DOE-HDBK-1076-94 (Reaffirmed 1999), Table-Top Job Analysis

TS NOT MEASUREMENT SENSITIVE DOE-HDBK-1076-94 December 1994 DOE HANDBOOK TABLE-TOP JOB ANALYSIS U.S. Department of Energy FSC 6910 Washington, D.C. 20585 DISTRIBUTION STATEMENT A. Approved for public release; distribution is unlimited. WELCOME This Portable Document Format (PDF) file contains bookmarks, thumbnails, and hyperlinks to help you navigate through the document. All items listed in the Contents are linked to the corresponding sections. In addition, if you click on a section heading while you are reading the text, you will return to the Contents. Click on the DOE seal below to move to the Contents page. This document has been reproduced directly from the best available copy. Available to DOE and DOE contractors from the Office of Scientific and Technical Information, P.O. Box 62, Oak Ridge, TN 37831; (615) 576-8401. Available to the public from the U.S. Department of Commerce, Technology Administration, National Technical Information Service, Springfield, VA 22161; (703) 487-4650. Order No. DE95006860 DOE-HDBK-1076-94 FOREWORD The purpose of this Handbook is to establish general training program guidelines for training personnel in developing training for operation, maintenance, and technical support personnel at Department of Energy (DOE) nuclear facilities. TTJA can be used for needs, job, and task analysis, but the focus of this Handbook will be on job analysis. Department of Energy (DOE) Orders 5480.18B, Nuclear Facility Traiing Accreditation Program and 5480.20A, Personnel Selection, Qualification and Training Requirements for DOE Nuclear Facilities, stress the importance of training programs that are based on a systematic approach. An integral part of any systematically-developed training program includes an analysis of the jobs to be performed. TTJA is one "systematic" method of many that can be used by DOE contractor organizations to obtain high quality job analysis. TTJA is not the only method of job analysis; however, when conducted properly TTJA can be cost effective, efficient, and self-validating, and represents an effective method of defining job requirements. The table-top job analysis is suggested in the DOE Training Accreditation Program manuals as an acceptable alternative to traditional methods of analyzing job requirements. DOE 5480.20A strongly endorses and recommends it as the preferred method for analyzing jobs for positions addressed by the Order. Much of the initial research and development of the DOE Handbook, Table-Top Job Analysis was developed on the basis of DACUM (Developing A Curriculum) principles that were refined at Ohio State University. The National Center for Research in Vocational Education was also helpful with information exchange during the development of this Handbook. DOE contractors should not feel obligated to adopt all parts of this Handbook. Rather, they can use information from this Handbook in conducting job analysis as the information and methods apply to their facility. Beneficial comments (recommendations, additions, and deletions) and any pertinent data that may be of use in improving this document should be addressed to: Manager, iii DOE-HDBK-1076-94 Secretary for Environment, Safety and Health U.S. Department of Energy, Washington, DC 20585, or by using the self-addressed Standardization Document Improvement Proposal (DOE Form 1300.X) appearing at the end of this document. iv DOE-HDBK-1076-94 CONTENTS PARAGRAPH PAGE

1. SCOPE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.1 Scope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.2 TTJA is One Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2. APPLICABLE DOCUMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2.1 Government Documents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2.1.1 DOE standards, handbooks, and technical standards lists (TSLs) . . . . . . . . . . . . . 3 2.1.2 Other Government documents, drawings, and publications . . . . . . . . . . . . . . . . . . 3 2.2 Non-Government publications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2.3 Order of precedence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 3. GENERAL GUIDANCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 3.1 What is Analysis? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 3.2 Overview of Job Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 3.3 Types of Job Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 3.3.1 Verification Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 3.3.2 Document Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 3.3.3 "Traditional" Job Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 3.3.4 Table-Top Job Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 3.4 Purpose of Table-Top Job Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 3.5 Advantages of Table-Top Job Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 3.6 When Should Table-Top Job Analysis Be Used? . . . . . . . . . . . . . . . . . . . . . . . . . 9 4. DETAILED GUIDANCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 4.1 Table-Top Job Analysis Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 4.1.1 Factors That Impact Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 4.1.2 Table-Top Job Analysis Team Member Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 4.1.3 Table-Top Job Analysis Coordinator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 4.1.4 Table-Top Job Analysis Facilitator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 4.1.5 Co-facilitator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 4.2 Planning the Table-Top Job Analysis Session . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 4.2.1 Securing Management's Approval . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 4.2.2 Involving Staff in the Planning Process 14

