ob Analysis Process

1-1. Job analysis introduction.

  Job analysis is the process used to identify all the individual critical tasks
(including leader tasks) performed by jobholders to accomplish their missions
and duties, and survive.  A job analysis is conducted on all new and existing
jobs in Army TOE and TDA positions.  This document provides how-to
guidance on performing job analysis, to include:
a.   Identifying a job or a duty position.
b.   Developing the target audience description.
c.   Conducting job familiarization.
d.   Preparing a total task inventory.
e.   Collecting task performance data.
f.   Selecting critical individual tasks.
When performing job analysis, remember that task proponents should develop follow-
on education/ training for critical tasks only, not for noncritical tasks, to ensure
accomplishment of wartime missions, METL, and the full range of military operations.

1-2. Job analysis administrative information.

  Additional information on job analysis is available in TRADOC Reg 350-70, chapter

VI-1.  An understanding of the following terms is necessary for this chapter:  Job or
duty position, individual task, shared task, common skill level task, common soldier
task, critical individual task, SME, critical task list, and collective to individual task
matrix

1-3. Job analysis team roles and responsibilities.

Job analysis a.   The job analysis team, as a whole, is responsible for the identification of
team valid individual critical tasks for a specific job, or to identify a group of critical
tasks, such as for an entire MOS/AOC.  The team is comprised of a Training
Development Manager, Training Developer, Instructional Systems Specialist,
Subject Matter Experts, Commander or Approving Authority, and
Evaluator.  To accomplish this, each team member:
 (1)  Diligently work at the analysis.
(2)  Coordinate actions and activities internal and external to the job analysis team
so work is efficiently accomplished.
(3)  Communicate findings, suggestions, and recommendations with other team
members.

TD manager b.   The Training Development (TD) manager or job proponent’s Instructional Systems
Specialist (ISS) has the overall management responsibility for ensuring that a
thorough, efficient, and effective job analysis is conducted, and that valid critical tasks
are identified.
(1)  Dedicate the team to the job analysis process.
(2)  Prepare/update the job analysis project management plan.
(3)  Ensure the team accomplishes their work efficiently and effectively, and
produces quality results.
(4)  Keep command informed on job analysis status.
(5)  Support the conduct of the Critical Task Selection Board (CTSB).
(6)  Provide assurance to the command that the analysis outputs are valid.

Training c.   The training developer (the job proponent’s Instructional Systems Specialist (ISS))
developer or the job analysis SME, provides the job analysis guidance to the SMEs.
(1)  Prepare all documentation required to conduct the job analysis.
(2)  Train the SMEs in writing tasks.
(3)  Establish the critical task selection criteria.
(4)  Present briefing concerning the job analysis project.
(5)  Construct, administer, and analyze job analysis surveys.
(6)  Set up the CTSB.
(7)  Obtain command approval of the critical tasks.
(8)  Ensure the quality of the application of the job analysis process and the
products produced.

SME d.   The SME plays three major roles in the conduct of a job analysis.  Different
individuals normally fulfill these roles, but in a few rare instances, the same
individuals may do all three.  The SMEs:
 (1)  Identify all tasks that are performed to accomplish the job/duty position.
(2)  Provide input to the job analysis survey.
(3)  Serve as a voting member or chairperson of the CTSB, provided the SME
comes from a unit performing the tasks being reviewed.  The chairperson of the CTSB
will be from the training proponent.
(4)  Ensure the quality of the technical (subject matter) content of the job analysis
products.
e.   It is very important that the job analysis team SMEs are master performers
of the tasks being considered, as their recommendations determine whether or
not the tasks are critical.
(1)  Select SMEs from operational units of each of the following components in
which job incumbents serve:  FORSCOM, USAR, ARNG.
(2)  Select SMEs that are one rank/pay grade higher than the job incumbents.
(3)  Use instructors as a last resort.  The primary SME choice should be soldiers
from operational units.  Experience has shown that personnel from the field, who we
use to think of as SME, are quickly immersed in instruction, and want what they teach
to be the Task.  This skews the task board results.

Commander or f.   The proponent commander is the approving authority for, and signs, the document
Approving identifying the critical tasks for the job/jobs being analyzed.  The critical tasks cannot
Authority be changed without an updated approval document.

Evaluator g.   The evaluator serves as an independent observer, providing quality assurance/QC
of the process and work. 
(1)  Determines if the job analysis was properly conducted and makes
comments/recommendation as appropriate to the team and the commander. 
(2)  Ensures the surveyed target audience included appropriate representation from
the AC, RC and NG components.
(3)  Ensures the CTSB included appropriate representation from the AC, RC and
NG components.
(4)  Serves as a nonvoting member of the CTSB.

