assignment 2

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The O*NET® Content Model

Detailed Outline

The Content Model is the conceptual foundation of O*NET. The Content Model provides a framework that identifies the most important types of information about work and integrates them into a theoretically and empirically sound system.

The Content Model was developed using research on job and organizational analysis. It embodies a view that reflects the character of occupations (via job-oriented descriptors) and people (via worker-oriented descriptors). The Content Model also allows occupational information to be applied across jobs, sectors, or industries (cross-occupational descriptors) and within occupations (occupational-specific descriptors). These descriptors are organized into six major domains, which enable the user to focus on areas of information that specify the key attributes and characteristics of workers and occupations.

Worker Characteristics — enduring characteristics that may influence both work performance and the capacity to acquire knowledge and skills required for effective work performance.

Worker characteristics comprise enduring qualities of individuals that may influence how they approach tasks and how they acquire work-relevant knowledge and skills. Traditionally, analyzing abilities has been the most common technique for comparing jobs in terms of worker characteristics. However, recent research supports the inclusion of other types of worker characteristics. In particular, interests, values, and work styles have received support in the organizational literature. Interests and values reflect preferences for work environments and outcomes. Work style variables represent typical procedural differences in the way work is performed.

O*NET Content Model – Worker Characteristics

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Abilities — Enduring attributes of the individual that influence performance Cognitive Abilities

Verbal Abilities Oral Comprehension Written Comprehension Oral Expression Written Expression

Idea Generation and Reasoning Abilities Fluency of Ideas Originality Problem Sensitivity Deductive Reasoning Inductive Reasoning Information Ordering Category Flexibility

Quantitative Abilities Mathematical Reasoning Number Facility

Memory Memorization

Perceptual Abilities Speed of Closure Flexibility of Closure Perceptual Speed

Spatial Abilities Spatial Orientation Visualization

Attentiveness Selective Attention Time Sharing

Psychomotor Abilities Fine Manipulative Abilities

Arm-Hand Steadiness Manual Dexterity Finger Dexterity

Control Movement Abilities Control Precision Multilimb Coordination Response Orientation Rate Control

Reaction Time and Speed Abilities Reaction Time Wrist-Finger Speed

O*NET Content Model – Worker Characteristics

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Speed of Limb Movement Physical Abilities Physical Strength Abilities

Static Strength Explosive Strength

Dynamic Strength Trunk Strength

Endurance Stamina

Flexibility, Balance, and Coordination Extent Flexibility Dynamic Flexibility Gross Body Coordination Gross Body Equilibrium

Sensory Abilities Visual Abilities

Near Vision Far Vision Visual Color Discrimination Night Vision Peripheral Vision Depth Perception Glare Sensitivity

Auditory and Speech Abilities Hearing Sensitivity Auditory Attention Sound Localization Speech Recognition Speech Clarity

Occupational Interests — Preferences for work environments. Occupational Interest Profiles (OIPs) are compatible with Holland's (1985, 1997) model of personality types and work environments.

Realistic Investigative Artistic Social Enterprising Conventional

Work Values — Global aspects of work composed of specific needs that are important to a person's satisfaction. Occupational Reinforcer Patterns (ORPs) are based on the Theory of Work Adjustment (Dawis & Lofquist, 1984).

Achievement Ability Utilization Achievement

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Working Conditions Activity Independence Variety Compensation Security Working Conditions

Recognition Advancement Recognition Authority Social Status

Relationships Co-workers Social Service Moral Values

Support Company Policies and Practices Supervision, Human Relations Supervision, Technical

Independence Creativity Responsibility Autonomy

Work Styles — Personal characteristics that can affect how well someone performs a job. Achievement Orientation

Achievement/Effort Persistence Initiative

Social Influence Leadership

Interpersonal Orientation Cooperation Concern for Others Social Orientation

Adjustment Self Control Stress Tolerance Adaptability/Flexibility

Conscientiousness Dependability Attention to Detail

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Integrity Independence Practical Intelligence

Innovation Analytical Thinking

Primary occupational information source for Content Model items:

U.S. Department of Labor O*NET Data Collection Program

Supplemental sources of information:

U.S. Department of Labor Bureau of Labor Statistics

U.S. Department of Labor CareerOneStop

U.S. Department of Labor Office of Apprenticeship

U.S. Department of Education Classification of Instructional Programs

Other indicators:

Not collected by federal sources

O*NET Content Model – Worker Requirements

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Worker Requirements — descriptors referring to work-related attributes acquired and/or developed through experience and education.