4.2.3 Determining the Size of the Table-Top Job Analysis Team . . . . . . . . . . . . . . . . . 15 4.2.4 Developing a Schedule of Events and Activities . . . . . . . . . . . . . . . . . . . . . . . . . 15 4.2.5 Selecting and Preparing Room for Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 4.2.6 Selecting Team Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 4.2.7 Informing Team Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 4.3 Conducting the Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 4.3.1 Orient Team (Step 1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 4.3.1.1 Conduct Introductions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 4.3.1.2 Establish Rapport and Create a Participatory Atmosphere . . . . . . . . . . . . . . 22 4.3.1.3 State the Philosophy Behind TTJA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 4.3.1.4 Clarify the Role of the Facilitator and the Team Member . . . . . . . . . . . . . . . 23 4.3.1.5 Explain the TTJA Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 4.3.1.6 Explain the Guidelines for Team Operation . . . . . . . . . . . . . . . . . . . . . . . . . 25 v DOE-HDBK-1076-94 4.3.1.7 Facilitating Group Interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 4.3.2 Review Job (Step 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 4.3.3 Identify Duty Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 4.3.4 Identify Tasks (Step 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 4.3.5 Sequence Task and Duty Areas (Step 5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 4.3.6 Select Tasks for Training (Step 6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 4.3.6.1 Criteria for a "No Train" Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 4.3.6.2 Criteria for a "Pre-Train" Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 4.3.6.3 Criteria for a "Train" Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 4.3.6.4 Criteria for an "Overtrain" Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 4.3.6.5 Selecting Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 4.4 Completing the Task List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 4.5 Follow-up Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 5. NOTES ON USING ADDENDUMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Figures 1. Ideal TTJA Seating Arrangement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Addendum A Coordinator Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Addendum B Facilitator Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Addendum C Verb List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 vi DOE-HDBK-1076-94 1. SCOPE 1.1 Scope. This Handbook establishes the guidance necessary to conduct table-top job analysis. An overview of job analysis is provided that is followed by a look at some of the types of analysis that are conducted. Finally, the table-top job analysis method is explained in detail. Appendices include facilitator and coordinator guides to provide further information and examples of table-top job analysis. 1.2 TTJA is One Method. TTJA is not the only method of job analysis; however, when conducted properly TTJA can be cost effective, efficient, and self-validating, and represents an effective method of defining job requirements. 1 DOE-HDBK-1076-94 This Page is Intentionally Blank 2 DOE-HDBK-1076-94 2. APPLICABLE DOCUMENTS 2.1 Government documents. 2.1.1 DOE standards, handbooks, technical standards lists (TSLs), and specifications. The following DOE standards, handbooks, TSLs, and specifications form a part of this document to the extent specified herein. Unless otherwise specified, the issues of these documents are those listed in the issue of the DOE Standards Index (DOESI) cited in the contracting document. DOE HANDBOOK, Training Program Handbook: A Systematic Approach to Training, DOE- HDBK-1078-94. Unless otherwise indicated, copies of DOE standards, handbooks, and TSLs are available from the Office of Scientific and Technical Information (OSTI), P.O. Box 62, Oak Ridge, Tennessee 37831. 2.1.2 Other Government documents, drawings, and publications. The following other Government documents, drawings, and publications form a part of this document to the extent specified herein. Unless otherwise specified, the issues of these documents are those cited in the contracting document. DOE Order 5480.20A - Personnel Selection, Qualification, and Training Requirements for DOE Nuclear Facilities DOE Order 5480.18B - Nuclear Facility Training Accreditation Program Unless otherwise indicated, copies of federal and military specifications, standards, and handbooks are available from the Naval Publications and Forms Center, (Attn: NPODS), 5801 Tabor Avenue, Philadelphia, PA 19120-5099. 3 DOE-HDBK-1076-94 2.2 Non-Government publications. The following document(s) form a part of this document to the extent specified herein. Unless otherwise specified, the issues of the documents adopted by DOE are those listed in the issue of the DOESI cited in the contracting document. Issues of documents that are not listed in that DOESI shall be the issues of the non-Government standards cited in the contracting document. Blank, William E., Handbook for Developing Competency-based Training Programs, Englewood Cliffs, N.J., Prentice-Hall, 1982. General Physics Courseware, Designing and Managing Instructional Programs, Volume III in the Instructor Training Series, 1983. Norton, Robert E., DACUM Handbook, The National Center for Research in Vocational Education, Ohio State University, 1985. "Non-Government standards and other publications are normally available from the organizations that prepare or distribute the documents. These documents also may be available in or through libraries or other informational services." 2.3 Order of precedence. In the event of conflict between the text of this document

