” .+, '1 i Test Wllh Students End 01 CuIIICUlum Development l Figure 2.1: The Resnick curriculum model. From G. H. Silvius and R. C. Bohn, lannin and Dr anizin n r tion (Bloomington, 111.: McKnight Publishing Co., 1961), p. 88. 27 for each course of study. The next step is a task-activity analysis to identify content and activity that would provide the vehicle for the needed educational experience. This step is essential for moving the student from the competence that he/she brought to the course to that specified in the terminal performance objectives (or outcomes). Resnick provided for a task-analysis subsystem wherein a subperform- ance objective, with its content identified, can be instituted for each major task within the hierarchy of the course or courses in a curriculum (Silvius & Bohn, 1961). At this point in Resnick’s plan, a decision needs to be made for each behavioral objective and the task identified for its fulfillment. The instructional strategy must be determined. Resnick’s model provides for refining and improving the effec- tiveness of each instructional package by (a) evaluating content and activities against the objective, (b) testing the students, and (c) revising where desirable. Finally, all of the packages are merged as one course or a major curriculum. The final product is then field tested with a trial run and further refined as the teacher continues to use the system with subsequent students (Silvius & Bohn, 1961). Resnick stated, ”This model is not the model for all situations but merely an illustration that depicts one method of organizing a curriculum emphasizing a systems approach” (silvius & Bohn, 1961, p. 86). Users should carefully examine Resnick’s model and alter it to suit their needs. The model provides a good evaluation scheme during program development, but a continual evaluation system should also be 28 included to keep the program current and to provide for instructional improvement. Resnick’s use of the term "task analysis” is vague, and his procedure for conducting a task analysis is not identified. The model needs a step or steps at the beginning of the process to deal with the identification, clustering, and sequencing of tasks. The Teske Curricglgm Model The Teske curriculum model is shown in Figure 2.2. Concerning curriculum development, Calhoun and Finch (1982) stated that: Tentative aims should be determine early in the process of curriculum development because they (a) locate the ends toward which effort should be directed; (b) act as guiding principles throughout a course of action; (c) serve as criteria for the selection of materials to be presented to students; and (d) serve as standards by which the outcomes of instruction may be finally evaluated. The selection, organization, and presentation of subject matter should follow a psychological order; that is activities, experience, and materials should be planned and then taught in the time when the need for their use is most apparent. (p. 172) To help determine early the tentative aims of a program, the Teske model provides for a job analysis to determine tasks and skills needed (job requirements) to develop curriculum objectives. This model is excellent for curriculum development and uses tasks to develop course objectives around job requirements. The Teske model is comprehensive and illustrates a sound approach to systematic development, implementation, and revision of curricula. The Teske model does not adequately outline the activities related to a job analysis. The job-analysis function is outlined to determine the number and types of jobs available, necessity of training, amount and type of training needed, employment conditions, 29 Olliectives Philosophy Individual -> Characteristics -> Needs (Group a individual analysis) Society General -.Behavloral changes \ Curriculum Ohlectlves (Activity) (Abilities) Vocational educauon Vocational education for occupations ()ol) analysis) A C Course training standard 7 - Purpose of course: To train Ohlective students for employment as _____.__ . (behavioral changes) - Entrance requirements: Previous training and/or experience needed as prerequisites are Areas of instruction Ohiectives - Qualifications of graduates: On completion (behavioral changes) of the program graduates: Are qualified for employment as (lob titles) Units of Instruction - Career duties a task capabilities Ohiectlves loll elements ilmhavloral changes) Proficiency standard for each )ol) element Occupation -> lob —u-Tasits -0- Skills -> "Vb requirements)J Obiectlvea “ Course of study——-—————e- Resources - Human Teachers Advisors Others -' Facilities 8: equipment Classrooms Laboratories Other - Finances Budget A Q C implementation *t Evaluation Program - Oliiectlvem LIE: Ohleclives — Desired student outcomes —- Methods of instruction -- 'l'ime allocation - Motivation step — l’resantation/explanation step >— Performance/application step Evaluation step 'l'raiuinn aid 8. references Lesson plan - Identification of unit Individual Student I13: ()ltilttzl lves Figure 2.2: The Teske curriculum model. Desired student outcomes #5 Replannlng From C. C. Calhoun and A. V. Finch, Voeatipnal Edueation Cpneepts and Dperetions (Belmont, Calif.: p. 172. Wadsworth, 1982), 30 and training needed for advancement. The model should incorporate a specific process for determining the tasks performed on the job and then clustering and sequencing those tasks into performance objec- tives. §teelx’§ Program-Development Process The model developed by Steely (1981) includes five major aspects of program development: (a) informational sources, (b) curriculum design, (c) resource requirements, (d) program approval, and (e) program evaluation. (See Figure 2.3.) Infomnational Sources l Curriculum Design i Resource Requirements i Program Approval i Program Evaluation Figure 2.3: Steely’s program-development process. From R. E. Steely, The Erogram Development Process Handbook (Project No. 3300—9152-43) (Lansing: Michigan Department of Educa- tion, 198l). 31 Step l, informational sources, involves developing curriculum information by working with advisory committees, visiting companies, and working with professional organizations to develop an occupational job description (Steely, 1981, Chapter 1). Step 2, curriculum design, is the design and development of a systematic process intended to prepare a person for identified occupations. The process involves the following six steps: l. Perform an occupational analysis--A process that examines an occupation and documents the skills and knowledges which are required for successfully fulfilling the requirements of that occupation. . . . (p. ll) Write program goals--Broad student-oriented action statements which identify the knowledge, skills, attitudes (tasks) a student will demonstrate before completion of an instructional program. . . . (p. l9) Hrite performance objectives--Statements of instructional intent which describe in advance the performance a student will demonstrate at the completion of a learning experience. . . . (p. 22) Write objective referenced tests--Testing which references and uses as its basis the stated performance objectives. . . . (p. 25) Structure content into courses--A course is a major unit of a curriculum which is designed and is unique from all other major units and which is comprised of a number of related performance objectives. . . . (p. 28) Write instructional strategies--The method used for delivery of instruction, including integration of facilities, equip- ment, instructional materials and teaching aids. . (Steely, l98l, p. 30) Step 3, resource requirements, involves developing faculty and facility specifications, equipment, instructional supplies, and media specifications (Steely, l98l, Chapter 3). 32 Step 4, program approval, calls for securing internal and external approval to conduct the program (Steely, 1981, Chapter 4). Step 5, program evaluation, entails establishing a method of program evaluation and developing a local plan for keeping the program current and on target (Steely, 1981, Chapter 5). Steely’s program-development process is an excellent curriculum model, of“ which occupational analysis is a key part. Step 2 (curriculum design) should be expanded to include clustering and sequencing the tasks after the occupational analysis is performed. This would provide a smooth transition for the development of student performance objectives. The Center for Vocational Education Model: Steps iri Developinq a Course of Study The> model developed by the Center for Vocational Education (1978b) comprises nine basic steps in developing a course of study. (See Figure 2.4.) The Center for Vocational Education defined a course of study as a vital guide to instruction in a vocational program. . . . The course of study is in fact an official guide, or outline, which describes in broad terms a particular vocational program or specific course, its general objectives, the subject matter of the course, its general objectives, and the resources necessary for the achievement of the objectives. (p. 6) The nine steps included in the model are discussed in the following paragraphs. 33 School and Program Goals Prepare a course description Prepare a List of Relevant :r— -..... Occupational Tasks .‘— - — 1‘ i 1 Literature Task Analysis Review, Expert Opinion Prepare Objectives Advisory Committees I Develop Course Outline 4—-— --—-l Group Ob ectives in Instructional sequence Allocate Instructional Time Prepare List of References and Resources Assemble Course of Study into an Acceptable Format Figure 2.4: Steps in developing a course of study. From The Center for Vocational Education, The Ohio State University, Qevelog a Course of Study (Module A-8) (Columbus: National Center for Research in Vocational Education, The Ohio State University, 1978b). 34 Step 1: Prepare a course description, indicating the basic goals and purposes of the course. The purposes of a course evolve from the goals of the total program. Step 2: Prepare a list of relevant occupational tasks approp- riate to a course or program. The literature should be reviewed to identify existing task listings, and a formal occupational analysis should be performed. After the tasks have been identified, three basic questions should be asked: 1. Is the task actually performed by the level of worker you are going to train? 2. Is the task critical to the job success of this level of worker? 3. Is it feasible for the school to provide instruction on this task? After developing a list of occupational tasks, one must organize these tasks into a logical learning sequence. The tasks should be grouped or clustered for instructional purposes. A cluster is a group of related tasks that should be taught together. A particular lesson or unit of instruction may cover just one task or more than one. The tasks or clusters of tasks then should be placed in a sequence, or order, to form the complete instructional program. The following guidelines should be considered in the clustering and sequencing processes (Center for Vocational Education, 1978b): 1. Develop the sequence of tasks and topics by using the nature of the content as a guide. Progress from simple notions to complex principles, from basic tasks to those requiring a high level of skill. . . . 35 2. Consider the location of experiences and the resources required for various tasks. Some topics relate to subject matter knowledge that may be completed in the classroom; others require special laboratory facilities or unusual amounts of time; some may require on-the-job training. . . . 3. The ways in which students learn (the psychology of learn- ing) suggest another consideration 'hi sequencing and clustering tasks or topics. . 4. Consider the instructional and learning efficiency of group- ing tasks. Tasks that have knowledge and other skill rela— tionships, which can be readily learned together or are convenient to teach simultaneously should be grouped together. . . . (p. 27) Step 3: Prepare the overall course objectives. These objectives should indicate in a general way what the student will be expected to do after completing the course. Steps 4 and 5: Develop a course outline by clustering and sequencing the objectives into topics of instruction. The outline should be developed in a uniform manner, contain some indication of the occupational standards involved, and be sequenced in the most logical order. Step 6: Allocate the instructional time that should be devoted to each unit of instruction. Step 7: Prepare a list of all references and resources. This list should include needed textbooks, audio-visual materials, and tools and equipment. Step 8: Assemble the course of study into an acceptable, readable, and understandable format. This is an excellent program-development model, in which a task analysis is used to identify relevant occupational tasks for 36 instructional purposes. A weakness of this model is the lack of program evaluation at the end. An evaluation step could be included as Step 9. This step would allow for both program and instructor review and provide a mechanism for program improvement. Mager and Beach’s Steps in gggrse Developmegt The fifth model, designed by Mager and Beach (1967), outlines three phases for course development: (a) preparation phase, (b) development phase, and (c) improvement phase. The steps in the course-preparation phase are designed to insure that all of the information and practice necessary to perform the job are included in a course. (See Figure 2.5.) These steps lead to the systematic derivation of course objectives, beginning with the job itself rather than content. The first step is to develop a job description that tells what someone does when performing the job. The second step is to develop a list of tasks performed on the job (these tasks are identified through task analysis). The third step is to describe the student population. Then course prerequisites are prepared, primarily on the basis of the student description, and are adjusted to course objectives. Course objectives are derived primarily from task- analysis information; the are adjusted on the basis of course prerequisites and other constraints, such as time and facilities. The final step of the course-preparation phase is "developing measuring instruments (examinations) to measure the success of the student. Pre-and-post tests are developed” (Mager & Beach, 1967, 37 p. 4). This stage of the model could be improved by adding a step to cluster and sequence tasks. Job Description i Target Population Task Analysis Course Prerequisites 4: . Course Objectives Prerequisite Test Criterion Examination Figure 2.5: Steps in the course-preparation phase of Mager and Beach’s model. From R. F. Mager and K. M. Beach, Developing Vpcational Instruction (Belmont, Calif.: Fearon Publishers, 1967), p. 3. The course—development phase (Figure 2.6) begins by outlining instructional units in terms of job tasks. At the end of each unit the student should be able to do something that he/she could not do before. The next step is to identify the type of performance associated with each step of the tasks so that intelligent decisions 38 may be made about the instructional techniques needed to teach these tasks. Preliminary sequencing of the units is then carried out to maximize student skill and efficiency. Content is identified, and instructional procedures and materials relevant to each lesson are listed. A final sequencing is established, lesson plans are com- pleted, and the course is ready for tryout. Unit Outlining l Sequencing i Content Selection i Procedures Selection i Sequence and Lesson Plan Completion i Course Tryout Figure 2.6: Steps in the course-development phase of Mager and Beach’s model. From R. F. Mager and K. M. Beach, Qevelopipg Vppatipnal Instructipp (Belmont, Calif.: Fearon Publishers, 1967), p. 5. 39 The course-improvement phase (Figure 2.7) "builds in a process guaranteeing that the course will always be up-to-date. This phase checks to see if the objectives continue to meet the job" (Mager & Beach, 1967, p. 6). Comparison of Performance with Objectives l Comparison of Objectives with Job l Revision and Tryout Figure 2.7: Steps in the course-improvement phase of Mager and Beach’s model. From R. F. Mager and K. M. Beach, Developing Vocational Instructipn (Belmont, Calif.: Fearon Publishers, 1967), p. 6. Comparison of the Five Models for Use as a Pro ram- v 1 meat Mo e1 The five models discussed in the preceding section can all be used for developing vocational- or technical-education instructional programs. However, some models may work better than others at the program level. Both the Resnick and Teske models were developed as curriculum models and have a much broader scope than the other three. These models start with what Resnick called a population profile and y _ 40 general curriculum goals; Teske began with philosophy, society, gen- eral education, and vocational education. The Mager and Beach model was designed as a course-development model and has a narrower focus than the other four. It addresses course prerequisites but does not deal with program goals. The model starts with a job description and proceeds to ensure all information and practice necessary to perform the job are included in a course. The models designed by Steely and the Center for Vocational Education are designed for use at the program level, as defined in this study. The Center for Vocational Education model starts with school and program goals. The Steely model begins at the job level, where program goals are developed. These goals describe what the student should be able to demonstrate before completion of the program. The Steely model uses the term "curriculum" but defines it as "a series of courses or a sequence of instruction" (Steely, 1981, p. 10). Using the definition of terms in Chapter I, this definition resembles the explanation of "program" more than "curriculum. These models all can be used to analyze occupations but employ different terms or approaches. The Resnick. model uses a task— analysis subsystem to identify tasks for performance objectives to be used at the course level. The Teske model refers to a job analysis to identify skills and tasks needed to develop curriculum objectives. The Steely model uses an occupational analysis to identify duties and tasks needed to write program goals and student performance objec- tives. The Center for Vocational Education model calls for an occu- pational analysis to identify relevant tasks for developing course 41 objectives. The Mager and Beach model uses a task analysis to identify tasks performed on the job as a basis for course objectives. All five models use job tasks as the foundation of objectives for course development. Another difference in these models concerns evaluation. The Resnick; model includes several evaluations during the process of development but does not incorporate an on—going evaluation process. The Teske model provides for reevaluation and replanning at the end, as does the Steely model with its program-evaluation process. The Mager and Beach model has a course-improvement section at the end. The Center for Vocational Education model offers no evaluation or course-improvement section. Existing Duty and Task Statements for CADZCAM Technicians To this researcher’s knowledge, no duty and task listings have been completed in the field of integrated CADZCAM. Separate task listings have been compiled on CAD and CAM individually. Abram and Ashley (1983) and other researchers at the National Center for Research in Vocational Education conducted a research project on CAD/CAM. They wrote, ”The term CAD/CAM is bandied about within both user and education circles, when in fact today almost all systems are CAD, or CAD manually linked to CAM" (p. 4). Abram and Ashley did develop a duty and task listing for CAD and a duty listing for CAM. The CAD duty and task inventory list devel- oped by Abram and Ashley (1983) is as follows: l. 3. 