Worker requirements represent developed or acquired attributes of an individual that may be related to work performance such as work-related knowledge and skill. Knowledge represents the acquisition of facts and principles about a domain of information. Experience lays the foundation for establishing procedures to work with given knowledge. These procedures are more commonly known as skills. Skills may be further divided into basic skills and cross-functional skills. Basic skills, such as reading, facilitate the acquisition of new knowledge. Cross-functional skills, such as problem solving, extend across several domains of activities

Basic Skills — Developed capacities that facilitate learning or the more rapid acquisition of knowledge

Content Reading Comprehension Active Listening Writing Speaking Mathematics Science

Process Critical Thinking Active Learning Learning Strategies Monitoring

Cross-Functional Skills — Developed capacities that facilitate performance of activities that occur across jobs

Social Skills Social Perceptiveness Coordination Persuasion Negotiation Instructing Service Orientation

Complex Problem Solving Skills Complex Problem Solving

Technical Skills Operations Analysis Technology Design Equipment Selection Installation Programming Operation Monitoring Operation and Control Equipment Maintenance

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Troubleshooting Repairing Quality Control Analysis

Systems Skills Judgment and Decision Making Systems Analysis Systems Evaluation

Resource Management Skills Time Management Management of Financial Resources Management of Material Resources Management of Personnel Resources

Knowledge — Organized sets of principles and facts applying in general domains Business and Management

Administration and Management Clerical Economics and Accounting Sales and Marketing Customer and Personal Service Personnel and Human Resources

Manufacturing and Production Production and Processing Food Production

Engineering and Technology Computers and Electronics Engineering and Technology Design Building and Construction Mechanical

Mathematics and Science Mathematics Physics Chemistry Biology Psychology Sociology and Anthropology Geography

Health Services Medicine and Dentistry Therapy and Counseling

Education and Training Arts and Humanities

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English Language Foreign Language Fine Arts History and Archeology Philosophy and Theology

Law and Public Safety Public Safety and Security Law and Government

Communications Telecommunications Communications and Media

Transportation

Education — Prior educational experience required to perform in a job Required Level of Education

Instructional Program Required Source: U.S. Department of Education, Classification of Instructional Programs

Education Level in Specific Subjects Technical Vocational Business Vocational English/language Arts Oral Communication Languages Basic Math Advanced Math Physical Science Computer Science Biological Science Applied Science Social Science Arts Humanities Physical Education

O*NET Content Model – Worker Requirements

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Primary occupational information source for Content Model items:

U.S. Department of Labor O*NET Data Collection Program

Supplemental sources of information:

U.S. Department of Labor Bureau of Labor Statistics

U.S. Department of Labor CareerOneStop

U.S. Department of Labor Office of Apprenticeship

U.S. Department of Education Classification of Instructional Programs

Other indicators:

Not collected by federal sources

O*NET Content Model – Experience Requirements

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Experience Requirements — requirements related to previous work activities and explicitly linked to certain types of work activities.

This domain includes information about the typical experiential backgrounds of workers in an occupation or group of occupations including certification, licensure, and training data. For example, information about the professional or organizational certifications required for entry and advancement in an occupation, preferred education or training, and required apprenticeships will be documented by this part of the model.

Experience and Training — If someone were being hired to perform this job, how much of the following would be required?

Related Work Experience On-Site or In-Plant Training On-the-Job Training

Apprenticeship Source: U.S. Department of Labor, Office of Apprenticeship

Basic Skills - Entry Requirement — Entry requirement for developed capacities that facilitate learning or the more rapid acquisition of knowledge

Content - Entry Requirement Reading Comprehension - Entry Requirement Active Listening - Entry Requirement Writing - Entry Requirement Speaking - Entry Requirement Mathematics - Entry Requirement Science - Entry Requirement

Process - Entry Requirement Critical Thinking - Entry Requirement Active Learning - Entry Requirement Learning Strategies - Entry Requirement Monitoring - Entry Requirement

Cross-Functional Skills - Entry Requirement — Entry requirement for developed capacities that facilitate performance of activities that occur across jobs

Social Skills - Entry Requirement Social Perceptiveness - Entry Requirement Coordination - Entry Requirement Persuasion - Entry Requirement Negotiation - Entry Requirement Instructing - Entry Requirement Service Orientation - Entry Requirement