and the references cited herein, the text of this document takes precedence. Nothing in this document, however, supersedes applicable laws and regulations unless a specified exemption has been obtained. 4 DOE-HDBK-1076-94 3. GENERAL GUIDANCE 3.1 What is Analysis? Developing training using a systematic approach, involves five phases: analysis, design, development, implementation , and evaluation. In the analysis phase, training needs are determined. When training is selected as part of the solution, the analysis phase creates the data that serves as the foundation for the systematic development or revision of training programs. This data is obtained from three sources: job needs, learner needs, and organizational needs. When done effectively analysis is a cost benefit. It saves more than it costs by ensuring that training resources are spent where they are most needed. The products of analysis can include descriptions of training deficiencies, recommended solutions, required content, and if a job specific training program is being developed, a list of tasks for job performance. Job analysis is specifically used to develop a task list. 3.2 Overview of Job Analysis. Job analysis is a systematic method used in obtaining a valid task list for a specific job. A job is a group of major activities assigned to one individual (e.g., a maintenance mechanic). A job can be divided into functional units called duty areas. A duty area is a distinct major activity involved in performing the job (e.g., duty areas for a maintenance mechanic job could be pumps and fans). Although identifying duty areas is not required, duty areas are a convenience in organizing tasks when conducting job analysis. Duty areas consist of collections of related tasks. A task is a measurable, well-defined unit of work, with an identifiable beginning and end (e.g., tasks for the pump duty area could be install pump, repair pump, service pump, inspect pump). The job analysis process involves the following steps: 1. Developing a list of tasks performed in the job 2. Validating the task list 3. Selecting tasks for training 4. Entering all tasks in a task-to-training matrix 5 DOE-HDBK-1076-94 There are several methods that can be used to perform job analysis. All methods of analysis have advantages and disadvantages, so each analysis situation must be considered to determine the best method of analysis. Some of the types of job analysis are briefly discussed below. 3.3 Types of Job Analysis. 3.3.1 Verification Analysis. Verification analysis is the process of reviewing task lists of similar job positions to extract task statements that match or nearly match the job being analyzed. This method of job analysis should always be considered first. There are many jobs within and external to the DOE community for which task lists have been developed. Detailed operator job (and task) analyses have been conducted and are available for DOE's reactor facilities. Additionally, industry analyses that can be adapted to many of the DOE nuclear facility positions are available for many of the maintenance and technician positions. Time can be saved by locating and using these lists, and with the help of subject matter experts (SMEs) and instructional technologists, deciding which tasks apply and which do not, and identifying the tasks that are different. Other sources of task lists include DOE orders, Guide to Good Practices, DOE Handbooks and Standards, other DOE

facilities, commercial nuclear utilities, and vocational programs. 3.3.2 Document Analysis. Document analysis involves a systematic review of operating and administrative procedures and other job related documents to develop a task list. After an initial list is developed from these sources, SMEs validate the results and select tasks for training using surveys, table top, or other consensus-based approaches to determine facility needs. This method is especially appropriate when job responsibilities are well documented by accurate procedures and other job-related documents. Often task lists can be written directly from the list of procedures with little additional analysis. 3.3.3 "Traditional" Job Analysis. Traditional job analysis involves a combination of research, job incumbent interviews, and surveys. The process typically involves the following eight steps: (1) review available job information; (2) select and train job analysts; (3) develop the task listing; (4) validate the task listing; (5) prepare the survey questionnaire; (6) select the survey sample and conduct the survey; (7) analyze the survey 6 DOE-HDBK-1076-94 results; and (8) validate the results. This method can be relatively time- and resource- intensive and should only be used when the job is complex and very critical to the mission of the facility, or when adequate accurate sources of information are not available (i.e., accurate procedures, task lists, SMEs) or other less rigorous methods are not considered adequate to produce necessary results. The method that this Handbook will focus on is the table-top job analysis method. 3.3.4 Table-Top Job Analysis. Table-top job analysis (TTJA) is one way to determine training requirements. TTJA is a process which uses small focus groups and a facilitator to reach consensus on job needs. TTJA has been used successfully in conducting needs, job, and task analysis. It can be a very effective method of quickly determining, at reasonable costs, the tasks that must be performed by persons employed in a given job area. Conventional analysis methods can be slow, laborious, expensive and unusable. This method is also referred to as a focus group approach. Although the TTJA process can be used for different types of analysis, this Handbook will focus on its use in conducting job analysis. The Handbook provides techniques and information in conducting job analysis using a table-top or focus group approach. 3.4 Purpose of Table-Top Job Analysis. Table-top job analysis has been used to analyze jobs at various levels including professional, technical, skilled, and semi-skilled. Table-top job analysis operates on the following three premises. • Expert workers are better able to describe/define their job than anyone else. • Any job can be effectively and sufficiently described in terms of the tasks that successful workers perform in that job. • All tasks have direct implications for the knowledge, skills and attitudes that workers must have in order to perform the tasks correctly. A carefully chosen group of expert workers (subject matter experts and supervisors) from the job being analyzed form a TTJA team. A facilitator guides the team through the two- or three-day session to complete the task list (There is also some up-front time 7 DOE-HDBK-1076-94 involved in properly planning the table-top job analysis). Brainstorming is one technique used to obtain the collective expertise and help the team reach consensus.