42 Operate System Boot system/start up procedure Log in/on terminal Load start file Execute drawing assignment Manage files Plot out drawings Store a file Shut down a system Log off/out Execute Drawing Assignment A. Change Existing Drawings or Details Plan drawing changes Find drawing file Load drawing file Execute changes Obtain approval/check drawing changes Plot out drawing Update file 8. Document Original Designs Plan drawing layout Load start file Execute detailed drawings Obtain approvals Plot out drawing Store files C. Execute/Change Detailed Drawings Set up drawing format Create drawing components Confer with designer/engineer Compose drawings Compose Drawings Understand and use system commands Create and manipulate geometry Select geometry Add text Rotate views Move views Scale views Dimension a drawing (p. 10) Abram and Ashley also compiled the following CAM duty listing: 1. Analyze part geometry, materials, finish, and precision required. Select machine types and tooling required. Design and select hold-down jigs and fixtures. 9. 10. 11. In 43 Use a programming language to define finished part geometry and the geometry of the raw casting, bar stock, or other material. . . . Determine tool path (feed rates, spindle speed, and tool selection) for most efficient use of a machine tool. . . . Verify work against graphic representation on hard copy or CRT plotting devices. Edit source program to correct errors or refine process. Run post processes standardized file output to obtain machine image code in either punched tape or direct NC data file format. Test run program in "dry run" mode. . . . Machine prototype on a NC tool. . . . Release program for production. . . . (pp. 22-23) his textbook entitled CADLCAM Handbook, Teicholz (1935) listed the following job skills for people who used CAD equipment in their work in a graphics department: 1. Systems Start-up and Shut-down a. System power up and initial boot up. . . . b. Regular log-in procedure c. Crash recovery procedures d. Nightly shutdown of all systems Part Naming Convention Coping and moving a part Multiple sheet drawings Part construction phase Checking phase Revision phase Release phase Experimental phase Production phase rawing Conventions and Techniques Developing a construction strategy. . . . Filling procedures Units and scale Layering. . . . Saving and restoring display images. . . . (DQOU'NU SID-hCDCI-OU’U The Ministry of Colleges and Universities (1982) Canada, numerical control (NC/CNC) programmer. same as a CAM programmer.) 44 Formats. . . . Geometric construction Layout and construction techniques. . . . Detail construction techniques. . . . Assembly-drawing techniques. . . . Sectioning. . . . Dimensioning. . . . Decals, charts, notes, symbols, geometry Plotting. . . . 3 a drf-h-hz'm '0': Drawing Route Flowchart Location of Most Current Version of a Part a. Search over network architecture b. Search of all system nodes c. Search of archival files Engineering Change Procedure Operator Responsibility a. Maintenance b. Meetings Forms Database Maintenance Check data base b Pack data base c. Sorting the data base d e Bi Regenerate graphics Dealing with problem part. . . . (pp. 8.18-8.21) developed a DACUM chart on a numerical identified in this DACUM chart are as follows: 1. 01-th Determine manufacturing method. Generate manual part programs. Generate computer-assisted part program. Supervise program and tool proving. Create and maintain files and records. in Ontario, control/computer (An NC/CNC programmer is the The general areas of competence 45 6. Trouble-shoot NC-related problems 7. Research and implement new technology. 8. Generate part program using CAD/CAM system. ummar Five methods of analyzing an occupation were discussed in this chapter. These methods were the DACUM, the function approach, the occupational analysis, the critical-incident technique, and the Delphi technique. The unique strengths and weaknesses of each method were also discussed. Strategies for using occupational-analysis data to develop Five models were discussed, all of which The five curricula were outlined. used occupational-analysis data for instructional purposes. models were Resnick’s curriculum model, Teske’s curriculum model, Steely’s curriculum model, a course-development model designed by the Center for Vocational Education at The Ohio State University, and Mager and Beach’s course-development model. These models were com- pared and contrasted, as well. The chapter included a CAD duty and task list and a CAM duty list developed by Abram and Ashley at the National Center for Research in Vocational Education. Teicholz’s list of CAD duties and tasks and a DACUM profile of the occupation of CNC/NC programmer were also included. However, the researcher discovered no integrated CAD/CAM duty and task list. CHAPTER III DESIGN OF THE STUDY The methods used in carrying out the study are explained in this chapter. The discussion focuses on two topics: (a) selection of the method of analysis used to conduct this study and (b) the method used to answer each research question. Selection of the Method of Apalvsis The literature review showed that several methods can be used to analyze an occupation. The method chosen depends on the researcher’s objectives. The objectives of the present study were: 1. To provide a functional definition of the emerging occupation of CAD/CAM technician. 2. To identify and list the duties and tasks performed by CAD/CAM technicians. Emphasis was given to the CAD/CAM hardware and software, but attention also was given to industrial applications of the CAD/CAM system. 3. To identify the frequency with which each task is performed and to determine the relative importance of each task for job entry. 4. To identify program-development models for using the products of an occupational analysis. 46 47 5. To provide a program-development model and guidelines for using the products of this occupational analysis to develop programs to train CAD/CAM technicians. The method chosen to meet the research objectives was occupa- tional analysis. The process used in this study was modeled after the analysis. method used by the Center for Vocational Education (1978) because it provides not only a task listing but also a detailed rating of the tasks in terms of frequency with which they are performed and the importance of the tasks for job entry. These ratings provide a means to rank the tasks so a program can be designed to meet the needs of students in the time allotted. This method of occupational 'analysis also provided an opportunity to use the interview method to obtain the data required for this study. Gordon (1969) listed five advantages of the interview over a mailed questionnaire: 1. The interview provides more opportunity' to motivate the respondent to supply accurate and complete information immediately. 2. The interview provides an opportunity to guide the respondent in his/her interpretation of the questions. 3. The interview provides greater flexibility in questioning the respondent. 4. The interview provides an opportunity to evaluate the validity of the information by observing the respondent’s nonverbal manifestations. 48 5. The interview allows greater control over the interview situation. The respondent answers the questions in sequence and is not influenced by subsequent questions. Another reason for selecting the occupational-analysis method is the fact that a task-based curriculum is the preferred curriculum- development method for both secondary vocational education and community college technical education programs in Michigan. . The DACUM approach is not thorough enough to identify the frequency with which tasks are performed or the importance of the tasks for job entry, nor would it provide the number of people or industrial representation that an occupational analysis provides. The Delphi method would be too time consuming for both the researcher and the technicians. This researcher believed that technicians would not be willing to rate a large number of task statements in four rounds of questionnaires. The function approach to curriculum development is too broad to define one job title and takes considerable time and resources to execute. The critical—incident method is not task based and thus did not meet the needs of this study. Methods Used to Answer the Research Questions mm The first research question (What is a functional definition of the occupation of CAD/CAM technician?) was answered through a jury technique, which incorporated the following steps: 49 1. R viewin rela ed ' e ri i n . The following job descriptions were reviewed to provide a foundation for the first description of the occupation of CAD/CAM technician used in the preliminary questionnaire of this study: A. Mechanical Drafter (Djetjpnany pf Dceupatjona! (jtlee, 1977, 007.281-010) B. Numerical-Control Machine Operator (Dietippary of Deeupatipnal Titlee, 1977, 606.662-010) C. Tool Programmer, Numerical Control: Job description for General Motors Metal Fabrication Plant, Grand Rapids, Michigan D. CADAM Operator: Job duties and responsibilities for Frost, Inc., of Grand Rapids, Michigan E. Computer Drafting and/or Graphics Technician: Job description from the National Center for Research in Vocational Education at The Ohio State University (Russell, 1981) 2. Reviewing the literature, As indicated 'hi the literature review, existing duty statements were reviewed in the fields of CAD, CAM, and CNC/NC programmer. 3. Develoninq apreliminary job description. The researcher developed a preliminary job description after reviewing the pertinent literature and existing job descriptions. 4. Pilot test'mq the job description. The preliminary job description was reviewed by two Grand Rapids Junior College instruc- tors: (a) a CNC and CAM instructor and (b) a CAD and CAD/CAM instructor. 5. Developing a gueetionnaiy‘e. Based on the preliminary job description and input from the two junior college instructors, a 50 questionnaire was developed with which jury members would review the job description. 6. Distributing the gueetionnaire tp the jury. Seven experts in the field of CAD/CAM were contacted by telephone to see if they would be willing to participate in the study. These experts represented a cross-section of industrial users of CAD/CAM systems. The researcher gave them a brief overview of what they would be expected to do with the questionnaire. The instruments were mailed to the jury of experts. These individuals reviewed the job descrip- tion and were asked to modify, add, and/or delete items. 7. Apalvzing the questionnaire reeponses. The researcher reviewed the responses to the first questionnaire and developed a revised job description. 8. Distributing the reviseg ,job deeeriptipn. A revised job description was mailed to the original seven experts for their ratings. The rating scale was as follows: (5) excellent, (4) good, (3) acceptable, (2) below average, (1) not acceptable. 9. Recycling. An updated job description was mailed to the original seven experts for their ratings. The criterion established for acceptance of the job description was a rating of 2.5 or above. 10. Writing a final ,job descriptipn. Following the jury process, the researcher wrote a final job description. Research Question 2 The second research question (With emphasis given to the CAD/CAM hardware and software and attention to the industrial applications of 51 the systems, what are the duties and tasks performed by CAD/CAM technicians operating these systems?) was answered by performing the following steps: 1. Reviewing Operating uanuale pf DADZDAM §ystem§ tp gevelpp appropriate duty and task lietings. The following manuals for Operating CAD/CAM equipment were reviewed: (a) finite Element Mpdeling Reference Manual: Mechaniea) De§ign (Computervision, 1983); (b) Dumeriga] Control (NC) Reference Manual (Computervision, 1982); and (c) inside AutoCAD (Raker, 1985). 2. Reviewing duty and task st t men 5 rom ex's in occupational analyses. The following task lists were reviewed, as discussed in Chapter II: (a) NC/CNC Programmer (Ministry of Colleges and Universities, Ontario, Canada, 1982); (b) Numerical Control Machine Tool Programmer (Nolan, n.d.); and (c) CAD and CAM task listings (Abram & Ashley, 1983). 3. Beyiewinqatextbooks in the field of CAD/CAM to develop Duty and task statements. The following related textbooks were reviewed: Flexible Automation (Kief, 1985), The DADZCAM Handbook (Machover & Blauth, 1980), CADZCAM Handbook (Teicholz, 1985), and Introduction to DAD (Vosinet, 1985). 4. Developing duty statements from the researched materials. After reviewing the materials listed in Steps 1, 2, and 3, duty statements were developed. These statements were then reviewed and modified by the following four college instructional staff members and two incumbent workers: (a) a CAD instructor at Grand Rapids Junior College; (b) two electronics instructors at Grand Rapids 52 Junior College; (c) a CAD/CAM night supervisor/operator at Frost, Inc., Grand Rapids, Michigan; (d) a CAM instructor at Grand Rapids Junior College; and (e) a CAD/CAM operator at CPC General Motors, Grand Rapids, Michigan. After reviewing the input from the six experts, the researcher developed a final list of duties. 5. re arin t sk statement fer it t t m n . After writing the duty statements, the researcher compiled an initial list of tasks, based on the information gathered in Steps 1 through 4. 6. Organizing the duty and task statements intp a preliminary inventory. The researcher completed a final sequencing of tasks. He organized the tasks by clustering related tasks and ordering them in the sequence in which they are performed on the job. 7. Conducting personal interviews (pilot testing the inventory) with a selected group of DAD and CAM educatorstand incumbent CAD/CAM operators or supervisors. The six professionals listed in Step 4 reviewed the initial task inventory and made suggestions for revising the task listing. 8. Revising the inventory based on information received during the interviews. After the six professionals reviewed the initial task inventory, the researcher compiled a task list for field testing. 9. Deyelopinq an interview schegule that included the Duty ang task atatements.auith provisions for rating freguency perfprmed and mm for job may. The researcher developed an interview schedule for ‘this phase of 'the study. 'The instrument had four 53 sections. The first was a letter of introduction, and the second was a consent form. The third section included a series of general questions for the CAD/CAM technicians to answer. The fourth section contained a complete duty and task analysis check sheet. 10. lectin a ml of inc mbn A CAM eh i ian nd eupervisore. A stratified sample of CAD/CAM technicians and super- visors was drawn from a target population of technicians who operated or supervised the operation of common CAD/CAM systems for a variety of industrial applications. To be included in the study, individuals had to have had at least six months of experience in the field. Through a review of the literature and interviews with CAD/CAM salespeople who served southern Michigan, the following data were collected about the target population: A. The automotive industry is a large user of CAD/CAM systems. Ford, General Motors, Chrysler, and their suppliers are all heavy users of CAD/CAM systems (Krouse, 1986b). 8. A salesman from Computer vision reported by letter on June 13, 1986, that "approximately 47 sites in Southern Michigan are performing CAD/CAM operations. Thirty of these sites are automotive, ten are nonautomotive, five deal in the plastics field which could be both automotive and nonautomotive, and two in the electronics field." He also said IBM had the most CAD/CAM systems installed in Michigan at this time and that Computervision had the second most installations. C. An IBM salesman reported during a phone interview on June 6, 1986, "The automotive industry was IBM’s largest user of 54 CAD/CAM systems in southwestern Michigan, with companies like Rochester Products of Grand Rapids, Motor Wheel in Lansing, and Oldsmobile of Lansing all using IBM systems." D. A CAD instructor from Macomb Community College reported during a phone interview on July 14, 1986, 'The prime CAD/CAM system is one of the most popular systems in the Detroit area because Ford uses this system and there are many tool and die shops, etc., that are doing work for Ford in the Detroit area." E. A salesman from Intergraph reported during a phone interview on June 6, 1986, "Intergraph has approximately 60 installed systems in Michigan." He felt most systems are used in the automotive field, but there are also many nonautomotive applications, including Greenville Products and Belding Products in the Grand Rapids area. He also felt IBM had the most installed systems in Michigan at that time. F. John Krouse (l986b) reported that, in 1986, four large computer companies accounted for 54% of the installed CAD/CAM systems. (See Table 3.1.) Krouse (l986a) also reported that there were 12 up-and-comers in the CAD/CAM market in 1986. (See Table 3.2.) The Computer and Automated Systems Association (1986), a division of the Society of Manufacturing Engineers, published a list of CAD/CAM vendors that included the following companies: Applicon, Auto-Trol, Calcomp, GE Calma, Computervision, CompuTool, Control Data, Data General, Digital Equipment Company (DEC), Evans and 55 Table 3.1.--Installed CAD/CAM systems in the United States in 1986. Company Share of the Market International Business Machines (IBM) 21% Intergraph 15% Computervision 12% GE Calma 6% Other major systems 46% McDonnell Douglas Prime Control Data Hewlett-Packard Source: J. Krouse, "PCs, Solid Modeling Drive CAD/CAM Sales," High Technology (March 1986): 44. Table 3.2.--Up-and-comers in the CAD/CAM market in 1986. Company Alias Research AUTODESK (AUTOCAD) (PC based) Automaton Technology Products (ATP) Celerity Computing (ANSYS, PATRAN, and NASRAN) CIMLINC Cognition (PC based) Cubicomp (PC based) Graftek Matra Datavision MEGACADD (PC based) Tasvir (PC based) T & N Systems (PC based) Source: J. Krouse, ”Engineering Hithout Paper," High Teehnolpgy (March 1986): 42. 56 Sutherland, Gerber, Hewlett-Packard, IBM, Intergraph, Lockheed, McDonnell Douglas (MCAuto), Prime, Summagraphics, T & ii, and Tecktronix. The study population represented technicians operating different types of CAD/CAM systems in both the automotive and the nonautomotive industries in southern Michigan. A stratified sample was drawn from this population. The research was originally designed to reflect the dominance of IBM, Intergraph, and Computervision system installations. However, during interviews with some (H: the Intergraph users (Steelcase in Grand Rapids, Michigan; Greenville Products in Greenville, Michigan; and Belding Products in Belding, Michigan), the researcher found that even though CAD/CAM systems were installed they were not linking CAD to CAM. These systems were being used solely for product designing, and the technicians were not down- loading any of their design information to manufacturing tools. The researcher also discovered that the Prime system was used extensively in southeastern Michigan. To provide a better represen- tation of current CAD/CAM users in Michigan, the sample included a larger percentage of Prime users and a smaller percentage of later- graph users than those indicated in Crouse’s (1986b) national research. Eight other CAD/CAM systems were also represented in the study. The researcher selected those systems based on availability of technicians operating them in southern Michigan. A second consideration in selecting the sample was the industrial applications of these systems. Two levels of applications 57 were represented in the sample. The first level comprised technicians who worked only on automotive products; the second comprised those who worked only on nonautomotive projects and those who worked on both automotive and nonautomotive projects. The second level is hereafter referred to as "nonautomotive." The following Standard Industrial Classification (S.I.C.) codes were used to help classify companies: 1. Automotive industry application : 3079 Plastics products misc. : 3325 Foundries steel misc. : 3465 Stamping auto : 3499 Metal products fabricated . Machine tools, metal forming : 3544 Tools & dies, jigs and fixtures : 3711 Motor vehicle and car bodies : 3714 Motor vehicle parts and accessories -0 3Q 'hfb 0 0'9! MMU’MMMMM HHHHHD—OHH 000000650 w 0'! & N 2. Nonautomotive application : 2521 Furniture office wood : 2522 Furniture office metal : 3079 Plastics products misc. .: 3494 Valves and pipe fittings .: 3535 Conveyors and equipment : 3559 Machinery special : 3562 Bearings, ball and roller . Machinery, general industrial : 3599 Machinery, misc. : 3732 Boats other : 3728 Aircraft equipment .: 3764 Space propulsion : 3823 Instruments, process control : 3829 Measuring and controlling devices : 3825 Instruments, electrical measuring 0 3 a dru.