Complex Problem Solving Skills - Entry Requirement Problem Identification - Entry Requirement Information Gathering - Entry Requirement Information Organization - Entry Requirement Synthesis/Reorganization - Entry Requirement

O*NET Content Model – Experience Requirements

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Idea Generation - Entry Requirement Idea Evaluation - Entry Requirement Implementation Planning - Entry Requirement Solution Appraisal - Entry Requirement

Technical Skills - Entry Requirement Operations Analysis - Entry Requirement Technology Design - Entry Requirement Equipment Selection - Entry Requirement Installation - Entry Requirement Programming - Entry Requirement Testing - Entry Requirement Operation Monitoring - Entry Requirement Operation and Control - Entry Requirement Product Inspection - Entry Requirement Equipment Maintenance - Entry Requirement Troubleshooting - Entry Requirement Repairing - Entry Requirement

Systems Skills - Entry Requirement Visioning - Entry Requirement Systems Perception - Entry Requirement Identifying Downstream Consequences - Entry Requirement Identification of Key Causes - Entry Requirement Judgment and Decision Making - Entry Requirement System Evaluation - Entry Requirement

Resource Management Skills - Entry Requirement Time Management - Entry Requirement Management of Financial Resources - Entry Requirement Management of Material Resources - Entry Requirement Management of Personnel Resources - Entry Requirement

Licensing — Licenses, certificates, or registrations that are awarded to show that a job holder has gained certain skills. This includes requirements for obtaining these credentials, and the organization or agency requiring their possession.

License, Certificate, or Registration Required Source: U.S. Department of Labor, CareerOneStop

Specific License or Certificate Required Post-Secondary Degree Graduate Degree On-the-Job Training Examination Character References

Additional Education and Training Source: U.S. Department of Labor, CareerOneStop

Organization and Agency Requirements

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Legal Requirement Employer Requirement Union, Guild, or Professional Association

Primary occupational information source for Content Model items:

U.S. Department of Labor O*NET Data Collection Program

Supplemental sources of information:

U.S. Department of Labor Bureau of Labor Statistics

U.S. Department of Labor CareerOneStop

U.S. Department of Labor Office of Apprenticeship

U.S. Department of Education Classification of Instructional Programs

Other indicators:

Not collected by federal sources

O*NET Content Model – Occupation-Specific Information

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Occupation-Specific Information — variables or other Content Model elements of selected or specific occupations.

Occupation-specific information details a comprehensive set of elements that apply to a single occupation or a narrowly defined job family. This domain parallels other Content Model domains because it includes requirements such as work-related knowledge, skills, and tasks in addition to the machines, equipment, tools, software, and information technology workers may use in their workplace. Labor market information defined by the industry or occupation is also provided here. This domain is particularly important when developing specific applications of O*NET information. For example, it is necessary to refer to occupation- specific descriptive information to specify training, develop position descriptions, or redesign jobs.

Tasks — Occupation-Specific Tasks Task List

Tools and Technology — Machines, equipment, tools, software, and information technology workers may use for optimal functioning in a high performance workplace.

Tools and Technology List

Primary occupational information source for Content Model items:

U.S. Department of Labor O*NET Data Collection Program

Supplemental sources of information:

U.S. Department of Labor Bureau of Labor Statistics

U.S. Department of Labor CareerOneStop

U.S. Department of Labor Office of Apprenticeship

U.S. Department of Education Classification of Instructional Programs

Other indicators:

Not collected by federal sources

O*NET Content Model – Labor Market Characteristics

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Workforce Characteristics — variables that define and describe the general characteristics of occupations that may influence occupational requirements.

Organizations do not exist in isolation. They must operate within a broader social and economic structure. To be useful, an occupational classification system must incorporate global contextual characteristics. O*NET provides this information by linking descriptive occupational information to statistical labor market information. This includes compensation and wage data, employment outlook, and industry size information. Much of this information is collected outside of O*NET program’s immediate scope. Collaborative efforts with organizations such as the Bureau of Labor Statistics, the Department of Commerce, The Department of Defense, Career One Stop, The U. S. Bureau of the Census, and The Employment and Training Administration facilitate these labor market information linkages.