Since the team consists of people with expertise in their job, team members do not need advance preparation. Generally, team members find work on the team both professionally stimulating and rewarding. It must be stressed, however, that some job positions may not have any "experts." This is especially true when a new position is created or at facilities that are in the early stages of operation. In these cases, the job analysts may decide to use a method other than table-top job analysis. A six step process is guided by the facilitator during the session: 1. Orient team (training portion) 2. Review job 3. Identify duty areas 4. Identify tasks 5. Sequence tasks and duty areas 6. Select tasks for training. The TTJA normally results in identifying 8 to 12 duty areas and 50 to 200 task statements that outline what a successful worker in a job area must be able to do (These numbers may vary depending on the job being analyzed.) Accurate work by the TTJA team is important since these tasks will form the basis for developing lesson plans and/or courses for their training program. Since analysis is the first step in the performance-based training model, it is imperative that the team work together to establish an accurate task list. If the analysis is faulty, the instructional products developed will be faulty. An analysis of these tasks is performed to provide the basis for the skills and knowledge that are incorporated into the instructional products. 8 DOE-HDBK-1076-94 3.5 Advantages of Table-Top Job Analysis. TTJA, when used properly, can provide a more efficient and cost-effective method of job analysis than traditional methods. TTJA is inexpensive in comparison with job task analysis since each analysis is completed in two to three days. The end product of a TTJA, the task list, can be favorably compared in validity with any other method. An additional benefit of the process is the partnership that forms between the training department and the operating organization doing the analysis since the team is primarily comprised of people from both areas. 3.6 When Should Table-Top Job Analysis be Used? Although TTJA has been used for several purposes, it is ideally suited for determining (a) the tasks that should be addressed when developing new training programs (b) the tasks that should be covered by existing training programs, and (c) the current accuracy and relevance of an existing task list. TTJA can quickly identify the tasks that a successful worker must be able to perform on the job. Using the identified tasks in the instructional products of a new training program will help ensure curriculum relevance. TTJA can be used to verify the tasks that currently exist in training programs. Once the tasks have been generated by the TTJA team, the tasks can be compared with existing tasks and training materials, and the necessary revisions can be made. TTJA can also be used to review existing task lists to determine if they still portray an accurate picture of the tasks performed by workers in a job. Changes can be made to existing tasks lists based on information from TTJA sessions. 9 DOE-HDBK-1076-94 This Page is Intentionally Blank 10 DOE-HDBK-1076-94 4. DETAILED GUIDANCE 4.1 Table-Top Job Analysis Quality 4.1.1 Factors That Impact Quality. TTJA quality is directly linked to two critical factors: (a) assembling a team of two to six subject matter experts, 1 supervisor, and 1

safety engineer/specialist, and (b) using a trained TTJA facilitator. A trained TTJA facilitator (one who has been trained in the methods of table-top job analysis) is required to maximize effectiveness of the job analysis. Without both factors, the resulting analysis is questionable at best. Some general conventions associated with TTJA are listed below: 1. The coordinator/facilitator is qualified through training and practical experience. 2. Team members are subject matter experts (SMEs). 3. Supervisors that are on the team are SMEs as well. 4. The same team members participate throughout the entire session 5. Tasks statements meet the criteria for acceptable task statements 4.1.2 Table-Top Job Analysis Team Member Roles. For TTJA to be successful, the team that is put together must operate together as a team. Each member must be aware of his/her role and responsibilities while on a TTJA team. Observers are welcome but must not participate as team members. 4.1.3 Table-Top Job Analysis Coordinator. In this Handbook, the term table-top job analysis coordinator is used to refer to the person who plans the job analysis process, makes the necessary pre-session arrangements (including selection of team members) and provides for verification of the team-generated tasks. The coordinator may or may not act as the facilitator of the session. See Addendum A - Coordinator Guide for further information. 