-a-=’(D "'10 an 0'” MMMMMMMMMU’MMMMM s—ss—si—ss—ss—ss—ss—ar—ss—ss—ss—se—os—ss—ss—s finnnnnnnnnnnnnn w 0‘ 01 ‘0 To reflect the dominance of the use of CAD/CAM systems in the automotive industry, a larger percentage of technicians and supervisors from the automotive industry were selected to participate 58 than were those from nonautomotive and a combination of automotive and nonautomotive industrial projects. The names of companies and technicians or supervisors to contact were obtained in several ways. Most company names were obtained by interviewing salesmen from the various CAD/CAM vendors. The salesmen were told the research objectives and asked if they would provide names of companies and contact potential interviewees in those companies. Some community college staff who were teaching in the field of CAD/CAM were also contacted for a list of companies using CAD/CAM systems in their district. 11. Verifying the inventory by interviewingpincumbent CADZDAM technicians and supervisors. The researcher telephoned the companies suggested by salesmen and community college staff. Normally the call was directed to a supervisor or technician in the CAD/CAM department. The telephone procedure the researcher used is shown in Figure 3.1. Interview dates were set, and the interviews were conducted. Interviewees were asked to respond to each statement on the checklist in terms of: Is the task performed (yes or no)? How frequently is the task performed (daily, weekly, monthly, less than monthly)? Is the task required for job entry (essential, very desirable, desirable, unnecessary, not sure)? Interviewees were also asked a series of general questions designed to elicit the following information: their name, job title, company name, work phone, how long they had worked as a CAD/CAM technician, how long they had supervised CAD/CAM technicians, the type of CAD/CAM system they were operating, the industrial 59 application of their CAD/CAM system work (automotive or nonautomotive), and whether they thought generic CAD/CAM machine/software training was sufficient for job entry. Introduction Do you operate or supervise the operation of a CAD/CAM system? Is this system a true linked CAD/CAM system? NO YES Does anyone else operate What type a CAD/CAM system . of system? in your company? /\ NO YES Discussion May I talk to that person? Request for interview / Discussion and Close Figure 3.1: Telephone procedure used in attempting to identify CAD/CAM technicians and supervisors to interview. Sequential sampling was used to determine the sample size (Fox, 1969). The data from two sets of 18 questionnaires each were tabu- lated and compared. When the researcher determined that there was no 60 appreciable difference between the two samples and that additional data would not provide new insights for the study, no additional interviews were conducted. 12. ate orizin nd ' l 'n h a a in able . The data were organized into tables, as follows: A. A table comparing the responses of CAD/CAM technicians who used their systems for different industrial applications. This table compares the responses of CAD/CAM technicians who were using their equipment in automotive and nonautomotive applications to the question: Do you perform this task? 8. A table listing the tasks that met the established research criteria. A performance criterion of 50% was estab- lished as a cutoff. Tasks performed by less than 50% of the CAD/CAM technicians were omitted from the final list. The researcher selected the 50% cutoff as a "realistic criterion," based on the suggested criterion of 50% established by the Center for Vocational Education (1978a). A separate list of the duties and tasks that did not meet the criterion is also provided. C. A table ranking the tasks according to frequency with which they are performed. D. Two tables comparing the performance ratings of the tasks as given by participants from the automotive and nonauto- motive industries. Both an F-test (analysis of variance) and a t-test will be used to determine if there is a significant difference between the level at which the tasks are performed by 61 the two groups. Task mean scores are compared by duty area. This table was constructed to illustrate which tasks are per- formed or not performed equally by CAD/CAM technicians in the automotive and nonautomotive industries. Such information could help in determining the importance of teaching certain duties for both the automotive and nonautomotive industries ii’ tt is found that a relationship exists between the importance of a task to job entry and level of performance of that task. Researeh Dueation 3 The third research question (What tasks are' most frequently performed by a CAD/CAM technician, and which tasks are the most important for a technician to be able to perform at job entry?) was answered by organizing and presenting the data collected using the following tables and calculations: A. A table listing the frequency with which each task is performed. The: numerical value assigned to each frequency category is as follows: less than monthly (1), monthly (2), weekly (3), and daily (4). The table shows the number of times each category was chosen, as well as the mean frequency score of each task. 8. A table listing the rating of importance of each task for job entry. The value assigned to each level of importance is as follows: essential (4), very desirable (3), desirable (2), unnecessary (l), and not sure (0). The table includes the 62 number of times each category was chosen and the mean importance score of each task. C. A table showing the correlation between frequency with which each task is performed and the level of importance of that task for job entry. Pearson’s r was used in calculating these correlations. D. Two summary tables ranking the tasks that met the criterion established in this research. In the first table, tasks are ranked from highest to lowest importance for job entry. In the second table, tasks are ranked from highest to lowest frequency of performance. In formulating these tables, the researcher reviewed the data and omitted any tasks that did not meet the "realistic criterion" established by the researcher, following the guidelines of the Center for Vocational Education (1978a). The abovementioned tables are included in Chapter IV and in Appendices J through M. Research Question 4 The fourth research question (iihat program-development models can be identified for using the products of this occupational analy- sis?) was answered by: 1. Reviewing the literature and other sources to identify strategies for using occupational-analysis data to develop a 63 curriculum. Chapter II contained a discussion of models that use such data for instructional purposes. 2. Synthesizing the information for application to this study. 511mm Occupational analysis was the method selected for the study. The purpose of conducting an occupational analysis was consistent with the main focus of this study. The methods and procedures used in addressing each research question were described in detail in this chapter. Chapter IV contains the results of the study. CHAPTER IV FINDINGS This chapter presents the findings of the surveys and interviews of CAD/CAM technicians to determine a functional job definition and task listings in addressing Research Questions 1, 2, 3, and 4. Findings for Research Question 1 Research Question 1: What is a functional definition of the occupation of CAD/CAM technician? The first research question was answered through a jury tech— nique as explained in Chapter III. The findings for each step of the jury process are as follows. 1. Related job descriptions. Five related job descriptions were reviewed: A. Mechanical Drafter (Dictionary of Occupatiorgl Titles, 1977, 007.281-010). A person who drafts detailed working drawings of machinery and mechanical devices, indicating dimensions and tolerances, fasteners and joining requirements, and other engineering data. A draftsperson also drafts multiple view assembly and subassembly drawings as required for manufacturing and repair of mechanisms. 8. Numerical Control Machine Operator (Dictionary of Occupational Titles, 1977, 609.662-010): Sets in) and operates multipurpose numerically-controlled machines to perform any combination of machining operations, such as milling, drilling, reaming, or breaching metal work pieces to specifications. Reviews set-up sheet and 64 65 specifications to determine sequence of set-up operations and dimensions of finished work piece. (p. 511). Tool Programmer, Numerical Control (Job Description for General Motors Metal Fabrication Plant, Grand Rapids, Michigan): Plans numerical control program to control contour-path machining of parts on automatic machine tools by means of magnetic or perforated tape. Analyzes part drawings, sketches, and design data to determine dimensions and configuration of cuts, selecting cutting tools, machine speeds and feeds, according to knowledge of machine shop processes. Prepares geometric layouts on graph paper to show location of reference points and direction of cutting paths, using drafting instruments. Writes instruction sheets and cutter lists to guide set- up and operation of machines. CADAM Operator (a listing of job duties and responsibilities from Frost, Inc., Grand Rapids, Michigan): a. Responsible for the proper and correction input of engineering drawings into the CADAM data base. b. Must be capable of planning time both daily and over the term of a project. c. Organization and cleanliness of work area should be maintained. aa. Work surface bb. Plotter and pens cc. Terminals Responsible for operation of plotter. Knowledge of system back-up, power on procedures. Assist and suggest options in the design of new or existing products. 9. Responsible for being able to think through problems and come to solutions by using the documentation and resources available. h. Must be able to work flexible hours in a functional management environment with little direct supervi Sion. “'th Computer Drafting and/or Graphics Technician (Russell, 1982): Computer-oriented interactive graphics represents the combination of a computer and a graphics output (and input) device as a medium by which a user manipulates visual information. The end result may be the design of an automobile, the teaching of a lesson in electromagnetic field theory, the training of an airplane pilot, entertainment such as animated cartoons, or the manipulations of colors, masses, and forms to produce purely artistic designs (p. 22). 2. 66 Revi win the it r tur . A review of the literature was conducted to identify existing duty listings for CAD, CAM, and CAD/ CAM. Four such lists were found in the literature. The first list of CAD duties came from a duty and task inventory developed by Abram and Ashley (1983): l. 2. 3. The (1983): l. Operate System Execute Drawing Assignment A. Change Existing Drawings or Details 8. Document Original Designs C. Execute/Change Detailed Drawings Compose Drawings (p. 10). second list is a CAM duty list developed by Abram and Ashley Analyze part geometry, materials, finish, and precision required. Select machine types and tooling required. Design and select hold-down jigs and fixtures. Use a programming language to define finished part geometry and the geometry of the raw casting, bar stock, or other material. . . . Determine tool path (feed rates, spindle speed, and tool selection) for most efficient use of a machine tool. . . . Verify work against graphic representation on hard copy or CRT plotting devices. Edit source program to correct errors or refine process. Run post processes standardized file output to obtain machine image code in either punched tape or direct NC data file format. Test run program in "dry run" mode. . . . 10. ll. 67 Machine prototype on a NC tool. . . . Release program for production. . . . (pp. 22-23) The third is a duty listing from a duty and task list compiled by Teicholz (1985): l. omummawm Systems Start—up and Shut-down Part Naming Convention Drawing Conventions and Techniques Drawing Route Flowchart Location of Most Current Version of a Part Engineering Change Procedure Operator Responsibility Forms Database Maintenance The fourth list is a DACUM chart of a NC/CNC programmer’s duties developed by the Ministry of Colleges and Universities (1982) in Ontario, Canada: 1. ”NOW-DOOM Determine manufacturing method Generate manual part programs Generate computer-assisted part program Supervise program and tool proving Create and maintain files and records Trouble-shoot NC related problems Research and implement new technology Generate part program using CAD/CAM system 68 3. v 1 in r im' r 'o i io . After reviewing the literature and the related job descriptions, the researcher developed a preliminary job description for purposes of this study. 4. Pilot testing the jpb deseriptipp. The preliminary job description was reviewed and modified by two Grand Rapids Junior College instructors (one teaches CNC and CAM, and the other teaches CAD and CAD/CAM). Based on this review, the following job description was developed: A CAD/CAM technician is the person who operates a CAD computer terminal that transmits data to a CAM data base or machine tool. He/she is responsible for manipulating mechanical drawing information, generating part programming information, performing data base maintenance and is normally required to handle day-to- day administrative activities as: a. daily and weekly file management b. daily operation and maintenance of the printer and plotter administration of manufacturing procedures answering other (CAD, CNC, CAM) operator questions assisting in training other CAD/CAM technicians assisting in the design of new and existing products and/or manufacturing processes -nm 0.0 5. Developing a Questionnaire. A questionnaire was developed for the jury to review the job description. This questionnaire asked jury members to modify the job description sentence by sentence. They could also make additions or deletions to the description. (See Appendix A for a copy of the questionnaire.) 6. Distributing the Questionnaire to the jury. Seven experts in the field of CAD/CAM reviewed the job description. They were asked to modify the description as they saw fit. (See Appendix B for the list of CAD/CAM experts.) These experts included: 69 A. One small CAD/CAM job shop president/system operator who worked with both automotive and nonautomotive products. 8. One supervisor from the electronics (nonautomotive) industry. C. One supervisor and one CAD/CAM operator/night supervisor from the materials-handling industry. D. One supervisor from the plastics field (automotive and nonautomotive). E. Two CAD/CAM supervisors from the automotive industry. These experts were chosen because of their supervisory positions in the field of CAD/CAM and because they represented a variety of industries. The seven experts offered the following recommendations and insights: A. The size of the firm, or CAD/CAM department, will affect the job responsibilities of the CAD/CAM technician. In a small firm the technician may do file management and system and plotter maintenance. In large firms there normally are people assigned to system operations to perform only this function. 8. A CAD/CAM technician is a person who uses standard prac- tices for the operation and creation of engineering data through a CAD/CAM work station. C. Daily administrative activities include (a) revising drawings and creating new drawings and (b) assisting in the design of new or existing products. 0. A CAD/CAM technician is a person who operates a CAD terminal that creates, edits, and/or transfers an electronic 70 data base for use in a CAM environment (i.e., CAM data base or machine tool). E. A CAD/CAM technician is a person who plans numerical control programming to control contour path machining of parts on automatic machine tools by means of magnetic or perforated tape. Analyzes part drawings and sketches and designs data to determine dimension and configuration of cuts, selects cutting tools and machine shop processes. Determines machine cutter paths and observes operation of CNC machine on a trial run to prove taped instructions. F. CAD/CAM technicians just generate tool paths for CNC machinery, and administrative duties are done by others. 7. Analyzing the questionnaires. After reviewing the input from the seven CAD/CAM technicians, the researcher prepared a final job description. (See Appendix C.) The following rating scale was developed for the CAD/CAM experts to use in rating the final job description: (5) excellent, (4) good, (3) acceptable, (2) below average, (1) not acceptable. 8. Distributing the revised job description. The researcher mailed the revised job description to the seven CAD/CAM technicians. The job description read as follows: A CAD/CAM technician is a person who operates a CAD (Computer- Aided Design) computer terminal to create, edit, then transfer engineering data to a CAM (Computer-Aided Manufacturing) data base or machine tool. A CAD/CAM technician is responsible for analyzing part drawing data, sketches, and design data. CAD/CAM technicians also generate part program information, perform data base maintenance, and are normally required to handle day-to-day administration activities as: 71 a. Daily and weekly file management b. Operate and maintenance of plotter, pens and of terminals c. Answer other (CAD, CNC, and CAM) operator questions d. Administration of manufacturing procedures e. Assist in training other CAD/CAM technicians f. Assist in the design of new and existing products and/or manufacturing processes The seven CAD/CAM technicians’ ratings of the job description are shown in Table 4.1. Table 4.1.-~Technicians’ ratings of the job description. No. of Technicians Rating Points 2 Excellent (5) 10 5 Good . (4) 20 Total 7 Mean 4.28 30 9. Recycle. All seven technicians gave the description above a 2.5 rating (acceptable), so the revised job description was accepted as the final job description for a CAD/CAM technician in this research. No further job descriptions were mailed for evaluation. Findings for Research Question 2 Research Queetion 2: With emphasis given to the CAD/CAM hardware and software and attention to the industrial applica- tions of the system, what are the duties and tasks performed by CAD/CAM technicians operating these systems? The researcher addressed the second research question by following 12 steps. These procedures included examining existing materials to develop a duty and task list and verifying that list by 72 interviewing 36 CAD/CAM technicians in southern Michigan. The findings for each of the 12 steps are discussed below. 1. Reviewing pperating manua1§ pf CADZCAM sygteme to develop ro ri te ut nd .ask i tin . Three operating manuals of CAD/CAM systems were reviewed (Eiuite Element flogeiing Referenee flanualz Mechanieal Design [Computervision, 1983]; Numerical Control (NC) Reference Manual [Computervision, 1982]; and Inaige AutoCAD (Raker, 1985]). Information from these manuals was difficult to use in deve10ping original task listings but was helpful in verifying existing task listings. 