To establish a vocational education program that is relevant to the actual job requirements, the specific activities associated with the job must first be identified. The technique used to secure and present information related to job activities is known as job analysis. (SSH)

A study was conducted in Minnesota to identify generic knowledge, skills, and attitudes (KSAs) that are germane to all of the fields of vocational education--that all students will need for future roles in the family and work force. The research consisted of a review of the literature pertaining to generic skills needed for work and a validation…

This report discusses the problem of inadequate assistance for work-bound youth. The employment outlook for the typical work-bound high school graduate is gloomy due to a shrinking labor force and poorly prepared workers. Employer complaints of poorly trained youth, weaknesses of secondary vocational education programs, the increasing need for…

This guide provides complete directions for searching the Computerized Task Inventory (COMTASK) database or for adding information to or modifying information in the database. (The COMTASK database contains information about jobs and the duties, tasks, and equipment needed to perform each job.) Chapter I describes the guide, its purpose, and the…

The DACUM (Developing a Curriculum) process has helped Daytona Beach Community College (DBCC) resolve several important issues in competency-based instruction. DACUM involves expert workers in defining and describing their jobs. A panel of workers and supervisors identify general areas of competence required in their jobs; specify skills within…

This manual provides the information needed to conduct a job analysis and to enter or update job analysis information in the Computerized Task Inventory (COMTASK) database. Chapter I presents the purpose and organization of the manual. The second chapter provides a brief background on the purpose and design of COMTASK, a definition of terms used…

Worker-oriented, job-oriented, and cognitive task analyses have all been used as tools for closing the gap between what curriculum teaches and what workers do. Although they share a commonality of purpose, the focus, cost, and practicality of task analysis techniques vary. Worker-oriented task analysis focuses on general human behaviors required…

This report identifies generic competencies (skills necessary for success in the workplace) and foundations (skills and qualities underlying the competencies). Chapter 1 explains use of this report to help educators make high school courses more relevant to the needs of a modern work force and to help employers ensure that their employees possess…

Since speaking, writing, listening and reading are used daily in the performance of virtually all jobs for which vocational training is available, a project was conducted with the following objectives: (1) To determine basic communication skills that are common to jobs in seven occupational fields, (2) to identify the basic communications skills…

One possible reason for ambiguous findings regarding changes in work skills is the way work skills are defined and measured. Five conceptual bases for defining work skills are illustrated in the research literature: abilities of individuals, behavior requirements of jobs, ability requirements of jobs, behaviors exhibited at work, and abilities…

The paper id divided into five parts, introduced by the research rationale and a definition of the DACUM (Designing a Curriculum) approach to curriculum, learning, and evaluation in occupational training. As a process, DACUM is a group-accomplished occupational subject area skills analysis; as a product, it is a graphic representation of those…

The report summarizes the various job analysis techniques that have been developed, discusses their applications to selected human resource management activities, and suggests priorities for further research and developmental work. The introduction defines job analysis and discusses the applications of job analysis data, and the structure of the…

CEDEFOP's (European Centre for the Development of Vocational Training) work on the development of the European dimension in the training of vocational guidance practitioners took place in two stages. The first was the survey of the work and training of guidance practitioners in each Member State of the European Community. Findings indicated…

This module, the second of four units about vocational competency measurement, is module 18 in the Vocational Education Curriculum Specialist series. The purpose stated for the document is to help vocational educators determine the specific job-related competencies that need to be tested. Content is organized into two sections, each of which…

These handouts and transparency masters are from workshops conducted throughout South Florida during 1980-81 for Diversified Cooperative Training (DCT) program coordinators and other vocational educators. (The workshops were held to help these persons improve their understanding of, and ability to implement, three essential components of…