Labor Market Information — Current labor force characteristics of occupations

Occupational Statistics Source: U.S. Department of Labor, Bureau of Labor Statistics

Occupational Outlook — Future labor force characteristics of occupations

Occupational Projections Source: U.S. Department of Labor, Bureau of Labor Statistics

Primary occupational information source for Content Model items:

U.S. Department of Labor O*NET Data Collection Program

Supplemental sources of information:

U.S. Department of Labor Bureau of Labor Statistics

U.S. Department of Labor CareerOneStop

U.S. Department of Labor Office of Apprenticeship

U.S. Department of Education Classification of Instructional Programs

Other indicators:

Not collected by federal sources

O*NET Content Model – Occupational Requirements

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Occupational Requirements — a comprehensive set of variables or detailed elements that describe what various occupations require.

This domain includes information about typical activities required across occupations. Task information is often too specific to describe an occupation or occupational group. The O*NET approach is to identify generalized work activities (GWAs), intermediate work activities (IWAs) and detailed work activities (DWAs) to summarize the broad, intermediate, and more specific types of job behaviors and tasks that may be performed within multiple occupations. Using this framework makes it possible to use a single set of descriptors to describe many occupations. Contextual variables such as the physical, social, or structural context of work that may impose specific demands on the worker or activities are also included in this section.

Generalized Work Activities — Work activities that are common across a very large number of occupations. They are performed in almost all job families and industries.

Information Input Looking for and Receiving Job-Related Information

Getting Information Monitor Processes, Materials, or Surroundings

Identify and Evaluating Job-Relevant Information Identifying Objects, Actions, and Events Inspecting Equipment, Structures, or Material Estimating the Quantifiable Characteristics of Products, Events, or

Information Mental Processes

Information and Data Processing Judging the Qualities of Things, Services, or People Processing Information Evaluating Information to Determine Compliance with Standards Analyzing Data or Information

Reasoning and Decision Making Making Decisions and Solving Problems Thinking Creatively Updating and Using Relevant Knowledge Developing Objectives and Strategies Scheduling Work and Activities Organizing, Planning, and Prioritizing Work

Work Output Performing Physical and Manual Work Activities

Performing General Physical Activities Handling and Moving Objects Controlling Machines and Processes Operating Vehicles, Mechanized Devices, or Equipment

Performing Complex and Technical Activities Interacting With Computers Drafting, Laying Out, and Specifying Technical Devices, Parts, and

Equipment

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Repairing and Maintaining Mechanical Equipment Repairing and Maintaining Electronic Equipment Documenting/Recording Information

Interacting With Others Communicating and Interacting

Interpreting the Meaning of Information for Others Communicating with Supervisors, Peers, or Subordinates Communicating with Persons Outside Organization Establishing and Maintaining Interpersonal Relationships Assisting and Caring for Others Selling or Influencing Others Resolving Conflicts and Negotiating with Others Performing for or Working Directly with the Public

Coordinating, Developing, Managing, and Advising Coordinating the Work and Activities of Others Developing and Building Teams Training and Teaching Others Guiding, Directing, and Motivating Subordinates Coaching and Developing Others Provide Consultation and Advice to Others

Administering Performing Administrative Activities Staffing Organizational Units

Monitoring and Controlling Resources

Intermediate Work Activities — Work activities that are common across many occupations. They are performed in many job families and industries.

Intermediate Work Activities List

Detailed Work Activities — Specific work activities that are performed across a small to moderate number of occupations within a job family.

Detailed Work Activities List

Organizational Context — Characteristics of the organization that influence how people do their work

Structural Characteristics Organizational Structure

Decision Making System Decentralization and Employee Empowerment

Have Control Over Unit or Department Have Influence Over Decisions Monitor Data on Quality/costs/Waste/etc. Determine Work Flow or Order of Tasks Invest in New Equipment and Technology Develop New Products, Services, and Procedures

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Individual versus Team Structure Percent of Time in Intact Team

Job Characteristics Skill Variety

Job Variety Complex or High Level Skills Required Variety of Tasks Required

Task Significance Significance or Importance of Job Job Quality Affects Lots of People Job Itself Is Very Significant

Task Identity Job Involves Whole Piece of Work Can Do Entire Piece of Work Can Finish What You Start

Autonomy Autonomy and Freedom in Job Chance for Initiative and Judgment Opportunity for Independence and Freedom

Feedback Extent of Feedback From Doing Job Itself Doing Job Provides Chances for Feedback After Finishing Job, Know Own Performance

Job Stability and Rotation Number of Supervisors in Past Year Number of Work Teams in Past Year Number of Work Group Reorganizations in Past Year Number of Times Nature of Job Changed Job Rotation Practices

Human Resources Systems and Practices Recruitment and Selection

Recruitment Operations Sources of People for Current Job

Selection Assessment Methods Used Assessment Methods Used to Select for Job

Training and Development Training Methods

Training Methods Used in Company Training Topics and Content

Areas of Recent Formal Training Extent and Support of Training Activities

Recent Technical Skill Training Reward System

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Basis of Compensation Compensation Package Components

Benefits Benefit Components

Social Processes Goals — Individual goal setting.