2. Reviewing duty aand task statemepts from exieting opcupational analyses. The researcher reviewed existing occupational-analysis data in the field of CAD, CAM, or CAD/CAM and found three duty and task lists. The first duty and task list is in the field of CAD and was developed by Abram and Ashley (1983). It includes the following items: 1. Operate System Boot system/start up procedure Log in/on terminal Load start file Execute drawing assignment Manage files Plot out drawings Store a file Shut down a system Log off/out 2. Execute Drawing Assignment A. Change Existing Drawings or Details Plan drawing changes Find drawing file Load drawing file 3. 73 Execute changes Obtain approval/check drawing changes Plot out drawing Update file 8. Document Original Designs Plan drawing layout Load start file Execute detailed drawings Obtain approvals Plot out drawing Store files C. Execute/Change Detailed Drawings Set up drawing format Create drawing components Confer with designer/engineer Compose drawings Eompose Drauinqs Understand and use system commands Create and manipulate geometry Select geometry Add text Rotate views Move views Scale views Dimension a drawing (p. 10) The following CAM duty list was also developed by Abram and Ashley (1983): l. Analyze part geometry, materials, finish, and precision required. Select machine types and tooling required. Design and select hold-down jigs and fixtures. Use a programming language to define finished part geometry and the geometry of the raw casting, bar stock, or other material. . . . Determine tool path (feed rates, spindle speed, and tool selection) for most efficient use of a machine tool. . . . Verify work against graphic representation on hard copy or CRT plotting devices. Edit source program to correct errors or refine process. 74 8. Run post processes standardized file output to obtain machine image code in either punched tape or direct NC data file format. 9. Test run program in “dry run" mode. . . . 10. Machine prototype on a MC tool. . . . 11. Release program for production. . . . (pp. 22-23) The following list of duties for a NC/CNC programmer was developed by the Ministry of Colleges and Universities (1982) in Ontario, Canada: 1. Determine manufacturing method. Generate manual part programs. Generate computer-assisted part program. Supervise program and tool proving. Create and maintain files and records. Trouble-shoot NC-related problems Research and implement new technology. QNOthN Generate part program using CAD/CAM system. 3. Reviewing textbooks in the field of CAD/CAM to develop duty fld task statements. Four textbooks in the field of CAD/CAM were reviewed: Flexible Automation (Kief, 1985), The EADZCAM Handbook (Machover & Blauth, 1980), EADZCAM Handbopt (Tiecholz, 1985), and introduction to CAD (Vosinet, 1985). Tiecholz’s book, CAD CAM Handbook, was the only book of the four reviewed that contained any duty and task statement listings. Teicholz’s duty and task listing is as follows: l. 3. 75 Systems Start-up and Shut-down a b c. d :c-nmanum System power up and initial boot up. . . . Regular log-in procedure Crash recovery procedures Nightly shutdown of all systems r N min nv i n Coping and moving a part Multiple sheet drawings Part construction phase Checking phase Revision phase Release phase Experimental phase Production phase Drawing Conventions and Technigues 3 a dW‘d-d-a’m «no 0.0 UN Developing a construction strategy. . . . Filling procedures Units and scale Layering. . Saving and restoring display images. Formats. . Geometric construction Layout and construction techniques. . . . Detail construction techniques. . . . Assembly-drawing techniques. . . . Sectioning. Dimensioning. . Decals, charts, notes, symbols, geometry Plotting. Drawing Route Flowchart Location of Most Current Version of a Part a. b. c. Search over network architecture Search of all system nodes Search of archival files Engineering ghanqe Procedure Dperator Reeppnaibility a. b. For Maintenance Meetings 9. 4. 76 Database Maintenance a. Check data base b. Pack data base c. Sorting the data base d. Regenerate graphics e. Dealing with problem part. . . . (pp. 8.18-8.21) Developing duty statemente frpm the reeearehed materials. The researcher reviewed information derived from the review of literature and developed 12 duty statements, which were reviewed by four college instructional staff and two incumbent workers. The 12 duties are as follows: 1. —J —l —l N _d O O 5. ODQNOIUT-th Manipulate mechanical drawing information. Generate electronic circuit designs. Generate part programs. Perform data base maintenance. Build component libraries. Interpret engineering and technical data. Compute engineering and technical data. Communicate engineering and technical data. Perform system start-up and shut down activities. Perform design activities. Perform engineering functions. Interpret or create computer software programs. Prepare task listing for each duty. Using the information gathered in the literature search, the researcher developed 155 task statements. 77 6. Organizing the duty and task etatements intp a preliminary inventory. The researcher organized the duties and tasks into a preliminary inventory. 7. Pilpt teatipg thLinven_t_o_ry. The same four college instructional staff and two incumbent workers who had reviewed the 12 duty statements reviewed the 155 tasks contained in the preliminary inventory. 8. Revisiag the inventory based on information received during the interviews. Based on the review of the six professional people, the researcher revised the inventory to include 159 tasks. (See Appendix D.) 9. Developing an interview schedule. A four-section interview schedule was developed for verifying the duty and task lists. The first section was a letter of introduction for the technicians, and the second was a consent form. The third section included a series of general questions for the CAD/CAM technicians. The fourth section was a task-analysis check sheet. (See Appendices E and F for this instrument.) lO. Selecting a sample of CADzCAM technieiana. A stratified sample was drawn from the population of CAD/CAM technicians. The sample of technicians and supervisors was selected from a target population consisting of technicians who operated common CAD/CAM systems in a variety of industrial applications. The sample consisted of CAD/CAM technicians who operated or supervised technicians who operated the following CAD/CAM systems: 78 IBM 25% (11% IBM CADAM and 14% GM Corporate Graphics System--CGS), Computervision 17%, Prime 14%, Intergraph 6%, and eight other systems constituting the remaining 41% of the sample. To reflect the dominance of the use of CAD/CAM systems in the automotive industry, technicians and supervisors from the automotive industry accounted for 58% (21 participants) of the sample, whereas those from the nonautomotive application made up the other 42% (15 participants) of the sample. (See Table 4.2.) Table 4.2.--Sample of CAD/CAM technicians, by system and application. System Automotive Nonautomotive IBM/CADAM 3 l IBM/GM Corp. Graphics C65 5 0 Computervision 5 1 Prime 1 4 Intergraph 2 0 Applicon 0 2 Calma O 2 CIMLINC 2 0 Data General 1 O DEC/McAuto 0 2 DEC/CAMAX O l Gerber l l Graftek l 1 Total 21 15 Most technicians interviewed were identified by salesmen of CAD/CAM systems. Most of the salesmen were willing to give several names of companies and contact people. A CAD instructor from Macomb Community College provided several names of companies and contact 79 people in the Detroit area, and a CAD instructor from Lansing Community College provided several names of IBM users in the Lansing area. (Lansing Conlnunity College serves as the regional training center for IBM.) 11. _erifyiag the inventory by interviewing incumbent CADZCAM technicians and §upervisor§ with §ix mpnthe or more experienee. The interviewees were 36 technicians and supervisors who were operating or supervising the operation of CAD/CAM systems. These individuals represented 24 different companies, running 12 different types of CAD/CAM systems. (See Appendix G.) Sequential sampling was used to determine the sample size (Fox, 1969). The data from two sets of 18 questionnaires each were tabulated and compared. The first set had 107 tasks (67% of the total tasks) meeting the 50% performance criterion, whereas the second set and the final list showed 105 tasks (66% of the total tasks) meeting the 50% performance criterion. The same 105 tasks were identified in both surveys. The researcher determined that there» was no meaningful divergence between the two samples, so additional data would not provide new insights into the study. Thus, the final sample size was maintained at 36 persons. (See Appendix G.) Twelve of the interviewees were technicians/operators, and 27 were supervisors or managers. All but one of the supervisors/managers also served as a CAD/CAM system operator. The researcher interviewed all 36 CAD/CAM technicians at their places of 80 employment. Eleven of the 36 technicians interviewed chose to remain anonymous. Responses to questions concerning name, company, phone, CAD/CAM system and software, and system application are reported in Appendix G. All of the CAD/CAM technicians interviewed had six months or more work experience. Table 4.3 contains additional work-experience information. Table 4.3.--Work and supervisory experience of all CAD/CAM technicians interviewed. Years of Experience Number of Technicians Responding As a CADZCAM Technician 6 months to 1 year 1 to 2 years 2 to 3 years 3 to 4 years 4 to 5 years 5 to 6 years Over 6 years 1 “QUINGWN As a Supervisor of CAD/CAM Technicians 6 months to 1 year 1 to 2 years 2 to 3 years 3 to 4 years 4 to 5 years 5 to 6 years Over 6 years mas-mambo In Section 3 of the interview, technicians were asked, "Do you feel generic CAD/CAM machine/software training is sufficient for job 81 entry?" All 36 technicians answered affirmatively. They all felt that the type of hardware and/or software a person learned on did not make much difference because all systems operate basically the same. Part of the command structure varies on different types of systems, but these commands can easily be learned, according to the technicians interviewed. The fourth section of the interview was a check sheet on which the 12 duties and 159 task statements were listed. (See Appendix F.) All 36 CAD/CAM technicians completed these check sheets during the on-site interview. Tabulations of the data collected from the task check sheets are contained in Appendix H. 12. Illustrating and analyzing the data by develpping five tables. A. A table showing the responses of the CAD/CAM technicians to the question, "Do you perform this task?’I is contained in Appendix FL In this table, responses of CAD/CAM technicians who were using their equipment for applications in the automotive industry and those who were using their systems for nonautomotive applications are compared. 8. A table listing the tasks that met the established 50% performance criterion is contained in Appendix I. Of the initial 12 duty statements and the 159 task statements, 9 duties and 105 tasks met the 50% performance criterion. The duty statements not included in the final task list are shown in Figure 4.1. None of the tasks listed under the duties in Figure 4.1 was performed by 50% or more of the technicians. The 105 82 tasks that met the established criterion accounted for 66% of the total list. All of those tasks were performed by at least 50% of the technicians interviewed. Duty 8: Generate Electronic Circuit Designs (Tasks Bl, 82, B3, B4, 85, 86, B7, B8) Duty K: Perform Engineering Functions (Tasks K1, K2) Duty L: Interpret or Create Computer Software Programs (Tasks L1, L2, L3, L4, L5, L6, L7, L8) Figure 4.1: Duties and tasks eliminated from the final task list. Table 4.4 shows the number of tasks accepted under each duty statement. C. A table in which tasks are ranked from highest to lowest number of yes responses, indicating respondents performed the task, is contained in Appendix J. This list shows that 14 tasks (13% of the total number) were performed by 100% of the technicians. D. The results of the ANOVA revealed a significant overall difference between groups (F [8,96] - 6.15 < .0001). (See Table 4.5.) Individual t-tests were then performed to locate which groups contributed to the overall significance. The means, standard deviations, and t-tests for each group appear in Table 4.6. 83 Table 4.4.--Number and percentage of tasks accepted under each duty statement. Tasks Duties No. Total % Reported Duty A: Manipulate Mechanical Drawing Information 53 50 94 *Duty 8: Generate Electronic Circuit Boards 8 O O Duty C: Generate Part Programs 22 15 58 Duty D: Perform Data Base Maintenance 16 14 87 Duty E: Build Component Libraries 3 1 33 Duty F: Interpret and Read Blueprints 5 5 100 Duty G: Compute Engineering and Technical Data 6 6 100 Duty H: Communicate Engineering and Technical Data 7 7 100 Duty 1: Perform System Start-up and Shut-down Activities 6 4 66 Duty J: Perform Design Activities 23 3 13 *Duty K: Perform Engineering Functions 2 O 0 *Duty L: Interpret or Create Computer Software 8 O 0 Total 159 105 66 *Duties omitted from the final task listing. 84 Table 4.5.--Results of F-test (analysis of variance). Duty Mean 5.0. N Automotive A 82.10 17.88 50 C 72.06 9.50 15 D 71.97 16.47 14 E 66.67 .00 1 F 97.14 6.39 5 G 92.36 10.75 6 H 80.27 18.73 7 I 72.62 12.53 4 J 66.67 16.50 3 For entire sample 79.57 16.92 105 Nonautomotive A 85.73 16.88 50 C 48.00 13.62 15 D 76.19 20.38 14 E 86.67 .00 1 F 96.00 3.65 5 G 90.00 15.63 6 H 82.86 15.32 7 I 88.34 8.39 4 J 77.78 15.40 3 For entire sample 79.49 20.75 105 Table 4.6.--Individua1 t-tests for duty statements. Duty Number of Tasks t—Test A 50 t = 1.52, 49, p < .134 C 15 t . 6.51, 14, p < .000 D 14 t - .87, 13, p < .401 E l t . 99.00, 0, p < .990 F 5 t = .43, 4, p < .688 G 6 t = .34, S, p < .749 H 7 t = .53, 6, p < .617 I 4 t - 6.88, 3, p < .006 J 3 t = 17.55, 2, p < .003 85 As indicated by the t-test, the tasks in Duty C (Generate part programs), Duty E (Build component libraries), Duty I (Perform system start-up and shut-down activities), and Duty J (Perform design activities) were performed at a significantly different rate between the automotive and nonautomotive groups. The reader should note, however, that the sample size for Duties I and J was very small, so these results may not be reliable. Findings for Researeh Question 3 Research Question 3: What tasks are most frequently performed by a CAD/CAM technician, and which tasks are the most important for a technician to be able to perform at job entry? The third research question was answered by compiling the data collected into the following tables. 1. A ‘table listing the frequenCV' uith uhich each task. wag performed. The frequency with which each task was performed is presented in Appendix K. The duties and tasks are listed, as are the total number of technicians performing each task, frequency of performance (daily, weekly, monthly, and less than monthly), the percentage of responses in each category, and the mean response score. 2. A table listing theiuportanee at each task. The importance of each task to job entry is shown in Appendix L. This table lists the duties and tasks, the total number of technicians performing each task, and the number of technicians giving each importance rating (essential, very desirable, desirable, unnecessary, not sure). The 86 percentage of responses in each category and the mean response score are also given. 3. Two abl s r nkin t t s. Appendixes M and N contain rank orderings of the tasks that met the 50% performance criterion established for this research. In Appendix M, the tasks are ranked from highest to lowest mean importance score. A review of the data indicated that all 105 tasks were given a rating above 1.5 (desirable), and all but one task had a frequency score above 2.5 (weekly). Task El had a frequency rating of 2.41, but since it was performed by over 50% of the technicians and it was given a desirable (desirable for job entry) rating, this task was included in the final task listing. Nineteen tasks were rated between 3.5 and 4.0 (essential to job entry). (See Table 4.7.) As shown in Table 4.7 and Appendix M, all five of the tasks under Duty F (Interpret and read blueprints) were considered essential to job entry. Sixty tasks were reported as being performed daily. Ten tasks under Duty A (Manipulate mechanical drawing informa- tion) were rated essential to job entry. These basic skills included creating points, creating lines perpendicular, creating lines by using the absolute coordinate system, creating lines parallel, inserting text, creating circles using the keyboard, editing geometry, zooming in or out on a drawing, deleting entities, and editing text. 87 Table 4.7.—-Tasks rated essential for job entry. Task Statement Mean F1 Interpret basic views in a working drawing A8 Create points A14 Create lines perpendicular F2 Interpret basic dimensions of a working drawing A10 Create lines by using the absolute coordinate system A13 Create lines parallel A22 Insert text A16 Create circles by keyboard input A20 Edit existing geometry C14 Input machining parameters F3 Interpret tolerance dimensions on a working drawing F5 Interpret geometric tolerance symbols A21 Zoom in or out on a drawing G2 Apply principles of plane geometry H3 Give and receive instructions verbally A29 Delete existing entities . J16 Measure an existing part to generate dimensions A23 Edit text F4 Calculate basic dimensions where tolerancing is not bilateral wwwwwwwwwwwwwwwwwww 01 \l Four other tasks, representing four different duties, were rated essential. These three duties and tasks were: Duty C (Generate part program), C11 Input machining parameters; Duty G (Compute engineering and technical data) Apply principles of plane geometry; Duty J (Perform design activities), J16 Measure an existing part to generate dimensions; and Duty H3 (Communicate Engineering and Technical Data) Give and receive instructions verbally. In Appendix N, the tasks are ranked from highest to lowest frequency of performance. Sixty tasks (57%) received a score of 3.5 to 4.0 (daily). Eighteen of the 19 tasks that were rated essential 88 were alSo rated as daily tasks. Task J16 was rated 3.53 (essential) and 3.26 (weekly). Dalculatiagpthe correlation between the fregueney pf perfpyuance of the tasks and their level of importanee. The data collected on the importance of each task to job entry and the frequency with which each task was performed indicated that there was a moderate to strong positive correlation between the two. The mean values of each of the 105 tasks were compared using Pearson’s product-moment correlation coefficient (Pearson’s r0 (Walpole, 1974). The statistical analysis using Pearson’s formula resulted in an ruvalue of .75 (between moderate and strong positive correlation). This correlation indicated that as the importance of the task increased so did the frequency with which it was performed (at the .99% confidence level). These findings were also supported by the tables in which the tasks were ranked. As shown in the tables, of the 19 tasks rated essential for job entry, 18 were rated as being performed daily. (See Appendices M and N.) Findings for Research Question 4 Research Question 4: What program-development models can be identified for using the products of this occupational analysis? The fourth research question was answered in Chapter II, in which five strategies or models for using occupational-analysis data to develop vocational or technical programs were examined. A comparison of the five models for use as a program-development model was also presented. 