1.Select the Duty under which you want to add the task.

2.Select to open the Skill Detail pop-up.

Figure 71: Task Analysis > Skill Detail Screen - New Task

3.Enter the desired data (see below for descriptions of the available data fields).

4.Select Save to save the new task, select Save & Add to save the new task and keep the Skill Detail pop-up open to add another task, or select Cancel to close the pop-up without saving the new task.

This tab captures the main information about the task in the following fields.

Figure 72: Task Analysis > Skill Detail Screen - Edit Task Tab

Verb

The action Verb that defines the behavior of the skill. If a verb is not available, it can be added to the list on the Library > Verbs screen.

Text

The Text of the skill or the actual behavior of the skill (minus the verb).

Version

The Version number of the skill. All skills start with version 1. Once the initiative has been approved, changes can no longer be made, unless a new version of the initiative is created. Then changes can be made as needed for the new version.

When viewing the skill, you can view a previous version by selecting it from the Version drop-down.

Status

The Status of the skill from lowest to highest status:

•Incomplete - the skill is a work in progress and/or is missing some required data as defined in a business rule.

•Complete - the skill is complete, including all subordinate/child items.

•Lock for Review

oThe skill is complete and ready for review.

oYou can only edit the skill if you have the Review privilege assigned to your role.

oTo change the Status to Lock for Review, you need the Edit or Review privilege assigned to your role.

oTo change the Status back to Incomplete or Complete, you need the Review privilege assigned to your role.

•Locked

oThe skill is complete and has been reviewed, no more work is allowed.

oNo one can edit the skill and related content without unlocking the skill first.

oTo change the Status to Locked, you need the Lock privilege assigned to your role.

oTo change from Locked to any other status, you need the Unlock privilege assigned to your role.

•Approved

oThe skill is approved when the initiative is approved.

oNo more changes can be made to this version, you must create a new version of the initiative in order to make changes.

When you save a change in Status or lock a skill, the required Business Rules will run to check whether anything is missing for the skill or any of its children. Any identified issues are listed on the Business Rules Results screen. If the status of a skill is increased (say from Incomplete to Complete), all subordinate/child skills of it will also be changed to that status, if they have a lower status. If the status of a skill is decreased (say from Lock for Review to Complete), the status of all parent/higher items will be decreased to be no higher than that value.

For example, an Incomplete task has one subtask that is Incomplete, one Complete, and one Locked. If the task is changed to Lock for Review, the Incomplete and Complete subtasks are changed to Lock for Review. The Locked subtask remains Locked, as it has a higher status. If the Locked subtask is changed to Complete, the task is changed to Complete (as would the job and duty, if their status was above Complete). The remaining subtasks’ statuses are unchanged.

Type

The Type of skill. This is set by the system when the skill is created.

Task Type

The Type of the skill is based on the learning domains of:

•Cognitive - based on Bloom's revised taxonomy for the cognitive learning domain that covers mental skills and knowledge.

•Affective - based on Krathwohl's taxonomy (an adaptation of Bloom's taxonomy) for the affective learning domain that covers emotional growth and feelings.

•Psychomotor - based on Atkinson's adaptation of Dave's taxonomy for the psychomotor learning domain that covers manual or physical skills.

While you cannot change the learning domains, the proficiency levels for each learning domain can be customized to your organization's need on the Customizations > Lists > Proficiency Levels screens.

Status of Training

The Status of Training field shows how and if the skill is currently being trained.

Proficiency Level

The Proficiency Level of the skill. The available selection is based on the learning domain selected in the Task Type field. The proficiency levels for each learning domain can be customized to your organization's need on the Customizations > Lists > Proficiency Levels screens.

Proficiency Definition

The Proficiency Definition provides an example of how someone can know that the proficiency level has been reached. This example should be measurable in some way, whether speed, accuracy, quality, or another measure.

Type of Training

The Type of Training field lists the types of training that are or will be available to support the current skill. To add or edit the list:

•Select the Type of Training link to open the Type of Training Selection screen.

Figure 73: Task Analysis - Type of Training Selection Screen

•Put a checkmark next to the types of training you wish to select (or unselect). You can select or unselect multiple types of training at a time.

•Select OK to save your selection.

Remember to save the changes to the skill, too.

This item was created from Competencies

The This item was created from Competencies text provides the breadcrumb to the selected competency that supports this skill. Select Edit, if available, to update the selected competency, or to add a competency selection.

This tab lists the conditions and standards under which the task is performed on the job, along with any resources that someone would have available when they do the task on the job.

Select Resource(s) to select resources, select Conditions/Standards to select conditions and standards for the task.

Figure 74: Task Analysis > Skill Detail Screen - Edit Task Attributes Tab

Type

The Type of task attribute, whether a Condition, Standard, or type of Resource. To select additional task attributes or to remove something from the selection, use Select.

Text

The Text, name, or title of the Condition, Standard, or Resource. To select additional task attributes or to remove something from the selection, use Select.

This tab lists different areas of concern with answers that will help you separate the tasks that NEED to be trained from those that COULD be trained. The questions will also help you determine the amount of time to spend on training each task; for example, if everyone performs the task, and it is hard to learn, then you need more time to train for that task; a task that few people perform, and that is easy to learn and be proficient at will need less time in training, if it is trained at all.

The answers to each area can be customized for your organization under Customizations > Lists > Task Analysis Content.

Figure 75: Task Analysis > Skill Detail Screen - Edit Training Task Analysis Attributes Tab

Safety Hazard Severity

Safety Hazard Severity is a qualitative measure of the potential consequences if a task is performed incorrectly (or badly). Severity classification categories are defined as listed in the drop-down.