1-4. The job analysis process.

Introduction a.   To ensure that the Army is providing the right education/training to the soldiers,
conduct a new, or update an existing, job analysis before the development of
individual education/training products.
 b.   At a minimum, a job analysis should be conducted every two years for
currency of doctrine, equipment requirements, and processes.  Tasks added or
deleted from an existing approved task list, as a result of the job analysis
process are submitted to the Department of Academic Support and Quality
Assurance (DASQA) for assignment of task numbers.  For minor changes to
the task list, it is not necessary to convene a Critical Task Selection Board
(CTSB).  Approved task changes are combined with the original task list in the
TDR. The status of the task list, to include all additions/deletions, should be
discussed during the curriculum committee meeting (CCM) and annotated in
the CCM minutes.  Initial job analysis efforts involving new courses (or courses
which have no approved task list), and job analysis revisions involving re-
engineered courses require the steps outlined in this policy.
(1)  Perform a new job analysis if there are major changes in the job structure, or
content of the tasks performed as part of the job, indicated by:
(a)  New/updated mission and collective task analysis data.
(b)  New/updated Logistics Support Analysis Report (LSAR).
(c)  A new job initiated by reorganization or consolidation. 
(d)  Evaluation feedback.
(e)  Any other sources of data.
(2)  Review and update job analysis, when needs analysis identifies a change in the
tasks performed in a job, resulting from:
(a)  Unit feedback.
(b)  New doctrine.
(c)  New/improved systems/equipment.
(d)  Lessons learned data from the CALL.
(e)  Evaluation feedback.

Process c.   The job analysis team should follow the process listed below when
conducting their work.  The level of detail will vary depending whether a new
job analysis is conducted, or an existing critical task list is updated.  Appendix
C provides a checklist, which may be used as a guide for the job analysis
process.
(1)  Identify/select the job to analyze. 
(2)  Develop/update the target audience description.
(3)  Compile the total task inventory.
 (4)  Collect task performance data.
(5)  Nominate critical individual tasks.
(6)  Obtain critical individual task approval.
(7)  Distribute the approved critical task list.
(8)  Update task list based on individual task findings.

Process flow d.   In order to maintain focus on the objectives of the job analysis process, it is
important to remember that this process is just one step of the Systems Approach to
Training (SAT) process.  Figure 1-1 presents a pictorial view of the SAT process.  Of
particular importance to the job analysis process is the separation of the training
development process.  

Figure 1-1 Systems Approach to Training (SAT) process.

e.   Figure 1-2 presents a pictorial view of the job analysis process.
 Figure 1-2.  Job analysis process

Job definition f.   Before selecting a job to be analyzed, know what a job is.  The glossary of
TRADOC Reg 350-70 defines a job as: “Job (or duty position):  A collection of
unique, specific, related set of activities (tasks) performed by a unique, defined set of
personnel.  For TD and training purposes, it is an MOS by skill level; branch code and
AOC by rank; warrant officer Military Occupational Specialty (MOS) by skill level;
Additional Skill Identifier (ASI); Skill Qualification Identifier (SQI); Skill Identifier
(SI); Language Identifier Code; or other special category.  Special categories include,
but are not limited to, common tasks (for a specific skill level), additional duty
assignments, and civilian jobs the Army is required to train.”
(1)  Note the words, “duty position.”  There are jobs in the Army that do not
necessarily have a specific identification code.  Examples of these jobs are the
training noncommissioned officer (NCO), unit movement officer, or unit
movement coordinator.  Job analysis forms the foundation for this training as
well.  The terms "job" and "duty position" are used interchangeably.  
(2)  Defining a job this way provides a relatively standardized workload for
conducting a job analysis.
(3)  While a school or course may provide an individual with the basic skills
required to perform a job, a job analysis is not conducted for the training, but rather the
job as a whole.