89 my A functional job definition for a CAD/CAM technician was established by means of a jury technique. A final list of 9 duties and 105 tasks for CAD/CAM technicians was also compiled. Nineteen tasks had a rating of 3.5 to 4.0 (essential to job entry). Sixty tasks were also rated 3.5 to 4.0 (performed daily). Tables included in Appendices H through N contain the data collected on each duty and task statement. Using Pearson’s product- moment correlation coefficient, it was found that there was a strong positive correlation between frequency with which the CAD/CAM technicians performed a task and the importance of that task to job entry. CHAPTER V SUMMARY, CONCLUSIONS, RECOMMENDATIONS, IMPLICATIONS FOR FURTHER RESEARCH, AND REFLECTIONS This chapter contains a summary of the study, conclusions drawn from the study findings, recommendations, implications for further "research, and reflections by the researcher. Summary The specific problem of this study was to identify the compe- tencies necessary to perform the job of CAD/CAM technician. The researcher had five objectives in conducting this study: 1. To provide a functional definition of the emerging occupation of CAD/CAM technician. 2. To identify' and 'list the duties and tasks performed by CAD/CAM technicians. Emphasis was given to the CAD/CAM hardware and software, but attention also was given to industrial applications of the CAD/CAM system. 3. To identify the frequency with which each task is performed and to determine the relative importance of each task for job entry. 4. To identify program-development models for using the products of an occupational analysis. 90 91 5. To provide a program-development model and guidelines for using the products of this occupational analysis to develop programs to train CAD/CAM technicians. The first four objectives were addressed by means of four research questions. Findings were presented in Chapters 11 and IV. The fifth objective was addressed through a review of the literature and the development of a program-development model. Findings are reported and developed as recommendations in this chapter. The first research question (What is a functional definition of the occupation of CAD/CAM technician?) was answered by using a jury technique to verify a job description for CAD/CAM technician. The second research question (With emphasis given to the CAD/CAM hardware and software and attention to the industrial applications of the system, what are the duties and tasks performed by CAD/CAM technicians operating these systems?) was answered by interviewing 36 CAD/ CAM technicians in southern Michigan. The interviewees were given a check sheet on which to rate 12 duty statements and 159 task statements. The technicians were first asked, "Is the task performed?" Responses to this question showed that 9 duties and 105 tasks met the 50% performance criterion established by the researcher. Research Question 3 (What tasks are most frequently performed by a CAD/CAM technician, and which tasks are the most important for a technician to be able to perform at job entry?) was also answered during the interviews. The 36 CAD/CAM technicians were asked to rate the tasks in terms of how frequently the tasks were performed and how 92 important the task was to job entry. Of the 12 duties and 159 tasks, 9 duties and 105 tasks met the criterion of the research. Nineteen tasks were found to be essential for job entry. Sixty tasks were performed daily. Research Question 4 (What program-development models can be identified for using the products of this occupational analysis?) was answered in Chapter 11. Five strategies or models were outlined that could be used for developing vocational- or technical-education pro- grams. In all five models, occupational-analysis data are used for instructional purposes. The five models were developed by Harold Resnick, Philip Teske, Robert Steely, The Center for Vocational Education at The Ohio State University, and Robert Mager and Ken Beach, Jr. Conclusions Objective 1 The first objective was to provide a functional definition of the emerging occupation of CAD/CAM technician. The definition developed in this research is as follows: A CAD/CAM technician is the person who operates a CAD computer terminal that transmits data to a CAM data base or machine tool. He/she is responsible for manipulating mechanical drawing information, generating part programming information, performing data base maintenance and is normally required to handle day-to- day administrative activities as: a. daily and weekly file management b. daily operation and maintenance of the printer and plotter administration of manufacturing procedures answering other (CAD, CNC, CAM) operator questions assisting in training other CAD/CAM technicians assisting in the design of new and existing products and/or manufacturing processes mm 0.0 93 Even though this definition was approved with a 4.28 mean rating (between good and excellent) by all seven technicians interviewed, it should be remembered that the job description may vary with the size of the company. The job description of a CAD/CAM technician in a large firm may be narrower than that in a smaller fornn Often, in large firms, systems people performed some of the data—base management functions, as well as system and plotter maintenance. They also may have their own training departments to train others. A small firm may employ only a few CAD/CAM technicians, so they would be responsible for many functions in their department. Objective 2 The second objective was to identify and list the duties and tasks performed by CAD/CAM technicians. Emphasis was given to the CAD/CAM hardware and software, but attention also was given to industrial applications of the CAD/CAM system. The results of the interviews with 36 CAD/CAM technicians verified that 9 duties and 105 tasks of the initial 12 duties and 159 tasks were performed by at least 50% of the technicians. These tasks are listed by duty area in Appendix I. The tasks are ranked from highest to lowest mean percentage score in Appendix J. All of the technicians interviewed had more than six months work experience; 13 (36%) had more than six years work experience as a CAD/CAM technician. Twenty-seven of the technicians interviewed also had six months or more experience as a supervisor of CAD/CAM techni- cians. Only one supervisor did not currently operate a CAD/CAM 94 system as part of his assignment. The researcher concluded that the technicians interviewed had an excellent understanding of the field of CAD/CAM and that almost all supervisors also operated systems regularly as part of their normal work assignment. The technicians were also asked, "Do you feel generic CAD/CAM system training is sufficient for job entry?” All 36 technicians said that training on generic CAD/CAM machine/software was sufficient for job entry. Some technicians, however, stated that the command structure differs among systems, but these commands can easily be learned once one knows how to operate a system. A conclusion relating to equipment is that a training program could use any type of CAD/CAM equipment to teach the “basic job-entry CAD/CAM skills; however, teaching on the system a person is going to operate on the job would be best. The results of the ANOVA revealed a significant difference between the automotive and nonautomotive groups. Individual t-tests indicated four duties--Duty C (Generate part programs), Duty E (Build component library), Duty I (Perform system start-up and shut-down activities), and Duty J (Perform design activities)--were performed at a significantly different rate between the automotive and nonautomotive groups. The remaining five duties were performed at the same rate. These duties included Duty A (Manipulate mechanical drawing information), Duty D (Perform data base maintenance), Duty F (Interpret and read blueprints), Duty G (Compute engineering and technical data), and Duty H (Communicate engineering and technical 95 data). The researcher concluded that learning the task competencies for each duty would be of equal value for both groups surveyed. These findings indicate that a training program for technicians in either the automotive or nonautomotive industry should include teaching the same tasks under the abovementioned duty areas. These data show that the majority of the task statements (82) were performed at the same rate, while 23 tasks were performed at a different rate. Also, one must note that the sample size of Duties E, I, and J was very small, so the information may not be reliable. The researcher cautions against excluding tasks just because they are currently not performed. This lack of performance may result from the fact that the CAD/CAM systems are still very new for most industries; they are not being used to the fullest extent, nor are technicians trained sufficiently to take advantage of all the capabilities of these systems. Duty C (Generate part programs), for example, is the heart of the CAM portion of CAD/CAM, and if this is excluded from a training program, one may only receive CAD training. Under Duty E (Build component library), Task E1 (Create library manually as required) was performed by 66.67% of the automotive group, whereas 86.67% of the nonautomotive group performed this task. Because more than 66% of both groups performed the task, it should be included in instructional programs for either group. Duty F (Perform start-up and shut-down activities) may be controlled by other factors than automotive or nonautomotive applications. The biggest factor may be whether a company has a service technician who operates and maintains systems. If so, the 96 CAD/CAM technician is not apt to perform this task. Because of the small sample size (3) for Duty J (Perform design activities), the researcher suggests that the user of the information conduct a local study of this duty to check for local needs. Fifty-four tasks were eliminated from the research because they were not performed by 50% of more of the CAD/CAM technicians inter- viewed. These tasks should be examined for use in special programs. Certain industries might need people who have been trained in these competencies. Dbjective 3 The third objective was to identify the frequency which which each task is performed and to determine the relative importance of each task for job entry. Four tables were constructed to display the frequency of performance and importance for job entry of each task. (See Appendices K, L, M, and N.) Appendix K illustrates the mean frequency score and percentage of responses for each task. Appendix L shows the mean importance for job entry score and the percentage of responses for each task. Appendix M contains a ranking of the tasks from highest to lowest mean importance score. In this table, 19 tasks are identified as essential to job entry. These tasks should be included in any basic training program for entry-level CAD/CAM technicians. Appendix M displays a ranking of tasks by mean frequency of per- formance score. Sixty tasks were rated as being performed daily. Eighteen of the 19 tasks that were rated essential were also rated as 97 being performed daily. The fact that the tasks were performed daily would indicate they should be included in a basic training program. The other tasks that were performed daily should also be considered for inclusion in a basic training program. A problem with the frequency of performance ratings in this study is that most people who participated in the research were experienced and were performing tasks that a beginning worker might not perform when first hired. A high positive correlation was found between the importance of a task for job entry and the frequency with which the task was per- formed. The r-value for the 105 tasks was calculated at .75 (a moderate to strong correlation, according to Pearson’s product-moment correlation coefficient). In considering additional tasks in this field, one can be confident that if a task is performed frequently it is important for job entry. Objective 4 The fourth objective was to identify program-development models for using the products of an occupational analysis. Five strategies or models were outlined in Chapter II that could be used for develop- ing vocational- or technical-education programs. In all five models, occupational—analysis data are used for instructional purposes. Any of the models reviewed in Chapter 11 could be used to develop vocational- or technical-education programs. Some of the models have advantages over others for program development. A sixth model was developed as part of this study and is presented in the 98 following section. This model is a hybrid of the five models discussed in Chapter II. ive The fifth objective (To provide guidelines and examples for using the products of this occupational analysis for program development needed to train CAD/CAM technicians) was met through the development of a program model, illustrated in Figure 5.1, and guidelines for this model. Define the oceupation. Define the occupation of CAD/CAM technician and develop a job description (review the job description outlined in this study). Work with an area-wide advisory committee to define the job in the service area. Conduct an occupational analyais. Examine the occupational analysis to decument the skills and knowledge required to fulfill the requirements of that occupation. This process is done by collecting duty and task statements through a literature search and interviews with professionals from the field. The tasks should be clustered by duty area. The Develop A CUrriculuM (DACUM) technique can be used to obtain duty and task listings. Verify the task listing using a formal questionnaire or by working with a local advisory committee. Analyze the data by first eliminating those tasks that are not performed by at least 50% of the interviewees (a higher or lower percentage can be used). A second criterion used to analyze the tasks is based on the importance of each task for job entry and the frequency with which a task if performed. A third way to analyze the 99 data is to rank the tasks, with the tasks having the highest mean importance (for job entry) score first and the lowest last. ‘This step will identify those tasks that are essential for job entry. r""""‘ 1 Advisory -1_____ Define Job LCommittee J (Develop Job Description) [Conduct Occupational Analysis -—u-——----a Develop Program Goals r—rAnalyze Tasks 1 l hirite Student Performance Objectivfin— l Develop an Evaluation Model Evaluation by students, advisory ‘ , committee, faculty, and administration Test student performance Figure 5.1: Program-development model. 100 Once the tasks have been identified, a final clustering of the tasks should be performed. The common tasks should be clustered in their duty area. Next, the tasks should be sequenced from simple tasks to complex principles, from basic tasks to complex tasks. velo r ram 0 5. Once the duties and tasks an individual must perform to be successful in the field of CAD/CAM in a given service area, are identified and verified, the parameters of the educational program itself have been established. The program developer now has the tasks delineated which must be included in the instructional program. At this point the program goals can be written. Program goals are broad, student-oriented action statements that identify the knowledge, skills, and attitudes a student will demonstrate upon completion of an instructional program. mlyze tasks. First, the tasks verified in the occupational analysis need to be analyzed to determine the learning domain (psychomotor, cognitive, affective). Second, each task should be analyzed to determine enabling objectives, which become the basis for the instructional content of the course(s). Write student performance objeetivee. Write student performance objectives for each task area (statements of instructional intent that describe in advance the performance a student will demonstrate upon completion of a learning experience). §tructure eoureea. After the performance objectives have been written, develop course outlines. A course is a major unit of a program 'that covers specific performance objectives or practices related to a given discipline or occupation. A course outline should 101 be written in a uniform manner, sequencing the performance objectives and units of instruction in the most logical order. When developing a course, one must also determine instructional strategies for teaching each performance objective (the methods used for delivery of instruction, as well as facilities, equipment, instructional materials, and teaching aids). Objective-referenced tests for each performance objective (tests that reference and use as their basis a stated performance objective) need to be written. Develop a program-evaluation model. A program-evaluation model should be developed so administrators, staff, advisory committee members, and students can evaluate the program. Program evaluation is a process through which information is collected and analyzed for purposes of program improvement. The evaluation occurs after program implementation. Program evaluation calls for the development of a method to keep the program up to date and on target. Administrators, staff, and advisory committee members can evaluate the program based on student performance; job placement; student satisfaction; employer satisfaction; condition of tools, equipment, and facilities; and staff performance and satisfaction, and other factors. The occupation itself needs to be re-evaluated on a regular basis to make sure the proper tasks are being taught and the goals of the program are meeting the needs of the community. Program revisions can be made, based on the findings of these evaluations. 102 Student performance can be used to evaluate the program. If students are not performing tasks at the desired level in class or on the job, one may have to restructure the performance objectives to increase desired performance. Course outlines and lesson plans may have to be changed to include improved learning strategies to better meet students’ needs. Museum The following recommendations are made for the training of CAD/CAM technicians and the use of these occupational-analysis data for instructional purposes in a vocational- or technical-education program. 1. All job-entry-level CAD/CAM training should include the tasks found under Duty F (Interpret and read blueprints): Fl: Interpret basic views in a working drawing. F2: Interpret basic dimensions of a working drawing. F3: Interpret toleranced dimensions on a working drawing. F4: Calculate basic dimensions where tolerancing is not bilateral F5: Interpret geometrical tolerance symbols 2. All job-entry—level CAD/CAM training should include the following tasks under Duty A (Manipulate mechanical drawing informa- tion): A8: Create points A10: Create lines by using the absolute coordinate system A13: Create lines parallel A14: Create lines perpendicular A16: Create circles by keyboard input A20: Edit existing geometry A21: Zoom in or out on a drawing A22: Insert text A23: Edit text A29: Delete existing entities 103 To determine which additional tasks from this duty area should be included, the local service area can be surveyed using a local advisory committee. 3. All CAD/CAM training should include the following tasks under Duty C (Generate part program), Duty G (Compute engineering and technical data), Duty H (Communicate engineering and technical data), and Duty J (Perform design activities): C11: Input machining parameters G2: Apply principles of plane geometry H3: Give and receive instruction verbally J16: Measure an existing part to generate dimensions To determine which additional tasks form these duty areas, the local service area can be surveyed using a local advisory committee. 4. The duties and tasks in this research should be updated regularly. 5. Use a CAD/CAM system that best meets the needs of a service area. Work with a local advisory committee to select a system. Any CAD/CAM system can be used to teach basic job-entry-level skills. 6. When developing a CAD/CAM program, one should work with the local service area to review the training needs. A difference in training needs seems to exist between the automotive and nonautomotive industries. 7. A program-development model using occupational analysis for instructional purposes should be used in developing vocational- and technical-education programs. Such a program model should include the following: (a) Job Description, (b) Occupational Analysis, (c) 104 Program Goals, (d) Analysis of Tasks, (e) Performance Objectives, (f) Course Development, and (9) Program Evaluation. 