Criticality of Performance

The Criticality of Performance points to the need for selecting tasks for training that are essential to job performance, even though the tasks may not be performed often. Criticality is a measure of how essential a task is to job performance. The consequences of inadequate performance on certain tasks could result in injury, loss of life, damage to equipment, or the organization. Inadequate performance could have a serious impact on the operation, the product, the equipment, or the operator. To obtain data on this criterion, people familiar with the task are asked to rate probable consequences of inadequate task performance according to the categories listed in the drop-down.

Task Delay Tolerance

Task Delay Tolerance is a measure of how much time can elapse between the time the need for task performance becomes clear and the time actual performance must begin. There are some tasks where no delay of task performance can be tolerated and the person performing the task must be able to perform the task without taking time to read how the task is done or finding someone to provide advice. For other tasks, a minor delay might be acceptable, or even mandatory, while the person gets advice, checks technical orders, regulations, etc. For some tasks, there may be time to assemble a group of experts to confer with before performing the task.

Frequency of Performance

Frequency of Performance is a measure of how often the task is performed. While the probable consequences of inadequate performance of a particular task are serious and the task delay tolerance is short, the task may still rate low for training priority if it is rarely performed. A practical way to collect frequency of performance data on tasks is to rate their frequency of performance on the scale displayed in the drop-down.

Probability of Inadequate Performance

The Probability of Inadequate Performance is a measure of how often a task is performed in a non-acceptable manner. This criterion is used to ensure that training is given to those essential tasks that people often perform poorly. By asking people familiar with the tasks about the probability of deficient performance, a list of these poorly performed tasks can be produced. Training of these tasks, regardless of their criticality, must be given serious consideration. For example, if equipment downtime is often caused by faulty soldering, this skill may require additional emphasis in a list of tasks selected for training maintenance personnel. Another example, if widespread theft of items guarded by security personnel is a problem, the tasks of "guard packages, materials, and property" and "prepare physical security plans" may require additional emphasis. To obtain data on the probability of inadequate performance, supervisors of the task may be asked to rate how often the task is performed in an unacceptable manner according to the scale displayed in the drop-down.

Difficulty of Performance

The Difficulty of Performance of a task refers to the time, effort, and help required for someone to achieve performance proficiency. When measuring the difficulty of performance, use the criteria displayed in the drop-down.

Task Learning Difficulty

Some tasks are so easy or so familiar that they can be readily learned on the job without formal training. At the other extreme, some tasks are so complicated that a person can perform them adequately only after lengthy, formal training. Other tasks lie somewhere in between these two extremes and require different levels of training.

To obtain data on the Task Learning Difficulty, job incumbents or others may be asked to rate tasks they perform as to the training time required to achieve proficiency, or to the difficulty of learning the task on the job without formal training.

Percent Performing

The Percent Performing is the percentage of people who perform the task, which points to the need for training tasks that are most often performed. For example: One task for a technician might be "Answer telephone inquiries about the equipment." If you found that 96 percent of all technicians performed this task, the implications for training would be different than if you found that only 10 percent performed it. In the above example, if only 10 percent of job incumbents perform the task, there is a strong probability that training resources would be wasted if all technicians were trained to perform the task. Gathering this data is as simple as asking the question "Do you perform this task?"

Percent of Time Spent Performing

The Percent of Time Spent Performing a task is a criterion that points to a need for providing training to assist people in efficient performance of those tasks on which they spend the most time. Selection of tasks for training based on this criterion offers chances for high payoff in terms of return on training funds spent. To obtain data for determining the percentage of time spent performing the tasks in a job, inputs are required from a large number of people. Usually, they are not asked to state the percentage of their time spent on each task because such a question would be very difficult to answer. Instead, they are usually asked to rate each task as to the amount of time spent performing it as compared to their other tasks. For example, "Rate the relative amount of time spent performing each task." Relative time spent means the total time spent performing the task compared with the time spent on each of the other tasks.

Immediacy of Performance

Immediacy of Performance refers to the time interval between completion of training and performance of the task on the job and has some significance in selecting tasks for training. A factor for selecting tasks for training is whether there is a high probability of the graduate performing the task on the job soon after completing training. Consider also the predicted or measured amount of decay of the skill that will take place during the time interval. To obtain data on this criterion, job incumbents and others might be asked to rate the time between job entry and task performance on the scale displayed in the drop-down.

This tab lists the supporting knowledge, skill, and ability statements that support the task, selected from the KSAs in LEAD.

Use Select to select the supporting knowledge, skill, and ability statements for the task.

Figure 76: Task Analysis > Skill Detail Screen - Edit KSAs Tab

Type

The Type of KSA, whether a Knowledge, Skill, or Ability. To select additional KSAs or to remove something from the selection, use Select.

Text

The Text of the Knowledge, Skill, or Ability. To select additional KSAs or to remove something from the selection, use Select.

This tab lists the any existing interventions that support the task, selected from the Interventions in LEAD.

Figure 77: Task Analysis > Skill Detail Screen - Edit Interventions Tab

To add or edit the list:

•Use Select to open the Intervention Selection screen.

•Put a checkmark next to the interventions you wish to select (or unselect). You can select or unselect multiple interventions at a time. Select View to view the intervention information.

•Select OK to save your selection.

Remember to save the changes to the skill, too.

Type

The Type of intervention or learning event can be selected from a drop-down selection that includes options such as instructor-led training, e-learning, among others.

Text

The Title or name of the existing intervention or learning event that supports a task, subtask, or step. This should include any identification number, like a course number, as well as the provider's name, if needed.