Target audience g.   Once an approved requirement to conduct a job analysis is received,
description develop/update the target audience description.  The target audience is the
group of people made up of the job incumbents.
 (1)  The target audience description describes the jobholders—the individuals that
perform all the tasks associated with the specific job being analyzed.  It identifies the
number and qualifications of the personnel that operate, maintain, and support a
system or equipment.  It describes the range of individual qualification and all relevant
physical, mental, physiological, biographical, and motivational dimensions.  
(2)  In the target audience description, be as comprehensive as possible. Ensure
that information is included that describes jobholders from across the ability
spectrum.  This information will later assist in the collection of data when compiling
the total task inventory, as well as assist in the education/training design process.
(3)  Among the information included in the description, the analyst identifies:
(a)  Skill and knowledge level.  As skill is the ability to perform a job related
activity—which contributes to the effective performance of a task performance step—
knowledge is information or facts required to perform skills or supported tasks.  The
level of skills and knowledge directly impact whether a jobholder can successfully
perform the specified work.
(b)  Reading grade level.  This is the establishment of the average reading
grade level for the job incumbents.  Note:  The average daily newspaper is written on
the ninth grade reading level.  In an analysis of the target audience, although the
predominant number of jobholders will be a high school graduate, at a minimum, the
ideal reading level remains at ninth grade for soldiers.
(c)  Previous training received.  This is the determination of what previous
education/training the average job incumbent has received.  An understanding of
previous and/or prerequisite training received provides further insight into a
jobholder’s level of understanding and expertise needed to perform the mission.
(d)  Math skill level.  This is the establishment of the minimal math skill a job
incumbent must possess in order to successfully perform the job.  Some occupations
require more quantitative (numeric-based) knowledge and skill than others, hence the
need for an indication of a math skill level description.  Having knowledge of what the
average job incumbent possesses at the next lowest skill level is valuable for designing
follow-on education/training.
(e)  Armed Services Vocational Aptitude Battery (ASVAB) scores required for
the job.
(f)  Civilian education level.
(g)  Time in grade/service.
(h)  Time in duty position.
Job Analysis is a process to identify and determine in detail the particular job
duties and requirements and the relative importance of these duties for a
given job. Job Analysis is a process where judgements are made about data
collected on a job.

The Job; not the person An important concept of Job Analysis is that the
analysis is conducted of the Job, not the person. While Job Analysis data may
be collected from incumbents through interviews or questionnaires, the
product of the analysis is a description or specifications of the job, not a
description of the person.

Purpose of Job Analysis

The purpose of Job Analysis is to establish and document the 'job
relatedness' of employment procedures such as training, selection,
compensation, and performance appraisal.

Determining Training Needs 

Job Analysis can be used in training/"needs assessment" to identify or
develop:

 training content
 assessment tests to measure effectiveness of training
 equipment to be used in delivering the training
 methods of training (i.e., small group, computer-based, video,
classroom...)

Compensation 
Job Analysis can be used in compensation to identify or determine:

 skill levels
 compensable job factors
 work environment (e.g., hazards; attention; physical effort)
 responsibilities (e.g., fiscal; supervisory)
 required level of education (indirectly related to salary level)

Selection Procedures 
Job Analysis can be used in selection procedures to identify or develop:

 job duties that should be included in advertisements of vacant positions;

  appropriate salary level for the position to help determine what salary
should be offered to a candidate;
 minimum requirements (education and/or experience) for screening
applicants;
 interview questions;
 selection tests/instruments (e.g., written tests; oral tests; job
simulations);
 applicant appraisal/evaluation forms;
 orientation materials for applicants/new hires

Performance Review 
Job Analysis can be used in performance review to identify or develop:

 goals and objectives

 performance standards
 evaluation criteria
 length of probationary periods
 duties to be evaluated

Methods of Job Analysis

Several methods exist that may be used individually or in combination. These
include:

 review of job classification systems

 incumbent interviews
 supervisor interviews
 expert panels
 structured questionnaires
 task inventories
 check lists
 open-ended questionnaires
 observation
 incumbent work logs

A typical method of Job Analysis would be to give the incumbent a simple

questionnaire to identify job duties, responsibilities, equipment used, work
relationships, and work environment. The completed questionnaire would then
be used to assist theJob Analyst who would then conduct an interview of the
incumbent(s). A draft of the identified job duties, responsibilities, equipment,
relationships, and work environment would be reviewed with the supervisor for
accuracy. The Job Analyst would then prepare a job description and/or job
specifications.

The method that you may use in Job Analysis will depend on practical
concerns such as type of job, number of jobs, number of incumbents, and
location of jobs.

What Aspects of a Job Are Analyzed?

Job Analysis should collect information on the following areas:

 Duties and Tasks The basic unit of a job is the performance of specific

tasks and duties. Information to be collected about these items may
include: frequency, duration, effort, skill, complexity, equipment,
standards, etc.
 Environment This may have a significant impact on the physical
requirements to be able to perform a job. The work environment may
include unpleasant conditions such as offensive odors and temperature
extremes. There may also be definite risks to the incumbent such as
noxious fumes, radioactive substances, hostile and aggressive people,
and dangerous explosives.
 Tools and Equipment Some duties and tasks are performed using
specific equipment and tools. Equipment may include protective
clothing. These items need to be specified in a Job Analysis.
 Relationships Supervision given and received. Relationships with
internal or external people.
 Requirements The knowledges, skills, and abilities (KSA's) required to
perform the job. While an incumbent may have higher KSA's than those
required for the job, a Job Analysis typically only states the minimum
requirements to perform the job.