8. The findings of this research also can be used for developing inserviee prpgrame for training technicians working in the field as CAD or CAM operators, draftsmen, and the like, who want to become CAD/CAM technicians. Implications for Further Beeeareh Because of the rapidly changing technology of CAD/CAM, additional research should be conducted annually to determine what duties and tasks are still being used and what new ones have been introduced. In this research, 12 duties and 159 tasks were evaluated. It was found that 9 duties and 105 tasks were being performed by at least 50% of the study participants. Such areas as Duty J (Perform design activities) and Duty (2 (Generate part programs) may expand and include more tasks as companies increase the use of CAD/CAM. Such areas as Duty 8 (Generate electronic circuit boards) and Duty K (Perform engineering functions), which were not used by 50% of the technicians at the time of the study, could gain additional users in the future. The tasks under Duty K (Perform engineering functions--K1 (Use finite element modeling for structural analysis) and K2 (Use mechanics/kinematics to determine movements with the work area)--are new to the CAD/CAM field and are likely to gain popularity as technicians learn the applications of this software. Task K2 should increase in popularity as robotics is further integrated into the manufacturing environment. 105 Further research should enhance the understanding of the occupa- tion of CAD/CAM technician and provide additional information to be used in improving instruction of future CAD/CAM technicians. Reflections The research findings indicated that a large number of common duties and tasks can be taught to people pursuing the occupation of CAD/CAM technician, no matter what the industrial application. This finding supports the belief that educational institutions can offer "generic" CAD/CAM training in preparing CAD/CAM technicians. During the interviews with technicians, the researcher discovered that a majority of the CAD/CAM technicians in southern Michigan and their co-workers had (associate degrees. Some of the other CAD/CAM technicians interviewed had been trained as part of an apprenticeship program, whereas others had engineering degrees. This finding indicates that community colleges should continue to develop associate degree programs in the field of CAD/CAM. The job title CAD/CAM technician is not common in the industry. Even though a number of people perform the duties of a CAD/CAM tech- nician, they are not all called by that title. Many of these CAD/CAM jobs have evolved over time, and although the duties of the job now include integrated CAD/CAM, the job title or classification has not officially been changed. Confusion still exists about the term ”CAD/CAM," even within the industrial community. Some people refer to CAD/CAM as a process, yet they really are referring to either CAD or CAM separately. 106 Numerous CAD/CAM systems are being used throughout Michigan, and many new systems currently are being installed. The use of CAD/CAM will continue to increase over the next several years. Thus the need for trained CAD/CAM technicians will also grow. Many CAD/CAM systems are installed in firms that are using only the CAD function of the machine. This was especially true of the Intergraph systems installed in southern Michigan. Also, some CAD/CAM systems are being used only for a CAM function. The researcher believes this situation will change, and companies will start to use these systems for the integration of CAD/CAM. Technicians will learn how to operate the equipment and how to use it in their industry. A good CAD/CAM training program, as outlined in this research, can facilitate this process. APPENDICES APPENDIX A FIRST JOB DESCRIPTION QUESTIONNAIRE APPENDIX A FIRST JOB DESCRIPTION QUESTIONNAIRE Job Description For A CAD/CAM Technician The person who operates a CAD computer terminal that transmits data to a CAM data base or machine tool. A CAD/CAM technician is responsible for manipulating mechanical drawing information, generating part— programming information, performing date base maintenance and is normally required to handle day—to- day administrative activities as: a. Daily and weekly file management. b. Daily operation and maintenance of the printer and plotter. c. Administration of manufacturing procedures. d. Answering other (CAD, CNC, CAM) operators' questions. e. Assist in training other CAD/CAM technicians. *After your have read the above job description, please make any modifications to this description in the space provided below. Sentence # 1 The person who operates a CAD computer terminal that transmits data to a CAM data base or machine tooL Sentence 8 2 A CAD/CAM technician is responsible for manipulating mechanical drawing information, generating part-programming information, performing data base maintenance and is normally required to 107 108 handle day—to—day administration activities as: . Daily and weekly file management 0.1 b. Operation and maintenance of plotter c. Administration of manufacturing procedures. (3. Answering other (CAD, CNC, CAM) operators' e. Assist in training other CAD/CAM technicians. * Make any additions to the job description of administration activities as you see fit. Your name: Your company name: Your Position: Your CAD/CAM system (hardware/software) The industrial application of your system: Please return this questionnaire in the enclosed envelope. THANK YOU FOR YOUR COOPERAHTON Don Boyer APPENDIX 8 SEVEN CAD/CAM EXPERTS WHO RESPONDED TO THE JOB DESCRIPTION SURVEY APPENDIX B . SEVEN CAD/CAM EXPERTS WHO RESPONDED TO THE JOB DESCRIPTION SURVEY Czerneak, Norm Section Manager Lear Siegler Instrument and Avionics Division Grand Rapids MI. 616-241-8949 Freeman, Dan President CIM Tech Inc. Ada MI. 616-676-9485 Hart, Robert Manager CNC Systems Autodie Corp. Grand Rapids MI. 616-454-9361 Jonkers, Dave Supervisor of Tool and Die CAM General Motors Metal Plant CPC Wyoming MI. 616-247-5595 Kadzban, Mark CAD Supervisor Quality Die and Mold Grand Rapids MI. 616-531-3500 Luzenski, Dave CAD/CAM Operator & Night Supervisor Frost Inc. Grand Rapids MI. 453-7781 Tindle, Randy Manager CAD/CAM Operations Frost Inc. Grand Rapids MI. 453-7781 109 APPENDIX C FINAL JOB DESCRIPTION SURVEY APPENDIX C FINAL JOB DESCRIPTION SURVEY JOB DESCRIPTION: CAD/CAM TECHNICIAN A person who operates a CAD (Computer Aided Design) computer terminal to create, edit, then transfer engineering data to a CAM (Computer Aided Manufacturing) data base or machine tool. A CAD/CAM technician is responsible for analyzing part drawing data, sketches, and design data. CAD/CAM technicians also generate part program information, perform data base maintenance, and are normally required to handle day to day administration activities as: a. b. Daily and weekly file management. Operation and maintenance of plotter, pens and terminals. Answer other (CAD, CNC, and CAM) operators' questions. Administration of manufacturing procedures. Assist in training other CAD/CAM technicians. Assist in the design of new and existing products and or manufacturing processes. *After you have read the above job description please rate the description on the scale provided below. (5) Excellent job description (4) Good job description (3) Acceptable job description (2) Below average job description (needs changes) (1) Not acceptable Your name Your position Your company Thank you for your cooperation. 110 APPENDIX D INITIAL DUTY AND TASK LIST APPENDIX D DUTY AND TASK LISTING (12 DUTY STATEMENTS) (159 TASK STATEMENTS) DUTY A: Manipulate Mechanical Drawing Information A1. A2. A3. A4. A5. A6. A7. A8. A9. A10. A11. A12. A13. A14. A15. A16. A17. A18. A19. A20. A21. A22. A23. A24. A25. A26. A27. A28. A29. A30. A31. A32. A33. Set-up and take-down command menu. Set-up and take-down library menu. Modify a grid. Generate a 20 multiview drawing of a part using a function/alphanumeric key board. Generate a ZD multiview drawing of a part using a graphics tablet. Generate a 2D multiview drawing of a part using a light pen. Generate a 20 multiview drawing of a part using a joystick or mouse. Create Create Create points. lines by digitizing. lines by using the absolute coordinate system (Hor. Dis. X, Ver. Dis. Y) Create lines by using the incremental coordinate system. Create Create Create Create Create Create Create lines by using the polar Coordinate system. lines parallel. lines Perpendicular. circles by digitizing. circles by keyboard input. arcs by digitizing. arcs by keyboard input. Crate fillets. Edit existing geometry (points, lines, circles or arcs) Zoom in or out on a drawing. Insert text. Edit text. Insert library part symbols. Layer information in the system. Move existing entities. Rotate existing entities. Mirror existing entities. Delete existing entities. Copy existing entities. Generate a 30 pictorial drawing of a part. Generate cross-hatching for a section view automatically of a solid model. Generate cross-hatching for a section view manually. lll A34. A35. A36. A37. A38. A39. A40. A41. A42. A43. A44. A45. A46. A47. A48. A49. A50. A51. A52. A53. 112 Create a single auxiliary view of a surface. Create multiple auxiliary views of an object. Create a ruled surface. Create a surface by rotation. Create a surface from a wire frame mode]. Blend two surfaces together (warped surfaces). Create splines or curved lines. Dimension a working drawing automatically. Place dimensions on a drawing one by one. Move existing dimensions. Delete dimensions. Place tolerances on size, location and angle dimensions. 1 Place geometric tolerance symbols on shapes. Place true position tolerances on hole locations. Create bill of materials. Create an assembly drawing form existing part data. Print hard copy of data or drawing on a pen plotter. Print hard copy of data on a printer. Print hard copy of data on a electrostatic plotter. * Check finish print for errors. DUTY B: GENERATE ELECTRONIC CIRCUIT DESIGNS 81. Design block diagrams. 82. Design schematic diagrams. 83. Run circuit emulation on CAD system. 84. Manually (one by one) place components on a printed circuit board layout. 85. Automatically place components on a printed circuit board layout. 86. Generate a foil pattern of a printed circuit board via the CAD/CAM system. 87. Check the design of the printed circuit board. 88. Produce a database for manufacturing a printed circuit board to include: I. schematic drawing 2. assembly drawing 3. parts list 4. circuit board detail drawing 5. PC art work on board 6. hole chart (drill drawing) DUTY C: GENERATE PART PROGRAM c1. Determine coordinate system to be used (absolute or incremental system). CZ. Generate or access part by using a part programing language based on task Cl. C3. C4. C5. C6. C7. C8. C9. C10. C11. 012. C13. C14. C15. C16. C17. C18. 019. C20. C21. C22. 113 Develop a work piece sequence of operations for one machine. Develop a work piece sequence multi-machines. Develop a work piece sequence include robotic applications. Develop a work piece sequence total work—cell. Select machine tool to be Select machine tool to be Select machine tool to be Select machine tool to be used (grinder). Select machine tool to be used (EDM). Select tooling based on material being used. Select tooling based on finish desired. Input machining parameters (speeds, feeds, tool change information, etc.) Document the tooling and manufacturing process. Select/design work-holding fixtures. Generate computer tool paths. Invoke post processor or mainframe program. Perform tool path verification on CRT. Edit tool path motion. Generate output media (from printer or plotter). Delete and regenerate corrected tool path information for manufacturing. of ope rations for of ope rations to of operations for a used (drill). used (milling machine). used (lathe). DUTY D: PERFORM DATA BASE MAINTENANCE 01. Remove files from disc. DZ. Reload files to disc. 03. Create files. D4. Edit files. ()5. Delete files. 06. Move and copy files. 07. Back-up files. DB. Append files. D9. Check data base. D10. Pack data base. 011. Sort data base. 012. Create directories. 013. Remove directories. 814. Program a graphics menu file. DIS. Format blank diskette. 816. Run and load a tape drive computer system. DUTY E: BUILD COMPONENT LIBRARIES E1. Create library manually as required. 82. Create library automatically through a series of macro routines. E3. Build a specific operation file for machining H4 (milling routines etc.). DUTY F: INTERPRET AND READ BLUEPRINTS F1. F2. F3. F4. F5. Interpret basic views in a working drawing. Interpret basic dimensions on a working drawing. Interpret toleranced dimensions on a working drawing. Calculate basic dimensions where tolerancing is not bilateral. Interpret geometrical tolerance symbols. DUTY G: COMPUTE ENGINEERING AND TECHNICAL DATA GI. 62. G3. G4. GS. 66. Convert measurements from the English to the Metric system. Apply principles of plane geometry (constructions, parallel lines and planes, triangles etc.). Apply principles of descriptive geometry (intersections of lines, planes, solids, true size and shape, etc.). . Apply principles of algebra (scientific notation, simultaneous equations, quadratic equations, etc.). Apply principles of trigonometry (solution of triangles using sines and cosines etc.). Apply principles of analytical geometry for compound angles and intersections etc. DUTY H: COMMUNICATE ENGINEERING AND TECHNICAL DATA H1. H2. H3. H4. H5. H6. H7. Read and interpret highly technical literature. Write technical reports and instructions. Give and receive instructions verbally. Give written instructions. Record and document necessary information. Sketch basic concepts. Generate specifications. DUTY I: PERFORM SYSTEM START-UP AND SHUT-DOWN 11. 12. I3. 14. IS. 16. ACTIVITIES Power-up and initial boot-up of system. Log in on system. Perform crash recovery procedures. Shut-down system. Perform daily maintenance of the printer. Perform daily maintenance of the computer hardware. 115 DUTY J: PERFORM DESIGN ACTIVITIES J1. Design stamping dies. Jla. Read and interpret stamping die drawings. J2. Design piercing dies. J2a. Read and interpret piercing die drawings. J3. Design blanking dies. J3a. Read and interpret blanking die drawings. J4. Design forming dies. J5. Design progressive dies. J5a. Read and interpret progressive dies drawings. J6. Design plastic injection molds. J6a. Read and interpret plastic injection mold drawings. J7. Design vacuum molds. J7a. Read and interpret vacuum mold drawings. J8. Design blow molds. JSa. Read and interpret blow mold drawings. J9. Determine mold flow on the CAD/CAM system. J10. Design jigs and fixtures. Jll. Produce product designs. J12. Produce machine designs. J13. Produce weldment drawings. J14. Detail a designed part. J15. Create modifications on a original designed part. J16. Measure an existing part to generate dimensions, using metrology, for a drawing. DUTY K: PERFORM ENGINEERING FUNCTIONS K1. Use finite element modeling for structural analysis. K2. Use mechanics/Kinematics to determine movements within a work area. DUTY L: INTERPRET OR CREATE COMPUTER SOFTWARE PROGRAMS BASIC language. FORTRAN language. PASCAL language. "C" language. APT language. Compact II Ll. Interpret or create programs L2. Interpret or create programs L3. Interpret or create programs L4. Interpret or create programs L5. Interpret or create programs L6. Interpret or create programs language. L7. Interpret or create programs languages ( . L8. Interpret or create manua1.NC part programs. 5 EEEEES' other computer U APPENDIX E INTERVIEW COVER LETTER, CONSENT FORM, DEMOGRAPHIC DATA FORM, AND HUMAN SUBJECTS APPROVAL FORM APPENDIX E INTERVIEW COVER LETTER July 2, 1986 Dear CAD/CAM Technician, I am a doctoral student at Michigan State University completing work for my doctoral dissertation. This dissertation is a study of the duties and tasks performed by CAD/CAM technicians. A duty is a large segment of work performed by an individual. It is one of the distinct major activities involved in the work performed, and is composed of several related tasks. A task is a job activity, or set of activities which, if begun by an individual, is most. generally completed by that person. It is of such a nature that it is not generally practical to further subdivide the operation so that more than one worker might specialize in doing various parts of it. The product of this study will be a validated duty and task listing along with guidelines for utilizing these duties and tasks in developing a training program for CAD/CAM technicians. If you are willing to participate in the study, I am requesting you sign the attach consent form. Sincerely, Donald R. Boyer 116 117 CONSENT FORM I have read the explanatory letter about the study on CAD/CAM technicians being conducted by Donald R. Boyer, a doctoral student at Michigan State University. I understand that may participation in this study is totally voluntary and that I may elect to participate in all or part of the study. Moreover, I understand I may withdraw my consent at any time without any recrimination. I understand that the product of this study could be used to develop curriculum to train people as CAD/CAM technicians. I understand I will not be kept anonymous as a participant in this study unless I indicate so. I understand that on request and within these restrictions the results of this study will be made available to me. Signature Date I would like my name and company kept anonymous Signature 118 DEMOGRAPHIC INFORMATION REQUESTED DURING INTERVIEW Thank you agreeing to participate in my study of CAD/CAM technicians. The objective of this research is to identify the duties and tasks performed by CAD/CAM technicians. First I would like you to complete the following information. Your name: Job title: Company name: Work phone number: How long have you Operated a CAD/CAM system? How long have you supervised CAD/CAM technicians? What type of CAD/CAM system do you use? Mardwa re: Software: Vhat type of industrial application do you use your CAD/CAM system for? A. Automotive industry B. Nonautomotive industry Do you feel generic CAD/CAM system training is sufficient for job entry? (yes or No) Next complete the attached task analysis work sheets. Mark either yes or no to the first question (Is this task performed?). If you mark yes to this first question then indicate the frequency this task is performed and mark if this task is required for job entry. If you mark no, go to the next task. Repeat this process for each task statement. Thank you for your participation in this study. 119 MICHIGAN STATE UNIVERSITY UNIVERSITY COMMITTEE ON RESEARCH INVOLVING EAST LANSING 0 MICHIGAN 0 48824-1046 HUMAN SUBJECTS (UCRIHS) 258 ADMINISTRATION BUILDING (nnsmams July 8, 1986 Mr. Donald R. Boyer 1714 Danby Lane S.E. East Grand Rapids, Michigan 49506 Dear Mr. Boyer: Subject: Proposal Entitled, "An Occupational Analysis of CAD/CAM Technicians with Models and Guidelines for Developing a Traininngrogram" UCRIHS' review of the above referenced project has now been completed. I am pleased to advise that the rights and welfare of the human subjects appear to be adequately protected and the Committee, therefore, approved this project at its meeting on July 7, 1986. ' You are reminded that UCRIHS approval is valid for one calendar year. If you plan to continue this project beyond one year, please make provisions for obtaining appropriate UCRIHS approval prior to July 7, 1987. Any changes in procedures involving human subjects must be reviewed by the UCRIHS prior to initiation of the change. UCRIHS must also be notified promptly of any problems (unexpected side effects, complaints, etc.) involving human subjects during the course of the work. Thank you for bringing this project to our attention. If we can be of any future help, please do not hesitate to let us know. Sincerely, A \ 1 Henry E. 