Individual Goal Characteristics Achieve Most Important Individual Goal How Many Quantitative Individual Goals

Goal Feedback How Many Specific Individual Goals When Get Information on Individual Goals Informal, Job-Relevant Feedback Meet One-on-One With Supervisor on Goals, Training,

and Development Roles

Role Conflict Often Receive Conflicting Requests Work With Groups With Different Focuses You and Your Supervisor Agree About Job Supervisor Makes Conflicting Requests

Role Negotiability Negotiate Changes in Role with Supervisor Significant Input Into Way You Do Job

Role Overload Get Assignments without Adequate Resources Given Enough Time to Do Work Too Much for One Person to Do

Culture Organizational Values

Guiding Principles of Organization Taking Chances; Going Out on a Limb Fairness; Justice Precision Stability Getting Things Done Caring About Employees Innovation Aggressiveness Valuing Customers Providing High Quality Products Openness and Honesty Flexibility, Adapting to Change

O*NET Content Model – Occupational Requirements

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Supervisor Role Supervisor Friendly and Supportive Supervisor Takes Active Role Supervisor Provides Clear Vision Supervisor Solves Problems

Work Context — Physical and social factors that influence the nature of work Interpersonal Relationships

Communication Communication Methods

Public Speaking Telephone Electronic Mail Letters and Memos Face-to-Face Discussions

Contact With Others Role Relationships

Job Interactions Work With Work Group or Team Deal With External Customers Coordinate or Lead Others

Responsibility for Others Responsible for Others' Health and Safety Responsibility for Outcomes and Results

Conflictual Contact Frequency of Conflict Situations Deal With Unpleasant or Angry People Deal With Physically Aggressive People

Physical Work Conditions Work Setting

Frequency Required to Work: Indoors, Environmentally Controlled Indoors, Not Environmentally Controlled Outdoors, Exposed to Weather Outdoors, Under Cover In an Open Vehicle or Equipment In an Enclosed Vehicle or Equipment

Physical Proximity Environmental Conditions

Frequency in Environmental Conditions Sounds, Noise Levels Are Distracting or Uncomfortable Very Hot or Cold Temperatures Extremely Bright or Inadequate Lighting

O*NET Content Model – Occupational Requirements

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Exposed to Contaminants Cramped Work Space, Awkward Positions Exposed to Whole Body Vibration

Job Hazards Frequency of Exposure to Job Hazards

Exposed to Radiation Exposed to Disease or Infections Exposed to High Places Exposed to Hazardous Conditions Exposed to Hazardous Equipment Exposed to Minor Burns, Cuts, Bites, or Stings

Likelihood of Injury From Job Hazards Degree of Injury

Body Positioning Time Spent in Body Positions

Spend Time Sitting Spend Time Standing Spend Time Climbing Ladders, Scaffolds, or Poles Spend Time Walking and Running Spend Time Kneeling, Crouching, Stooping, or Crawling Spend Time Keeping or Regaining Balance Spend Time Using Your Hands to Handle, Control, or Feel

Objects, Tools, or Controls Spend Time Bending or Twisting the Body Spend Time Making Repetitive Motions

Work Attire Frequency of Wearing Work Attire

Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets

Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection

Structural Job Characteristics Criticality of Position

Consequence of Error Impact of Decisions

Impact of Decisions on Co-workers or Company Results Frequency of Decision Making

Freedom to Make Decisions Routine versus Challenging Work

Degree of Automation Importance of Being Exact or Accurate Importance of Repeating Same Tasks

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Structured versus Unstructured Work Competition

Level of Competition Pace and Scheduling

Time Pressure Pace Determined by Speed of Equipment Work Schedules Duration of Typical Work Week

Primary occupational information source for Content Model items:

U.S. Department of Labor O*NET Data Collection Program

Supplemental sources of information:

U.S. Department of Labor Bureau of Labor Statistics

U.S. Department of Labor CareerOneStop

U.S. Department of Labor Office of Apprenticeship

U.S. Department of Education Classification of Instructional Programs

Other indicators:

Not collected by federal sources