Me
u dnt show any reaction ......
pagal ho ........
i rembrd only urs ??
i can tell u more abt urs
10:03amGeetika
go ahead
i wanna knw
10:03amMe
ur yellow nail polish match wid urs yellow sandle s.......... etc
10:03amGeetika
shit......
10:04amMe
one day u wear blue suit . sleev less on monday after 2 days our farewell party
y shit ??
10:04amGeetika
hw can u notice evrythng
10:04amMe
i dnt knw
u knw in d whole class always i scared frm u
i acn speak wid evry 1 confidently
bt nt wid u
10:05amGeetika
nd in whole clas u stare at me.isnt it??
10:06amMe
stare means ??
weak in english
10:06amGeetika
ghoorna
10:06amMe
yup .....
bt gusse naal ni ...
pyar naal
10:06amGeetika
kyu?
aj kl bs stand pe b i c u
10:07amMe
bec u looking always sweet n cute like smaal babies
10:07amGeetika
shutup
m nt baby
10:07amMe
no ......... bs stand to m juice peene jata hun .......
i knw
bt babies r so cute n sweet me giving jst xample
aap ko mere par gussa ni aataa
10:09amMe
???
10:09amGeetika
aata hai
10:09amMe
kyop ??
maine kya kiya h
aise mat kaho muje feel hota
m to aap ko kabhi kuj galt b ni bolta'
10:10amGeetika
nothng,soory,m leavng bye
tc
10:10amMe
y?
i waan aur reaction for dat msg morning ......
10:11amGeetika
thanx a lot
bye
c u 2mrow
10:11amMe
tym ?
i will wait
thank GOD aap b online hoyeeeeeeee
10:12amGeetika
yr i vl bye,dont knw
10:12amMe
ok
i will online whole day
bye gud nyt
tc .........
Geetika
badam khati hu
11:35amMe
subah khaya karo
11:35amGeetika
khau gi
11:35amMe
paani me bhgio
k raat ko
ur memory will b extnd
ok
ab m kabhi juice ni piuga ......
or aap ko ghooruga b ni ......
ok
par aap ko mere par gussa ni aana chaiye .......
11:37amGeetika
hmmm
11:37amMe
or daily online ho jaya kro muj se baat kr liya kro
ok
i also knw dat u hav samsung phone
n aap ka pehla numbr airtl ka tha
ab vodaphone ka h ........
11:39amGeetika
gagan itni info thik nai hai
11:40amMe
???
???
y?
11:41amGeetika
u knw y m sayng??
11:41amMe
kisi k baare me sab kuj jaan laina galt baat h kya
i knw
also d result .....
11:41amGeetika
bt kyu,???
11:41amMe
its too late ..........
waise hi .......
kyu ka kya matlb hua ......
aap ko pta h na
GK meri hobby h
11:42amGeetika
acha
11:42amMe
han g
11:42amGeetika
clas ki kitni ladkiyon ki knoledge hai??
11:43amMe
geetika ki, geet ki, geetika tulani ki n geet tulani ki ..........
bus ......... my memory can store only 4
11:44amGeetika
plz gagan,ur flirting
11:45amMe
no
i can never wid u
u also knw dat
11:45amGeetika
wht??

11:45amMe
i never flirt wid u
i told u evrything true
u r really nyc grl
ab ye mat sochna k me impressing u
11:46amGeetika
kk
2 late gn
11:46amMe
vesee
wat u think abt me wat type of boy m i ??
5 min more ......
11:47amGeetika
fir kabi
11:47amMe
fir aap kabi online nhi hoge
i knw........
11:47amGeetika
sory,nai aungi
11:48amMe
y ??
dnt say lyk dis
u shud online daily ......
11:48amGeetika
bye
gn sd
gn sd
11:49amMe
geet really sorry muje bot bura lag rha h k maine farewell party pe aap k sath galt kiya
11:49amGeetika
itsc ok
11:49amMe
thnx ......
i will careful u future ghooru ka b ni juice peena b shod dunga
ab dubara kab online ???
11:51amGeetika
i dint said chod do,tera dil jo marzo kr,bt ab bye
11:51amMe
ok
dubara online kab ???
ye to bta do
11:51amGeetika
yr its not fixd,jb dil karega aa jaugi
11:52amMe
ok
pyar se b bol liya kro kabhi
11:52amGeetika
plz
aata nai meko bolna
aata nai meko bolna
11:52amMe
koi baat ni m sikha dunga
i m a teacher
11:53amGeetika
oh.......thanx bye
11:53amMe
ok bye
nyc 2 cajht wid u
chat
u r really nyc
sorry 4 vry mistatke
gud nyt tc

 If your going to cheat, then don't be in a relationship. Its that simple.