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Grand Rapids MI 616-454-9361 System: Gerber autograph a IBH GH/CGS Application: Automotive SIC: 3544 ( (Tools, dies, jigs and fixtures) Buckley, John Technical Services Hanager Holland Hitch Co. Holland HI 616-396-6501 System: Graftek/6H3 A Application: Automotive SIC: 3714 (Hotor vehicle parts and accessories) Bulinger, Harty Production Engineer McDonnell Douglas Electronics Co. 616-494-1090 System: DEC/UniGraphics II IBH/AUTOCAD Application: Nonautomotive SIC: 3728 (Aircraft Equip.) Freeman, Dan President CIHTECH Inc. Grand Rapids HI . 616-676-9485 System: Gerber Hasscomp Application: Nonautomotive SIC: None (Design job-shop) Ha rt, Robe rt Manager CNC Systems AUTODIE Corp. Grand Rapids MI 616-454-9361 System: IBH GH-CGS Gerber Application: Automotive SIC: 3544 (Tools and dies and fixtures) 132 133 (6) Kadzban, Hark CAD Supervisor Quality Die and Hold Corp. Grand Rapids Mich. 616-531-3500 System: Prime PDGS Application: Nonautomotive SIC: 3544 (Tool and die, jig and fixture) (7) Klamt, Nancy CAD/CAM Operator Prince Corp. Holland MI 616-394-8183 System: Computervision Application: Automotive SIC: 3542 Machine tools metal forming 3544 Tools and dies, jigs and fixtures 3714 Motor vehicle parts and accessories (8) Kelco, Gene Design Engineer General Hotors Buick, Oldsmobile, Cadilac, Lansing MI 517-339-9436 System: IBM CADAM a CATIA Application: Automotive SIC: 3711 (Motor vehicle and car bodies) (9) Kleiman, Dennis VP and CAD/CAM Operator Precision MFG Holland MI 616-392-3058 System: Graftek/GMS Application: Nonautomotive SIC: 3732-719 Boats other (propeller) (10) Lapointe, Dave N/C Applications CAD/CAM Operator Livernois Engineering Co. Dearborn Mi. 313- 270-0200 System: Data General/AMI. 4000 a 5000 Application: Automotive SIC: 3542 (Machine tools, metal forming) 134 (ll) LaRaia, Michael Manager or Computer Graphics Koltanbar Engineering Co. Troy MI 313-362-2400 System: Applic on Application: Nonautomotive SIC: 3544 (Tool and dies and jigs and fixtures) 3569 (Machinery general) (12) Latva, John System Manager (CAD/CAM) Greenville Tool and Die Greenville MI System: Computervision CADDS 4X Application: Automotive SIC: 3544 (Tools and dies, jigs and fixtures) (13) Lodewyk, Larry CAM Die Maker General Motors CPC Grand Rapids HI 616-642—5579 System: IBM GM/CGS Application: Automotive SIC: 3499 (Metal products, fabrication misc.) (14) Lucas, Phillip Systems Administrator Progressive Blasting Grand Rapids MI 616-957-0871 System: Prime Medusa, GNC,STG Application: Nonautomotive SIC: 3569 (Machinery, General Indus.) (15) Hastopietro, John Computer Graphics Supt. Livernois Engineering 313-270-0200 System: Prime PDGS Application: Automotive SIC: 3542 (Machine tools, metal forming) (16) Miles, Brad Supervisor Computer Graphics General Motors (Buick, Oldsmobile, Cadilac) Lansing MI 517-377-5106 System: IBM GH-CGS, CADAM, CATIA Application: Automotive SIC: (3711 Motor vehicle and car bodies) 135 (17) Mozer, Peter Vice,Pres. of Advanced Technology Delta Model and Hold Co. Troy MI 313-689-5454 Systems: CIMLINC & CIMSURF Prime PDGS Application: Automotive SIC: 3544 (tools and die, jigs and fixtures) (18) Peterson, Cris Chief Drafter Motor Wheel Corp. Lansing MI 517—337-5826 System: IBM CADAM Application: Automotive SIC: 3714 (Motor vehicle parts and accessories) (19) Sheely, Kevin Design Draftsman Vicker Inc. Troy MI 313—280-3066 System: CALMA/DDM-APOLLO & SDRC Application: Nonautomotive SIC: 3561 Pumps and equipment 3599 Machinery 3494 Valves and Pipe fittings 3714 Motor vehicle parts and accessories 3428 Aircraft Equipment (20) Simmers, Vern CAD/CAM Manager Prince Corp. Holland MI 616- 392-5151 System: Computervision CADDS 4)! Application: Automotive SIC: 3542 (Machine tools & metal forming) 3544 (Tools and dies, jigs and fixtures) 3714 (Motor vehicle parts and accessories) (21) Tindle, Randy Manager CAD/CAM Operations C.I.. Frost Inc. Grand Rapids MI 616-453-7781 System: IBM CADAM Application: Nonautomotive SIC: 3562 (Bearings and Ball and Roller) 3535 (Conveyors and equipment) 136 (22) Trent, Cliff Supervisor Design and Drafting Vickers Inc. Troy MI 313-280-3066 Systems: CALMA/DDM Apollo Data General Application: Nonautomotive SIC: 3499 (Machinery) 3494 (Values and pipe fittings) 3714 (Motor vehicle parts and acces.) 3728 (Aircraft) (23) Valkotten, Richard Associate Programmer Analyst General ~Motors-CPC Grand Rapids Mich. 616-247-5579 System: CADLINC Application: Automotive SIC: 3499 (Metal Product Fabrication) (24) Westbrook, Ken CAD/CAM Plan Activity General Motors CPC Warren MI 313-492-6184 System: IBM GM/CGS Application: Automotive SIC: 3711 Motor vehicle and car bodies 3714 Motor vehicle parts 3465 Stampings Auto (25) Uyckoff, Tim CAD/CAM Operator Greenville Tool and Die Greenville MI 616-754-5693 System: Computervision CADDS 4)! Application: Automotive SIC: 3544 (Tools, die and jigs and fixtures) NOTE: The technician names and company names have been omitted from the remaining list because the technicians asked to be kept anonymous. (26) CAD/CAM Manager Grand Rapids Mi. System: Prime ACU-CAR (Olmsed) Prime PDGS Application: Nonautomotive SIC: 3079 (Plastics, products misc.) (27) (28) (29) (30) (31) (32) (33) 137 Systems Manager & CAD/CAM Operator Sterling Heights MI System: DEC/CAMAX Application: Combination trans. Nonautomotive SIC: 3079 (Plastics Products misc.) Automation and Controls Specialist Lincon Park MI System: Intergraph Application: Automotive SIC: 3714 (Motor Vehicle parts and accessories) Section Manager Grand Rapids MI System: Applicon Application: Nonautomotive SIC: 3764 (Space propulsion) 3823 (Instruments, process control) 3825 (Instruments, electronic measuring) 3829 (Measuring and controlling devices) Supervisor CAD/CAM Operations Dearborn Mi. Systems: CV CADDS 4X Prime Lundy PDGS Application: Automotive SIC: 3325 (Foundries and Steel Misc.) Systems Analyst (CAD Operator) Grand Rapids MI System: DEC/UniGraphics II Application: Nonautomotive SIC: 3728 (Air Craft Equip. Misc.) Drafter III Holland MI 616-392-5961 System: Computervision CADDS 4X Application: Nonautomotive SIC: 2521 (Furniture office wood) 2522 (Furniture office metal) Supervisor of Tool and Die CAM Grand Rapids MI System: IBM GM/CGS CADLINK Application: Automotive SIC: 3499 (Metal Product Fabricated) 1.38 (34) N/C Development Engineer Lincoln Park MI System: Intergraph Application: Automotive SIC: 3714 (Motor vehicle parts and accessories) (35) Manufacturing Designer Wyoming MI System: IBM GM-CGS Application: Automotive SIC: 3714 (motor vehicle parts and accessories) (36) Supervisor CAD/CAM Troy Mich. System: Prime PDGS Calma DG DDM Application: Nonautomotive SIC: None (Design job-shop) APPENDIX H ORIGINAL TASK LIST '1“! APPENDIX N ORIGINAL TASK LIST DUTY AND AUTOMOTIVE NONAUTOMOTIVE GRAND TASKS TOTAL PERCENT TOTAL PERCENT TOTAL YES or 21 YES 0F 15 YES DUTY-A Manipulate Mechanical Drawing Information A1 13.00 61.90% 8.00 53.33% 21.00 A2 11.00 52.38% 8.00 53.33% 19.00 A3 8.00 38.10% 11.00 73.33% 19.00 A6 15.00 71.63% 13.00 86.67% 28.00 A5 16.00 76.19% 10.00 66.67% 26.00 A6 10.00 67.62% 3.00 20.00% 13.00 A7 8.00 38.10% 9.00 60.00% 17.00 A8 21.00 100.00% 15.00 100.00% 36.00 A9 19.00 90.68% 10.00 66.67% 29.00 A10 19.00 90.68% 16.00 93.33% 33.00 A11 17.00 80.95% 12.00 80.00% 29.00 A12 16.00 76.19% 10.00 66.67% 26.00 A13 21.00 100.00% 15.00 100.00% 36.00 A16 21.00 100.00% 15.00 100.00% 36.00 A15 15.00 71.63% 11.00 73.33% 26.00 A16 19.00 90.68% 16.00 93.33% 33.00 A17 16.00 76.19% 9.00 60.00% 25.00 A18 20.00 95.26% 13.00 86.67% 33.00 A19 21.00 100.00% 15.00 100.00% 36.00 A20 21.00 100.00% 15.00 100.00% 36.00 A21 21.00 100.00% 15.00 100.00% 36.00 A22 20.00 95.26% 15.00 100.00% 35.00 A23 20.00 95.26% 15.00 100.00% 35.00 A26 15.00 71.63% 16.00 93.33% 29.00 A25 19.00 90.68% 12.00 80.00% 31.00 A26 21.00 100.00% 15.00 100.00% 36.00 A27 21.00 100.00% 15.00 100.00% 36.00 A28 21.00 100.00% 15.00 100.00% 36.00 A29 21.00 100.00% 15.00 100.00% 36.00 A30 21.00 100.00% 16.00 93.33% 35.00 A31 18.00 85.71% 16.00 93.33% 32.00 A32 8.00 38.10% 8.00 53.33% 16.00 A33 10.00 67.62% 12.00 80.00% 22.00 A36 17.00 80.95% 15.00 100.00% 32.00 A35 19.00 90.68% 15.00 100.00% 36.00 A36 17.00 80.95% 16.00 93.33% 31.00 A37 ' 17.00 80.95% 16.00 93.33% 31.00 A38 . 19.00 90.68% 11.00 73.33% 30.00 A39 19.00 90.68% 11.00 73.33% 30.00 A60 21.00 100.00% 15.00 100.00% 36.00 A61 8.00 38.10% 11.00 73.33% 19.00 A62 20.00 95.26% 16.00 93.33% 36.00 A63 19.00 90.68% 15.00 100.00% 36.00 A66 19.00 90.68% 15.00 100.00% 36.00 A65 19.00 90.68% 16.00 93.33% 33.00 A66 16.00 66.67% 16.00 93.33% 28.00 A67 11.00 52.38% 13.00 86.67% 26.00 A68 9.00 62.86% 9.00 60.00% 18.00 A69 11.00 52.38% 13.00 86.67% 26.00 A50 16.00 76.19% 16.00 93.33% 30.00 A51 16.00 76.19% 11.00 73.33% 27.00 A52 17.00 80.95% 3.00 20.00% 20.00 A53 17.00 80.95% 13.00 86.67% 30.00 DUTYOB Generate Electronic Circuit Designs 81 2.00 9.52% 3.00 20.00% 5.00 82 3.00 16.29% 5.00 33.33% 8.00 83 2.00 9.52% 0.00 0.00% 2.00 86 2.00 9.52% 2.00 13.33% 6.00 85 2.00 9.52% 1.00 6.67% 3.00 139 PERCENT OF 36 58.33% 52.78% 52.78% 77.78% 72.22% 36.11% 67.22% 100.00% 80.56% 91.67% 80.56% 72.22% 100.00% 100.00% 72.22% 91.67% 69.66% 91.67% 100.00% 100.00% 100.00% 97.22% 97.22% 80.56% 86.11% 100.00% 100.00% 100.00% 100.00% 97.22% 88.89% 66.66% 61.11% 88.89% 96.66% 86.11% 86.11% 83.33% 83.33% 100.00% 52.78% 96.66% 96.66% 96.66% 91.67% 77.78% 66.67% 50.00% 66.67% 83.33% 75.00% 55.56% 83.33% 13.89% 22.22% 5.56% 11.11% 8.33% I40 ORIGINAL TASK LIST AUTOMOTIVE NONAUTONOTIVE TOTAL PERCENT TOTAL PERCENT YES OF 21 YES OF 15 GRAND TOTAL YES PERCENT OF 36 Generate Part Program 17.00 80.95% 8.00 53.33% 13.00 61.90% 5.00 33.33% 16.00 76.19% 8.00 53.33% 10.00 67.62% 5.00 33.33% 2.00 9.52% 2.00 13.33% 3.00 16.29% 2.00 13.33% 12.00 57.16% 6.00 60.00% 16.00 76.19% 6.00 60.00% 7.00 33.33% 3.00 20.00% 7.00 33.33% 1.00 6.67% 7.00 33.33% 2.00 13.33% 16.00 66.67% 6.00 26.67% 16.00 66.67% 6.00 26.67% 15.00 71.63% 6.00 60.00% 16.00 66.67% 7.00 66.67% 7.00 33.33% 6.00 60.00% 12.00 57.16% 10.00 66.67% 17.00 80.95% 8.00 53.33% 16.00 76.19% 9.00 60.00% 17.00 80.95% 8.00 53.33% 15.00 71.63% 11.00 73.33% 19.00 90.68% 8.00 53.33% de C . ""995858 8888888888888 Perform Data Base Maintenance §G§3$K8838 8888888888 .- 0 O O 17.00 80.95% 13.00 86.67% 18.00 85.71% 11.00 73.33% 18.00 85.71% 15.00 100.00% 18.00 85.71% 15.00 100.00% 19.00 90.68% 15.00 100.00% 19.00 90.68% 15.00 100.00% 17.00 80.95% 12.00 80.00% 15.00 71.63% 9.00 60.00% 13.00 61.90% 10.00 66.67% 16.00 76.19% 6.00 60.00% 12.00 57.16% 7.00 66.67% 9.00 62.86% 10.00 66.67% 11.00 52.38% 9.00 60.00% 7.00 33.33% 10.00 66.67% 9.00 62.86% 6.00 60.00% 10.00 67.62% 13.00 86.67% Build Component Libraries 16.00 66.67% 13.00 86.67% 6.00 28.57% 5.00 33.33% 7.00 33.33% 6.00 60.00% Interpret and Read Blueprints 21.00 100.00% 15.00 100.00% 21.00 100.00% 15.00 100.00% 21.00 100.00% 16.00 93.33% 18.00 85.71% 16.00 93.33% 21.00 100.00% 16.00 93.33% Compute Engineering and Technical Data 21.00 100.00% 9.00 60.00% 21.00 100.00% 15.00 100.00% I41 ORIGINAL TASK LIST DUTY AND TASKS DUTY-N N1 N2 N3 N6 N5 N6 N7 DUTY-I I1 12 I3 16 )5 16 DUTY-J DUTY-K K1 K2 DUTY-L L1 L2 L3 L6 L5 L6 L7 AUTOMOTIVE MONAUTOMOTIVE GRAND TOTAL PERCENT TOTAL PERCENT TOTAL PERCENT YES 0F 21 YES 0F 15 YES 0F 36 20.00 95.26% 15.00 100.00% 35.00 97.22% 15.00 71.63% 16.00 93.33% 29.00 80.56% 20.00 95.26% 15.00 100.00% 35.00 97.22% 20.00 95.26% 13.00 86.67% 33.00 91.67% Communicate Engineering and Technical Data 18.00 85.71% 10.00 66.67% 28.00 77.78% 10.00 67.62% 10.00 66.67% 20.00 55.56% 21.00 100.00% 16.00 93.33% 35.00 97.22% 18.00 85.71% 16.00 93.33% 32.00 88.89% 20.00 95.26% 16.00 93.33% 36.00 96.66% 18.00 85.71% 15.00 100.00% 33.00 91.67% 13.00 61.90% 10.00 66.67% 23.00 63.89% Perform System Start-up and Shut-down Activities 15.00 71.63% 13.00 86.67% 28.00 .78% 19.00 90.68% 15.00 100.00% 36.00 96.66% 13.00 61.90% 12.00 80.00% 25.00 69.66% 16.00 66.67% 13.00 86.67% 27.00 75.00% 8.00 38.10% 19.00 60.00% 17.00 67.22% 7.00 33.33% 5.00 33.33% 12.00 33.33% Perform Design Activities' 5.00 23.81% 2.00 13.33% 7.00 19.66% 11.00 52.38% 6.00 26.67% 15.00 61.67% 6.00 28.57% 1.00 6.67% 7.00 19.66% 12.00 57.16% 2.00 13.33% 16.00 38.89% 8.00 38.10% 1.00 6.67% 9.00 25.00% 9.00 62.86% 2.00 13.33% 11.00 30.56% 5.00 23.81% 2.00 13.33% 7.00 19.66% 6.00 19.05% 1.00 6.67% 5.00 13.89% 9.00 62.86% 6.00 26.67% 13.00 36.11% 6.00 19.05% 6.00 26.67% 8.00 22.22% 8.00 38.10% 6.00 60.00% 16.00 38.89% 1.00 6.76% 1.00 6.67% 2.00 5.56% 2.00 9.52% 3.00 20.00% 5.00 13.89% 2.00 9.52% 0.00 0.00% 2.00 5.56% 6.00 19.05% 1.00 6.67% 5.00 13.89% 3.00 16.29% 1.00 6.67% 6.00 11.11% 7.00 33.33% 6.00 60.00% 13.00 36.11% 8.00 38.10% 9.00 60.00% 17.00 67.22% 9.00 62.86% 6.00 26.67% 13.00 36.11% 8.00 38.10% 5.00 33.33% 13.00 36.11% 16.00 76.19% 13.00 86.67% 29.00 80.56% 16.00 76.19% 13.00 86.67% 29.00 80.56% 10.00 67.62% 9.00 60.00% 19.00 52.78% Perform Engineering Functions 6.00 19.05% 2.00 13.33% 6.00 16.67% 5.00 23.81% 3.00 20.00% 8.00 22.22% Interpret or Create Computer Software Programs 11.00 52.38% 5.00 33.33% 16.00 66.66% 8.00 38.10% 6.00 60.00% 16.00 38.89% 1.00 6.76% 2.00 13.33% 3.00 8.33% 5.00 23.81% 2.00 13.33% 7.00 19.66% 9.00 62.86% 5.00 33.33% 16.00 38.89% 0.00 0.00% 1.00 6.67% 1.00 2.78% 6.00 28.57% 7.00 66.67% 13.00 36.11% 8.00 38.10% 6.00 60.00% 16.00 38.89% L8 APPENDIX I FINAL TASK LIST APPENDIX I FINAL TASK LIST PERCENT OF 36 58.33% 52.78% 52.78% 77.78% 72.22% 100.00% 80.56% 91.67% 80.56% 72.22% 100.00% 100.00% 72.22% 91.67% 69.66% 91.67% 100.00% 100.00% 100.00% 97.22% 97.22% 80.56% 86.11% 100.00% 100.00% 100.00% 100.00% 97.22% 88.89% 61.11% 88.89% 96.66% 86.11% 86.11% 83.33% 83.33% 100.00% 52.78% 96.66% 96.66% 96.66% 91.67% 77.78% 66.67% 50.00% 66.67% 83.33% 75.00% 55.56% 83.33% 69.66% 50.00% 66.67% 50.00% 61.11% 50.00% 50.00% DUTY AND AUTOMOTIVE NONAUTDMOTIVE GRAND TASKS TOTAL PERCENT TOTAL PERCENT TOTAL YES 0F 21 YES 0F 15 YES DUTY-A Manipulate Mechanical Drawing Information A1 13 61.90% 8 53.33% 21 A2 11 52.38% 8 53.33% 19 A3 8 38.10% 11 73.33% 19 A6 15 71.63% 13 86.67% 28 A5 16 76.19% 10 66.67% 26 A8 21 100.00% 15 100.00% 36 A9 19 90.68% 10 66.67% 29 A10 19 90.68% 16 93.33% 33 A11 17 80.95% 12 80.00% 29 A12 16 76.19% 10 66.67% 26 A13 21 100.00% 15 100.00% 36 A16 21 100.00% 15 100.00% 36 A15 15 71.63% 11 73.33% 26 A16 19 90.68% 16 93.33% 33 A17 16 76.19% 9 60.00% 25 A18 20 95.26% 13 86.67% 33 A19 21 100.00% 15 100.00% 36 A20 21 100.00% 15 100.00% 36 A21 21 100.00% 15 100.00% 36 A22 20 95.26% 15 100.00% 35 A23 20 95.26% 15 100.00% 35 A26 15 71.63% 16 93.33% 29 A25 19 90.68% 12 80.00% 31 A26 21 100.00% 15 100.00% 36 A27 21 100.00% 15 100.00% 36 A28 21 100.00% 15 100.00% 36 A29 21 100.00% 15 100.00% 36 A30 21 100.00% 16 93.33% 35 A31 18 85.71% 16 93.33% 32 A33 10 67.62% 12 80.00% 22 A36 17 80.95% 15 100.00% 32 A35 19 90.68% 15 100.00% 36 A36 17 80.95% 16 93.33% 31 A37 17 80.95% 16 93.33% 31 A38 19 90.68% 11 73.33% 30 A39 19 90.68% 11 73.33% 30 A60 21 100.00% 15 100.00% 36 A61 8 38.10% 11 73.33% 19 A62 20 95.26% 16 93.33% 36 A63 19 90.68% 15 100.00% 36 A66 19 90.68% 15 100.00% 36 A65 19 90.68% 16 93.33% 33 A66 16 66.67% 16 93.33% 28 A67 11 52.38% 13 86.67% 26 A68 9 62.86% 9 60.00% 18 A69 11 52.38% 13 86.67% 26 A50 16 76.19% 16 93.33% 30 A51 16 76.19% 11 73.33% 27 A52 17 80.95% 3 20.00% 20 A53 17 80.95% 13 86.67% 30 DUTY-C Generate Part Program C1 17 80.95% 8 53.33% 25 C2 13 61.90% 5 33.33% 18 C3 16 76.19% 8 53.33% 26 C7 12 57.16% 6 60.00% 18 C8 16 76.19% 6 60.00% 22 C12 16 66.67% 6 26.67% 18 C13 16 66.67% 6 26.67% 18 C16 15 71.63% 6 60.00% 21 142 58.33% I43 FINAL TASK LIST DUTY AND TASKS DUTY-D D1 DZ D3 D6 05 D6 AUTOMOTIVE NDNAUTDMOTIVE GRAND TOTAL PERCENT TOTAL PERCENT TOTAL PERCENT YES OF 21 YES 0F 15 YES OF 36 16 66.67% 7 66.67% 21 58.33% 12 57.16% 10 66.67% 22 61.11% 17 80.95% 8 53.33% 25 69.66% 16 76.19% 9 60.00% 25 69.66% 17 80.95% 8 53.33% 25 69.66% 15 71.63% 11 73.33% 26 72.22% 19 90.68% 8 53.33% 27 75.00% Perform Data Base Maintenance 17 80.95% 13 86.67% 30 83.33% 18 85.71% 11 73.33% 29 80.56% 18 85.71% 15 100.00% 33 91.67% 18 85.71% 15 100.00% 33 91.67% 19 90.68% 15 100.00% 36 96.66% 19 90.68% 15 100.00% 36 96.66% 17 80.95% 12 80.00% 29 80.56% 15 71.63% 9 60.00% 26 66.67% 13 61.90% 10 66.67% 23 63.89% 16 76.19% 6 60.00% 22 61.11% 12 57.16% 7 66.67% 19 52.78% 9 62.86% 10 66.67% 19 52.78% 11 52.38% 9 60.00% 20 55.56% 10 67.62% 13 86.67% 23 63.89% Build Component Libraries 16 66.67% 13 86.67% 27 75.00% Interpret and Read Blueprints 21 100.00% 15 100.00% 36 100.00% 21 100.00% 15 100.00% 36 100.00% 21 100.00% 16 93.33% 35 97.22% 18 85.71% 16 93.33% 32 88.89% 21 100.00% 16 93.33% 35 97.22% Compute Engineering and Technical Data 21 100.00% 9 60.00% 30 83.33% 21 100.00% 15 100.00% 36 100.00% 20 95.26% 15 100.00% 35 97.22% 15 71.63% 16 93.33% 29 80.56% 20 95.26% 15 100.00% 35 97.22% 20 95.26% 13 86.67% 33 91.67% Read and Interpret Highly Technical Literature 18 85.71% 10 66.67% 28 77.78% 10 67.62% 10 66.67% 20 55.56% 21 100.00% 16 93.33% 35 97.22% 18 85.71% 16 93.33% 32 88.89% 20 95.26% 16 93.33% 36 96.66% 18 85.71% 15 100.00% 33 91.67% 13 61.90% 10 66.67% 23 63.89% Perform System Start-up and Shut-down Activities 15 71.63% 13 86.67% 28 77.78% 19 90.68% 15 100.00% 36 96.66% 13 61.90% 12 80.00% 25 69.66% 16 66.67% 13 86.67% 27 75.00% Perform Design Activities 16 76.19% 13 86.67% 29 80.56% 144 FINAL TASK LIST PERCENT OF 36 AUTOMOTIVE NDNAUTDMOTIVE GRAND TOTAL PERCENT TOTAL PERCENT TOTAL YES OF 21 YES OF 15 YES 16 76.19% 13 86 67% 29 10 67.62% 9 60.00% 19 APPENDIX J RANKING OF THE FINAL TASKS BY PERCENTAGE OF RESPONDENTS PERFORMING THAT TASK APPENDIX J RANKING OF THE 105 TASKS BY PERCENTAGE OF RESPONDENTS PERFORMING THAT TASK PERCENT OF 36 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 97.22% 97.22% 97.22% 97.22% 97.22% 97.22% 97.22% 97.22% 96.66% 96.66% 96.66% 96.66% 96.66% 96.66% 96.66% 96.66% 91.67% 91.67% 91.67% 91.67% 91.67% 91.67% 91.67% 91.67% 88.89% 88.89% 88.89% 88.89% 86.11% 86.11% 86.11% 83.33% 83.33% 83.33% 83.33% 83.33% 83.33% 80.56% 80.56% 80.56% 80.56% 80.56% 80.56% 80.56% 80.56% DUTY AND AUTOMOTIVE NDNAUTDMOTIVE GRAND TASKS TOTAL PERCENT TOTAL PERCENT TOTAL YES 0F 21 YES OF 15 YES A16 21 100.00% 15 100.00% 36 A60 21 100.00% 15 100.00% 36 F2 21 100.00% 15 100.00% 36 A20 21 100.00% 15 100.00% 36 A29 21 100.00% 15 100.00% 36 A13 21 100.00% 15 100.00% 36 A8 21 100.00% 15 100.00% 36 A26 21 100.00% 15 100.00% 36 A27 21 100.00% 15 100.00% 36 A19 21 100.00% 15 100.00% 36 F1 21 100.00% 15 100.00% 36 A21 21 100.00% 15 100.00% 36 62 21 100.00% 15 100.00% 36 A28 21 100.00% 15 100.00% 36 A30 21 100.00% 16 93.33% 35 A22 20 95.26% 15 100.00% 35 F5 21 100.00% 16 93.33% 35 A23 20 95.26% 15 100.00% 35 N3 21 100.00% 16 93.33% 35 F3 21 100.00% 16 93.33% 35 05 20 95.26% 15 100.00% 35 G3 20 95.26% 15 100.00% 35 A62 20 95.26% 16 93.33% 36 A35 19 90.68% 15 100.00% 36 A63 19 90.68% 15 100.00% 36 DS 19 90.68% 15 100.00% 36 H5 20 95.26% 16 93.33% 36 A66 19 90.68% 15 100.00% 36 06 19 90.68% 15 100.00% 36 I2 19 90.68% 15 100.00% 36 A18 20 95.26% 13 86.67% 33 A16 19 90.68% 16 93.33% 33 N6 18 85.71% 15 100.00% 33 A10 19 90.68% 16 93.33% 33 A65 19 90.68% 16 93.33% 33 D6 18 85.71% 15 100.00% 33 D3 18 85.71% 15 100.00% 33 66 20 95.26% 13 86.67% 33 F6 18 85.71% 16 93.33% 32 A36 17 80.95% 15 100.00% 32 N6 18 85.71% 16 93.33% 32 A31 18 85.71% 16 93.33% 32 A36 17 80.95% 16 93.33% 31 A37 17 80.95% 16 93.33% 31 A25 19 90.68% 12 80.00% 31 A39 19 90.68% 11 73.33% 30 A38 19 90.68% 11 73.33% 30 D1 17 80.95% 13 86.67% 30 G1 21 100.00% 9 60.00% 30 A50 16 76.19% 16 93.33% 30 A53 17 80.95% 13 86.67% 30 G6 15 71.63% 16 93.33% 29 A26 15 71.63% 16 93.33% 29 A11 17 80.95% 12 80.00% 29 J15 16 76.19% 13 86.67% 29 D7 17 80.95% 12 80.00% 29 02 18 85.71% 11 73.33% 29 A9 19 90.68% 10 66.67% 29 J16 16 76.19% 13 86.67% 29 I1 15 71.63% 13 86.67% 28 77.78% I46 RANKING OF THE 105 TASKS BY PERCENTAGE OF RESPONDENTS PERFORMING TNAT TASK DUTY AND TASKS GRAND TOTAL YES C17 C16 C15 D13 AUTOMOTIVE TOTAL PERCENT OF 21 15 71.63% 16 66.67% 18 85.71% 16 66.67% 16 76.19% 16 66.67% 19 90.68% 15 71.63% 15 71.63% 16 76.19% 16 76.19% 16 76.19% 17 80.95% 17 80.95% 17 80.95% 16 76.19% 13 61.90% 15 71.63% 11 52.38% 11 52.38% 16 76.19% 13 61.90% 10 67.62% 13 61.90% 10 67.62% 16 76.19% 12 57.16% 16 76.19% 15 71.63% 13 61.90% 16 66.67% 11 52.38% 17 80.95% 10 67.62% 10 67.62% 11 52.38% 12 57.16% 9 62.86% 8 38.10% 8 38.10% 12 57.16% 16 66.67% 9 62.86% 16 66.67% 13 61.90% NDNAUTDMOTIVE TOTAL PERCENT YES OF 15 13 86.67% 16 93.33% 10 66.67% 13 86.67% 11 73.33% 13 86.67% 8 53.33% 11 73.33% 11 73.33% 10 66.67% 10 66.67% 9 60.00% 8 53.33% 8 53.33% 8 53.33% 9 60.00% 12 80.00% 9 60.00% 13 86.67% 13 86.67% 8 53.33% 10 66.67% 13 86.67% 10 66.67% 12 80.00% 6 60.00% 10 66.67% 6 60.00% 6 60.00% 8 53.33% 7 66.67% 9 60.00% 3 20.00% 10 66.67% 9 60.00% 8 53.33% 7 66.67% 10 66.67% 11 73.33% 11 73.33% 6 60.00% 6 26.67% 9 60.00% 6 26.67% 5 33.33% 77.78% 888888888;; 5§§§§§§§§§§ APPENDIX K FREQUENCY NITH NHICH RESPONDENTS PERFORMED THE TASKS APPENDIX K FREQUENCY NITN UNICN RESPONDENTS PERFORMED TNE TASKS TASKLIST DUTY AND DAILY HEEKLY MONTHLY LESS THAN MONTHLY TASK TOTAL YES NO. PERCENT N0. PERCENT N0. PERCENT N0. PERCENT MEAN (6) (3) (2) (1) DUTY-A Manipulate Mechanical Drawing Information A1 21 . 7 33.33% 1 6.76% 5 23.81% 2.86 A2 19 7 36.86% 2 10.53% 6 31.58% 6 21.05% 2.63 A3 19 7 36.86% 6 21.05% 6 21.05% 6 21.05% 2.76 A6 28 22 78.57% 5 17.86% 0 0.00% 1 3.57% 3.71 A5 26 26 100.00% 0 0.00% 0 0.00% 0 0.00% 6.00 A8 36 36 96.66% 0 0.00% 1 2.78% 1 2.78% 3.86 A9 29 18 62.07% 5 17.26% 6 13.79% 2 6.90% 3.36 A10 33 30 90.91% 3 9.09% 0 0.00% 0 0.00% 3.91 A11 29 26 82.76% 2 6.90% 1 3.65% 2 6.90% 3.66 A12 26 16 61.56% 6 15.38% 3 11.56% 3 11.56% 3.27 A13 36 35 97.22% 1 2.78% 0 0.00% 0 0.00% 3.97 A16 36 36 96.66% 2 5.56% 0 0.00% 0 0.00% 3.96 A15 26 16 53.85% 5 19.23% 6 15.38% 3 11.56% 3.15 A16 33 31 93.96% 2 6.06% 0 0.00% 0 0.00% 3.96 A17 25 15 60.00% 6 16.00% 5 20.00% 1 6.00% 3.32 A18 33 29 87.88%. 3 9.09% 1 3.03% 0 0.00% 3.85 A19 36 31 86.11% 5 13.89% 0 0.00% 0 0.00% 3.86 A20 36 35 97.22% 1 2.78% 0 0.00% 0 0.00% 3.97 A21 36 35 97.22% 1 2.78% 0 0.00% 0 0.00% 3.97 A22 35 31 88.57% 6 11.63% 0 0.00% 0 0.00% 3.89 A23 35 31 88.57% 3 8.57% 1 2.86% 0 0.00% 3.86 A26 29 20 68.97% 7 26.16% 1 3.65% 1 3.65% 3.59 A25 31 26 83.87% 6 12.90% 1 3.23% 0 0.00% 3.81 A26 36 33 91.67% 3 8.33% 0 0.00% 0 0.00% 3.92 A27 36 31 86.11% 5 13.89% 0 0.00% 0 0.00% 3.86 A28 36 28 77.78% 8 22.22% 0 0.00% 0 0.00% 3.78 A29 36 36 96.66% 2 5.56% 0 0.00% 0 0.00% 3.96 A30 35 30 85.71% 5 16.29% 0 0.00% 0 0.00% 3.86 A31 32 18 56.25% 7 21.88% 6 12.50% 3 9.38% 3.25 A33 22 10 65.65% 8 36.36% 1 6.55% 3 13.66% 3.16 A36 32 12 37.50% 15 66.88% 6 12.50% 1 3.13% 3.19 A35 36 15 66.12% 13 38.26% 6 11.76% 2 5.88% 3.21 A36 31 16 65.16% 8 25.81% 6 12.90% 5 16.13% 3.00 A37 31 9 29.03% 10 32.26% 6 19.35% 6 19.35% 2.71 A38 30 18 60.00% 7 23.33% 2 6.67% 3 10.00% 3.33 A39 30 11 36.67% 9 30.00% 6 13.33% 6 20.00% 2.83 A60 36 22 61.11% 11 30.56% 2 5.56% 1 2.78% 3.50 A61 19 10 52.63% 7 36.86% 1 5.26% 1 5.26% 3.37 A62 36 26 70.59% 7 20.59% 3 8.82% 0 0.00% 3.62 A63 36 20 58.82% 11 32.35% 3 8.82% 0 0.00% 3.50 A66 36 23 67.65% 10 29.61% 1 2.96% 0 0.00% 3.65 A65 33 20 60.61% 9 27.27% 2 6.06% 2 6.06% 3.62 A66 28 17 60.71% 6 21.63% 2 7.16% 3 10.71% 3.32 A67 26 16 66.67% 6 25.00% 2 8.33% 0 0.00% 3.58 A68 18 5 27.78% 9 50.00% 3 16.67% 1 5.56% 3.00 A69 26 10 61.67% 10 61.67% 3 12.50% 1 6.17% 3.21 A50 30 19 63.33% 9 30.00% 2 6.67% 0 0.00% 3.57 A51 27 19 70.37% 8 29.63% 0 0.00% 0 0.00% 3.70 A52 20 16 80.00% 6 20.00% 0 0.00% 0 0.00% 3.80 A53 30 19 63.33% 10 33.33% 1 3.33% 0 0.00% 3.60 DUTY-C Generate Part Program C1 25 10 60.00% 9 36.00% 5 20.00% 1 6.00% 3.12 C2 18 9 50.00% 6 33.33% 3 16.67% 0 0.00% 3.33 C3 26 10 61.67% 12 50.00% 2 8.33% 0 0.00% 3.33 C7 18 12 66.67% 6 22.22% 2 11.11% 0 0.00% 3.56 C8 22 17 77.27% 3 13.66% 2 9.09% 0 0.00% 3.68 C12 18 15 83.33% 2 11.11% 1 5.56% 0 0.00% 3.78 C13 18 15 83.33% 2 11.11% 1 5.56% 0 0.00% 3.78 T48 FREQUENCY UITN UNICN RESPONDENTS PERFORMED TNE TASKS TASKLIST DUTY AND DAILY HEEKLY MONTHLY LESS THAN MONTHLY TASK TOTAL YES NO. PERCENT NO. PERCENT NO. PERCENT N0. PERCENT MEAN (6) (3) (2) (1) C16 21 18 85.71% 2 9.52% 1 6.76% 0 0.00% 3.81 C15 21 16 76.19% 6 19.05% 1 6.76% 0 0.00% 3.71 C17 22 17 77.27% 2 9.09% 1 6.55% 2 9.09% 3.55 C18 25 20 80.00% 2 8.00% 1 6.00% 2 8.00% 3.60 C19 25 19 76.00% 3 12.00% 0 0.00% 3 12.00% 3.52 C20 25 17 68.00% 5 20.00% 1 6.00% 2 8.00% 3.68 C21 26 15 57.69% 3 11.56% 2 7.69% 6 23.08% 3.06 822 27 18 66.67% 5 18.52% 2 7.61% 2 7.61% 3.66 DUTY-D Perform Data Base Maintenance 01 30 17 56.67% 8 26.67% 5 16.67% 0 0.00% 3.60 DZ 29 16 68.28% 11 37.93% 3 10.36% 1 3.65% 3.31 03 33 22 66.67% 9 27.27% 2 6.06% 0 0.00% 3.61 D6 33 19 57.58% 12 36.36% 2 6.06% 0 0.00% 3.52 05 36 19 55.88% 12 35.29% 3 8.82% 0 0.00% 3.67 D6 36 19 55.88% 13 38.26% 2 5.88% 0 0.00% 3.50 07 29 20 68.97% 9 31.03% 0 0.00% 0 0.00% 3.69 08 26 13 56.17% 6 25.00% 6 16.67% 1 6.17% 3.29 09 23 16 69.57% 6 17.39% 2 8.70% 1 6.35% 3.52 010 22 17 77.27% 2 9.09% 3 13.66% 0 0.00% 3.66 011 19 15 78.95% 1 5.26% 0 0.00% 3 15.79% 3.67 012 19 6 21.05% 6 31.58% 5 26.32% 6 21.05% 2.53 013 20 6 30.00% 5 25.00% 6 30.00% 3 15.00% 2.70 016 23 16 69.57% 3 13.06% 2 8.70% 2 8.70% 3.63 DUTY-E Build Component Libraries E1 27 6 16.81% 8 29.63% 10 37.06% 5 18.52% 2.61 DUTY-F Interpret and Read Blueprints F1 36 36 100.00% 0 0.00% 0 0.00% 0 0.00% 6.00 F2 36 36 100.00% 0 0.00% 0 0.00% 0 0.00% 6.00 F3 35 32 91.63% 2 5.71% 1 2.86% 0 0.00% 3.89 F6 32 26 75.00% 6 18.75% 2 6.25% 0 0.00% 3.69 F5 35 29 82.86% 6 11.63% 2 5.71% 0 0.00% 3.77 DUTY-G Compute Engineering and Technical Data G1 30 20 66.67% 8 26.67% 2 6.67% 0 0.00% 3.60 62 36 29 80.56% 6 11.11% 2 5.56% 1 2.78% 3.69 G3 35 28 80.00% 6 17.16% 1 2.86% 0 0.00% 3.77 06 29 11 37.93% 12 61.38% 5 17.26% 1 3.65% 3.16 GS 35 22 62.86% 10 28.57% 0 0.00% 3 8.57% 3.66 G6 33 18 56.55% 11 33.33% 1 3.03% 3 9.09% 3.33 DUTY-H Read and Interpret Highly Technical Literature HI 23 10 63.68% 7 30.63% 3 13.06% 3 13.06% 3.06 HZ 20 7 35.00% 6 30.00% 6 20.00% 3 15.00% 2.85 N3 35 32 91.63% 1 2.86% 0 0.00% 2 5.71% 3380 H6 32 21 65.63% 9 28.13% 0 0.00% 2 6.25% 3.53 H5 36 26 70.59% 9 26.67% 1 2.96% 0 0.00% 3.68 H6 33 20 60.61% 12 36.36% 1 3.03% 0 0.00% 3.58 H7 23 16 60.87% 5 21.76% 2 8.70% 2 8.70% 3.35 DUTY-I Perform System Start-up and Shut-down Activities 11 28 16 50.00% 8 28.57% 6 21.63% 0 0.00% 3.29 12 36 31 91.18% 2 5.88% 1 2.96% 0 0.00% 3.88 13 25 16 56.00% 6 16.00% 6 26.00% 1 6.00% 3.26 16 27 19 70.37% 2 7.61% 6 16.81% 2 7.61% 3.61 DUTY-J Perform Design Activities J16 29 21 72.61% 8 27.59% 3 10.36% 0 0.00% 3.93 T49 FREQUENCY HITH UNICH RESPONDENTS PERFORMED THE TASKS TASKLIST DUTY AND DAILY UEEKLY MONTHLY LESS THAN MONTHLY TASK TOTAL YES NO. PERCENT NO. PERCENT NO. PERCENT NO. PERCENT MEAN (6) (3) (2) (1) J15 29 20 68.97% 8 27.59% D 0.00% 1 3.65% 3.62 J16 19 11 57.89% 6 21.05% 2 10.53% 2 10 53% 3.26 APPENDIX L IMPORTANCE OF TASKS FOR JOB ENTRY APPENDIX L IMPORTANCE OF TASKS FOR J08 ENTRY DUTY AND TOTAL ESSENTIAL VERY DESIRABLE DESIRABLE UNNECESSARY STANDARD TASK NUMBER NO. PERCENT NO. PERCENT NO. PERCENT N0. PERCENT MEAN DEVIATIOH (6) (3) (2) (1) A1 21 5 23.81% 2 9.52% 9 62.86% 5 23.81% 2.33 0.25 A2 19 5 26.32% 1 5.26% 9 62.86% 6 21.05% 2.37 0.26 A3 19 3 15.79% 0 0.00 12 63.16% 6 21.05% 2.11 0.22 A6 28 16 57.16% 6 21.63% 6 16.29% 2 7.16% 3.29 0.19 A5 26 16 61.56% 6 15.38% 6 23.08% 0 0.00% 3.38 0.1 A8 36 30 83.33% 2 5.56% 3 8.33% 1 2.78% 3.69 0.13 A9 29 16 55 17% 6 20.69% 6 20.69% 1 3.65% 3.28 0.17 A10 33 26 78.79% 3 9.09% 6 12.12% 0 0.00% 3.67 0.12 A11 29 17 58.62% 6 20.69% 6 13.79% 2 6.90% 3.31 0.18 A12 26 11 62.31% 5 19.23% 8 30.77% 2 7.69% 2.96 0. 1 A13 36 28 77 78% 6 11.11% 6 11.11% 0 0.00% 3.67 0.11 A16 36 29 80 56% 3 8.33% 6 11.11% 0 0.00% 3.69 0.11 A15 26 13 50 00% 2 7.69% 7 26.92% 6 15.38% 2.92 0.26 A16 33 26 72.73% 5 15.15% 6 12.12% 0 0.00% 3.61 0.12 A17 25 10 60.00% 2 8.00% 6 26.00% 7 28.00% 2.60 0.26 A18 33 21 63.66% 5 15.15% 7 21.21% 0 0.00% 3.62 0.15 A19 36 23 63.89% 7 19.66% 6 16.67% 0 0.00% 3.67 0.13 A20 36 25 69.66% 7 19.66% 6 11.11% 0 0.00% 3.58 0.12 A21 36 26 72.22% 6 11.11% 6 16.67% 0 0.00% 3.55 0.13 A22 35 27 77.16% 3 8.57% 5 16.29% 0 0.00% 3.63 0.13 A23 35 25 71.63% 3 8.57% 7 20.00% 0 0.00% 3.51 0.16 A26 29 13 66.83% 6 20.69% 7 26.16% 3 11.11% 3.00 0.20 A25 31 16 65.16% 6 19.35% 11 35.68% 0 0.00% 3.10 0.17 A26 36 25 69.66% 3 8.33% 8 22.22% 0 0.00% 3.67 0.1 A27 36 25 69.66% 3 8.33% 8 22.22% 0 0.00% 3.67 0.16 A28 36 23 63.89% 5 13.89% 7 19.66% 1 3.70% 3.39 0.15 A29 36 27 75.00% 2 5.56% 6 16.67% 1 3.70% 3.53 0.15 A30 35 25 71.63% 2 5.71% 8 22.86% 0 0.00% 3.69 0.15 A31 32 16 50.00% 5 15.63% 10 31.25% 1 3.70% 3.13 0.18 A33 22 10 65.65% 3 13.66% 7 31.82% 2 7.61% 2.95 0.26 A36 32 13 60.63% 7 21.88% 12 37.50% 0 0.00% 3.03 0.16 A35 3- 15 66.12% 8 23.53% 11 32.35% 0 0.00% 3.12 0.15 A36 3‘ 12 38.71% 7 22.58% 11 35.68% 1 3.70% 2.97 0.17 A37 31 8 25.81% 7 22.58% 15 68.39% 1 3.70% 2.71 0.16 A38 30 13 63.33% 6 20.00% 10 33.33% 1 3.70% 3.03 0.18 A39 30 10 33.33% 5 16.67% 13 63.33% 2 7.61% 2.77 0.19 A60 36 15 61.67% 10 27.78% 10 27.78% 1 3.70% 3.08 0.15 A61 19 10 52.63% 6 21.05% 5 26.32% 0 0.00% 3.26 0.21 A62 36 19 55.88% 9 26.67% 6 17.65% 0 0.00% 3.38 0.16 A63 36 16 67.06% 8 23.53% 10 29.61% 0 0.00% 3.18 0.1 A66 36 16 67.06% 7 20.59% 11 32.35% 0 0.00% 3.15 0.16 A65 33 18 56.55% 6 12.12% 11 33.33% 0 0.00% 3.21 0.16 A66 28 1 62. % 6 21.63% 8 28.57% 2 7.61% 3.00 0.20 A67 26 15 62.50% 6 16.67% 6 16.67% 1 3.70% 3.38 0.19 A68 18 7 38.89% 3 16.67% 6 33.33% 2 7.61% 2.83 0.27 A69 26 9 37.50% 8 33.33% 6 25.00% 1 3.70% 3.06 0.19 A50 30 11 36.67% 7 23.33% 8 26.67% 6 16.81% 2.83 0.20 A51 27 11 60.76% 6 16.81% 9 33.33% 3 11.11% 2.85 0.22 A52 20 7 35 00% 3 15.00% 7 35.00% 3 11.11% 2.70 0.26 A53 30 13 63 33% 8 26.67% 7 23.33% 2 7.61% 3.07 0.15 DUTY-C C1 25 12 68 00% 7 28.00% 5 20.00% 1 3.70% 3.20 0.19 02 18 8 66 66% 6 33.33% 3 16.67% 1 3.70% 3.17 0.22 03 26 13 56 17% 6 25.00% 5 20.83% 0 0.00% 3.33 0.17 07 18 11 61 11% 6 22.22% 3 16.67% 0 0.00% 3.66 0.19 08 22 13 59 09% 6 18.18% 5 22.73% 0 0.00% 3.36 0.18 012 ‘8 10 55 56% 2 11.11% 6 33.33% 0 0.00% 3.22 0.23 013 18 9 50 00% 2 11.11% 5 27.78% 2 7.61% 3.00 0.28 016 21 15 71 63% 3 16.29% 3 16.29% 0 0.00% 3.57 0.17 015 21 11 52 38% 6 19.05% 6 28.57% 0 0.00% 3.26 0. 3 C17 22 10 65 65% 7 31.82% 6 18.18% 1 3.70% 3.18 0. 0 C18 25 10 60 00% 6 16.00% 10 60.00% 1 3.70% 2.92 0.20 019 25 12 68 00% 3 12.00% 9 36.00% 1 3.70% 3.06 0.21 020 25 12 68 00% 6 16.00% 8 32.00% 1 3.70% 3.08 0.2. 021 26 11 62 31% 5 19.23% 8 30.77% 2 7.61% 2.96 0.21 022 27 16 51 85% 5 18.52% 7 25.93% 1 3.70% 3.19 0.19 150 151 IMPORTANCE OF TASKS FOR J08 ENTRY DUTY AND TOTAL ESSENTIAL VERY DESIRABLE DESIRABLE UNNECESSARY STANDARD TASK NUMBER NO. PERCENT NO. PERCENT NO. PERCENT NO. PERCENT MEAN DEVIATION (6) (3) (2) (1) DUTY—D 01 30 10 33.33% 9 30.00% 10 33.33% 1 3.70% 2.93 0.17 02 29 7 26.16% 11 37.93% 9 31.03% 2 7.61% 2.79 0.17 03 33 16 62.62% 7 21.21% 11 33.33% 1 3.70% 3.03 0.17 06 33 15 65.65% 5 15.15% 12 36.36% 1 3.70% 3.03 0.17 05 36 15 66.12% 6 11.76% 13 38.26% 2 7.61% 2.96 0.18 06 36 10 29.61% 6 17.65% 16 67.06% 2 7.61% 2.71 0.17 07 29 10 36.68% 6 13.79% 16 68.28% 1 3.70% 2.79 0.18 08 26 9 37.50% 2 8.33% 11 65.83% 2 7.61% 2.75 0.22 09 23 36.78% 2 8.70% 10 63.68% 3 11.11% 2.65 0.26 010 22 7 31.82% 2 9.09% 12 56.55% 1 3.70% 2.68 0.22 011 19 5 26.32% 6 21.05% 8 62.11% 2 7.61% 2.63 0.26 012 19 6 21.05% 1 5.26% 9 67.37% 5 1 .52% 2.21 0.26 013 20 5 25.00% 1 5.00% 10 50.00% 6 16.81% 2.35 0.25 016 23 6 26.09% 6 26.09% 9 39.13% 2 7.61% 2.70 0.21 DUTY-E E1 27 2 7.61% 7 25.93% 11 60.76% 7 25 93% 2.15 0 18 DUTY-F F1 36 30 83.33% 5 13.89% 1 2.78% 0 0.00% 3.81 0.08 F2 36 26 72.22% 9 25.00% 1 2.78% 0 D 00% 3.69 0.09 F3 35 25 71.63% 5 16.29% 5 16.29% 0 0.00% 3.57 O 13 F6 32 21 65.63% 6 18.75% 5 15.63% 0 0.00% 3.50 0 16 F5 35 26 68.57% 6 17.16% 5 16.29% 1 3.70% .57 0 15 DUTY‘G G1 30 20 66.67% 3 10.00% 6 20.00% 1 3.70% 3.60 0.17 62 36 26 66.67% 8 22.22% 6 11.11% D 0.00% 3.56 0.12 G3 35 21 60.00% 9 25.71% 6 11.63% 1 3.70% 3.63 0.16 06 29 11 37.93% 9 31.03% 9 31.03% 0 0.00% 3.07 0.16 GS 35 16 65.71% 8 22.86% 10 28.57% 1 3.70% 3.11 0.16 06 35 13 37.16% 9 25.71% 10 28.57% 1 3.70% 2.86 0.16 DUTY-H H1 23 5 21.76% 5 21.76% 11 67.83% 2 7.61% 2.57 0.20 H2 20 8 60.00% 3 15.00% 8 .00% 1 3.70% 2.90 0.23 H3 35 26 76.29% 2 5.71% 7 20.00% 0 0.00% 3.56 0.16 H6 32 8 25.00% 5 15.63% 19 59.38% 0 0.00% 2.66 0.16 H5 36 22 66.71% 5 16.71% 7 20.59% 0 0.00% 3.66 0.16 H6 33 19 57.58% 5 15.15% 9 27.27% 1 3.70% 3.33 0.17 H7 23 10 63.68% 6 17.39% 7 30.63% 2 7.61% 2.96 0.23 DUTY-I I1 28 9 32.16% 1 3.57% 13 66.63% 5 18.52% 2.50 0.22 12 36 22 66.71% 1 2.96% 11 32.35% 0 0.00% 3.32 0.16 13 25 6 26.00% 0 0.00% 16 56. 5 18.52% 2.28 0.22 I6 27 11 60.76% 1 3.70% 11 60.76% 6 16.81% 2.70 0.23 DUTY‘J J16 29 18 62.07% 6 13.79% 7 26.16% D 0.00% 3.38 0.16 J15 29 16 55.17% 5 17.26% 8 27.59% 0 0.00% 3.28 0.17 J16 19 12 63.16% 3 15.79% 5 . 0 0.00% 3.53 0.22 ............................................................................................................ APPENDIX M RANKING OF TASKS FROM HIGHEST T0 LONEST MEAN IMPORTANCE RATINGS APPENDIX M RANKING OF TASKS FROM HIGHEST TO LONEST MEAN IMPORTANCE RATING IS THE TASK REQUIRED FOR J08 ENTRY DUTY AND TOTAL ESSENTIAL VERY DESIRABLE DESIRABLE UNNECESSARY STANDARD TASK NUMBER NO. PERCENT NO. PERCENT NO. PERCENT N0. PERCENT MEAN DEVIATION (6) (3) (2) (1) F1 36 30 83.33% 5 13.89% 1 2.78% 0 0.00% 3.81 0.08 A16 36 29 80.56% 3 8.33% 6 11.11% 0 0.00% 3.69 0.11 F2 36 26 72.22% 9 .00% 1 2.78% 0 0.00% 3.69 0.09 A8 36 30 83.33% 2 5.56% 3 8.33% 1 2.78% 3.69 0.13 A13 36 28 77. 6 11.11% 6 11.11% 0 0.00% 3.67 0.11 A10 33 26 78.79% 3 .09% 6 12.12% 0 0.00% 3.67 0.12 A22 35 27 77.16% 3 8.57% 5 16.29% 0 0.00% 3.63 0.13 A16 33 26 72.73% 5 15.15% 6 12.12% 0 0.00% 3.61 0.12 A20 36 25 69.66% 7 19.66% 6 11.11% 0 0.00% 3.58 0.12 F5 35 26 68.57% 6 17.16% 5 16.29% 1 3.70% 3.57 0.15 F3 35 25 71.63% 5 16.29% 5 16.29% 0 0.00% 3.57 0.13 016 21 15 71.63% 3 16.29% 3 16.29% 0 0.00% 3.57 0.17 02 36 26 66.67% 8 22.22% 6 11.11% 0 0.00% 3.56 0.12 A21 36 26 72.22% 6 11.11% 6 16.67% 0 0.00% 3.56 0.13 H3 35 26 76.29% 2 5.71% 7 20.00% 0 0.00% 3.56 0.16 A29 36 27 75.00% 2 5.56% 6 16.67% 1 3.70% 3.53 0.15 J16 19 12 63.16% 3 15.79% 5 26.32% 0 0.00% 3.53 0.22 A23 35 25 71.63% 3 8.57% 7 20.00% 0 0.00% 3.51 0.16 F6 32 21 65.63% 6 18.75% 5 15.63% 0 0.00% 3.50 0.16 A30 35 25 71.63% 2 5.71% 8 22.86% 0 0.00% 3.69 0.15 A27 36 25 69.66% 3 8.33% 8 22.22% 0 0.00% 3.67 0.16 A19 36 23 63. 7 19.66% 6 16.67% 0 0.00% 3.67 0.13 A26 36 25 69.66% 3 8.33% 8 22.22% 0 0.00% 3.67 0.16 07 18 11 61.11% 6 22.22% 3 16.67% 0 0.00% 3.66 0.19 H5 36 22 66.71% 5 16.71% 7 20.59% 0 0.00% 3.66 0.16 G3 35 21 60.00% 9 25.71% 6 11.63% 1 3.70% 3.63 0.16 A18 33 21 63.66% 5 15.15% 7 21.21% 0 0.00% 3.62 0.15 G1 30 20 66.67% 3 10.00% 6 20.00% 1 3.70% 3.60 0.17 A28 36 23 63.89% 5 13.89% 7 19.66% 1 3.70% 3.39 0.15 A5 26 16 61.56% 6 15.38% 6 .D8% 0 0.00% 3.38 0.17 A62 36 19 55.88% 9 26.67% 6 17.65% 0 0.00% 3.38 0.16 J16 29 18 62.07% 6 13.79% 7 26.16% 0 0.00% 3.38 0.16 A67 26 15 62.50% 6 16.67% 6 16.67% 1 3.70% 3.38 0.19 08 22 13 59.09% 6 18.18% 5 22.73% 0 0.00% 3.36 0.18 H6 33 19 57.58% 5 15.15% 9 27.27% 1 3.70% 3.33 0.17 03 26 13 56.17% 6 25.00% 5 20.83% 0 0.00% 3.33 0.17 12 36 22 66.71% 1 2.96% 11 32.35% 0 0.00% 3.32 0.16 A11 29 17 58.62% 6 20.69% 6 13.79% 2 6.90% 3.31 0.18 A6 28 16 57.16% 6 21.63% 6 16.29% 2 7.16% 3.29 0.19 A9 29 16 55.17% 6 . 6 20.69% 1 3.65% 3.28 0.17 J15 29 16 55.17% 5 17.26% 8 27.59% 0 0.00% 3.28 0.17 A61 19 10 52.63% 6 21.05% 5 26.32% 0 0.00% 3.26 0.21 015 21 11 52.38% 6 19.05% 6 28.57% 0 0.00% 3.26 0.20 012 18 10 55.56% 2 11.11% 6 33.33% 0 0.00% 3.22 0.23 A65 33 18 56.55% 6 12.12% 11 33.33% 0 0.00% 3.21 0.16 01 25 12 68. 7 28.00% 5 . 1 3.70% 3.20 0.19 022 27 16 51.85% 5 18.52% 7 25.93% 1 3.70% 3.19 0.19 017 22 10 65.65% 7 31.82% 6 18.18% 1 3.70% 3.18 0.20 A63 36 16 67.06% 8 23.53% 10 29.61% 0 0.00% 3.18 0.15 02 18 8 66.66% 6 33.33% 3 16.67% 1 3.70% 3.17 0.22 A66 36 16 67.06% 7 20.59% 11 32.35% 0 0.00% 3.15 0.16 A31 32 16 50.00% 5 15.63% 10 31.25% 1 3.70% 3.13 0.18 A35 36 15 66.12% 8 23.53% 11 32.35% 0 0.00% 3.12 0.15 05 35 16 65.71% 8 22.86% 10 28.57% 1 3.70% 3.11 0.16 A25 31 16 65.16% 6 19.35% 11 35.68% D 0.00% 3.10 0.17 A60 36 15 61.67% 10 27.78% 10 27.78% 1 3.70% 3.08 0.15 020 25 12 68.00% 6 16.00% 8 32.00% 1 3.70% 3.08 0.20 66 29 11 37.93% 9 31.03% 9 31.03% 0 0.00% 3.07 0.16 A53 30 13 63.33% 8 26.67% 7 23.33% 2 7.61% 3.07 0.18 A69 26 9 37.50% 8 33.33% 6 25.00% 1 3.70% 3.06 0.19 019 25 12 68.00% 3 12.00% 9 36.00% 1 3.70% 3.06 0.21 A38 30 13 63.33% 6 20.00% 10 33.33% 1 3.70% 3.03 0.18 A36 32 13 60.63% 7 21 88% 12 37.50% 0 0.00% 3.03 0.16 03 33 16 62.62% 7 21 21% 11 33 33% 1 3.70% 3.03 0.17 06 33 15 65.65% 5 15 15% 12 36 36% 1 3.70% 3.03 0.17 A26 29 13 66.83% 6 20 69% 7 26.16% 3 11.11% 3.00 0.20 A66 28 12 62.86% 6 21.63% 8 28.57% 2 7.61% 3.00 0.20 013 18 9 50.00% 2 11 11% 5 27.78% 2 7.61% 3.00 0.28 152 153 APPENDIX M RANKING OF TASKS FROM HIGHEST TO LOUEST MEAN IMPORTANCE RATING IS THE TASK REQUIRED FOR JOB ENTRY DUTY AND TOTAL ESSENTIAL VERY DESIRABLE DESIRABLE UNNECESSARY STANDARD TASK NUMBER NO. PERCENT N0. PERCENT NO. PERCENT NO. PERCENT MEAN DEVIATION (6) (3) (2) (1) A36 31 12 38 71% 7 22.58% 11 35.68% 1 3.70% 2.97 0.17 A12 26 11 62.31% 5 19.23% 8 30.77% 2 7.69% 2.96 0.24 C21 26 11 62 31% 5 19.23% 8 30.77% 2 7.61% 2.96 0.21 N7 23 10 63 68% 6 17.39% 7 30.63% 2 7.61% 2.96 0.23 A33 22 10 65 65% 3 13.66% 7 31.82% 2 7.61% 2.95 0.26 05 36 15 66 12% 6 11.76% 13 38.26% 2 7.61% 2.96 0.18 01 30 10 33 33% 9 30.00% 10 33.33% 1 3.70% 2.93 0.17 A15 26 13 50 00% 2 7.69% 7 26.92% 6 15.38% 2.92 0.26 C18 25 10 60.00% 6 16.00% 10 60.00% 1 3.70% 2.92 0.20 H2 20 8 60.00% 3 15.00% 8 60.00% 1 3.70% 2.90 0.23 G6 35 13 37 16% 9 25.71% 10 28 57% 1 3.70% 2.86 0.16 A51 27 11 60 76% 6 16.81% 9 33.33% 3 11.11% 2.85 0.22 A50 30 11 36 67% 7 23.33% 8 26 67% 6 16.81% 2.83 0.20 A68 18 7 38.89% 3 16.67% 6 33.33% 2 7.61% 2.83 0.27 02 29 7 26.16% 11 37.93% 9 31.03% 2 7.61% 2.79 0.17 07 29 10 36 68% 6 13 79% 16 68.28% 1 3.70% 2.79 0.18 A39 30 10 33.33% 5 16.67% 13 63.33% 2 7.61% 2.77 0.19 08 26 9 37.50% 2 8.33% 11 65 83% 2 7.61% 2.75 0.22 A37 31 8 25.81% 7 22 58% 15 68.39% 1 3.70% 2.71 0.16 06 36 10 29.61% 6 17.65% 16 67 06% 2 7.61% 2.71 0.17 16 27 11 60.76% 1 3.70% 11 60 76% 6 16.81% 2.70 0.23 A52 20 7 35.00% 3 15 00% 7 35 00% 3 11.11% 2.70 0.26 016 23 6 26.09% 6 26.09% 9 39 13% 2 7.61% 2.70 0.21 010 22 7 31.82% 2 9.09% 12 56 55% 1 3.70% 2.68 0.22 N6 32 8 25.00% 5 15 63% 19 59.38% 0 0.00% 2.66 0.16 09 23 8 36.78% 2 8 70% 10 63.68% 3 11.11% 2.65 0.26 011 19 5 26.32% 6 21.05% 8 62.11% 2 7.61% 2.63 0.26 A17 25 10 60.00% 2 8 00% 6 26.00% 7 28.00% 2.60 0.26 H1 23 5 21.76% 5 21.76% 11 67.83% 2 7.61% 2.57 0.20 I1 28 9 32.16% 1 3 57% 13 66.63% 5 18.52% 2.50 0.22 A2 19 5 26.32% 1 5 26% 9 66.63% 6 21.05% 2.37 0.26 013 20 5 25.00% 1 5.00% 10 50.00% 6 16.81% 2.35 0.25 A1 21 5 23.81% 2 9.52% 9 62.86% 5 23.81% 2.33 0.25 I3 25 6 26.00% 0 0.00% 16 56. 5 18.52% 2.28 0.22 012 19 6 21.05% 1 5.26% 9 67.37% 5 18.52% 2.21 0.26 E1 27 2 7.61% 7 25.93% 11 60.76% 7 25.93% 2.15 0.18 A3 19 3 15.79% 0 0.00 12 63.16% 6 21.05% 2.11 0.22 ............................................................................................................ 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NTGNEST TO LGEST KAN FREQENCY RATING LESS WTY STADARD EAN OEVIATIN TIM “TNLY PERCENT WNLY PERCENT (Z) IEEKLY PERCENT DAILY PERCENT (3) TOTAL YES TASK (1) mmnumaumumamunuwmwwwmnammnwuneaaauaan zumanz 000° 0000000000000000000oooooooooooooommmmmmmo. auuauumnnunn usnamflfifimmwuuuum“mm“.umnmu 33333333333333333333333333333333333322227.2222 mmmmmmwmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmms 35087867058690000‘3‘0109"53133‘386585m195118 II (I 1 11 0| 1| CI 1. 1! 211221 mmwmmmmmmmmmmwmwmwwwmwmmwwmwwmwmmmwwmwmmmmmmm 2303222201223300311110323112131313651536‘63“5 mmmmmmmmmmmmmmmmmmg1nmmmmmm mummnammmnmm m ‘080786‘658336867 mmnmmz n57‘m37nmahwc3lmwmsuy mmmmmmmmmmmmmmwmmwwmmwmmmmmwmmwmmwmmwommmmmmo 1030222b512£1223253563246345651532‘3156666650 mmmg mumx11mmmm mmmmmmmmm mmmumnmummmmmmmmmm NSSRM3N7uuflW Bamnvwva ”flaw“ :“xw Ofiwwflufiwn mwmmmmmwwmmwmwwmwwwwmmmmowmmmmmmmmwmmmwmmwmmm 51205392875517266‘168“7‘03552897389769‘05268 mammamnmmxmmnmnmxm mmm mmmm mmmmmmmmm 1mmmm1mmmm m ansaumwmuzwu1wumwwuumuwxu nunuwawanusuunmuzu O 0 0 759° .86. .9.70.‘888097.so 3:1“ 111 11111111 (IT a9ufivanz.M9umnmuwnfivunnwnfiu 2325821“ m 011 2 2 c 016 A17 A12 J16 A31 13 A49 A35 A31. 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