11 DOE-HDBK-1076-94 4.1.4 Table-Top Job Analysis Facilitator. A key role in the TTJA process is the facilitator. This person will guide the team throughout the session and often the success of the TTJA session rests with the proficiency of the facilitator. Whereas many persons can perform the role of coordinator (i.e., carry out the pre-session planning and arrangements and post-session activities), the facilitator's job requires some special personal qualities, traits, and characteristics. A TTJA facilitator might be characterized by many of the following attributes: • A professional image and outlook • A sensitivity for others • The ability to establish and maintain enthusiasm • A sense of humor • The ability to show empathy • The ability to display and maintain a positive image • Patience • The ability to make decisions • Skill in job analysis procedures • The ability to display warmth and establish rapport quickly with team members • Skill in questioning • A high degree of sensitivity to both verbal and nonverbal communication • The ability to motivate, encourage, and focus team members • Ability to act as process expert while team members act as content experts • Appreciation of small-group processes so that team members can work things through by themselves • Excellent listening skills and memory • The ability to encourage a consensus from the individuals on the team The facilitator must be intimately familiar with the TTJA process, since the process is so structured. Although some flexibility is allowed during facilitation, there are definite parameters and sequences of events. The multi-skilled facilitator must establish and maintain the team's pace, balance, and participation style; clarify vague statements; and facilitate selection of the most 12 DOE-HDBK-1076-94 appropriate action verbs, task statement modifiers, and nouns. The facilitator must motivate and lead the group and monitor the process, yet never impose content judgments or decisions on the team members.

When an organization is looking to designate a TTJA facilitator, the organization management must carefully assess the candidate's personal traits and characteristics before assigning this responsibility. At a minimum, the candidate should be extremely familiar with the job/task analysis process (Instructional Technologists in a training department are normally adept at this) and have excellent facilitation/process skills. When possible, the candidate should also successfully complete TTJA training. Addendum B contains a Facilitator Guide. 4.1.5 Co-facilitator. A co-facilitator should be selected to assist the facilitator from the beginning to the end of the session. This person's function is to assist the facilitator as necessary in conducting the TTJA session. The co-facilitator may be asked to do the following: • Assist in teaching orientation lessons • Facilitate in various steps of the process • Help post duty areas, tasks, and any supporting materials • Generate task lists and other TTJA materials on the computer. The facilitator and co-facilitator may switch roles throughout the seminar. The role of the co-facilitator is further explained throughout Addendum B. 4.2 Planning the Table-Top Job Analysis Session. Proper planning will help ensure that a successful and productive TTJA session occurs. Major areas of concern in the pre- session planning phase include: (a) securing management's approval and support, (b) involving appropriate staff in the planning process, and (c) developing a schedule of major events and activities. Normally, the TTJA coordinator is responsible for initiating the planning process and making the necessary arrangements, however, the coordinator must 13 DOE-HDBK-1076-94 enlist the assistance of those people necessary to gain their understanding, support and commitment to the entire process. 4.2.1 Securing Management's Approval. Before any TTJA session is planned or conducted, key personnel within the facility must be informed, and more importantly, become committed to the TTJA process. TTJA will not be a success unless the facility administration and management is behind the process. Management can allot the necessary funds and personnel to help ensure the success of the session. 4.2.2 Involving Staff in the Planning Process. Whenever a coordinator conducts activities that may affect others at a facility the way TTJA can, the coordinator should involve, as appropriate, those people who are likely to be affected by or concerned about the resulting changes. Involving these people elicits their understanding and support of the process, which is vital for changes to take place as a result of the TTJA. When planning for a TTJA session at a facility, the coordinator should try to involve the following individuals: (a) managers, (b) instructional staff, and (c) support personnel. Facility managers whose people will be used on the team should be informed of the TTJA process, its benefits, and the reasons for selecting specific people for the team. These managers should also be aware of the coordinator's plans so that they can approve the time schedule, budget, personnel involved, and job selected. Since the results of the TTJA are going to be used as the basis for developing or improving instructional products, facility instructional staff should become involved in the process. The instructional staff should send representatives to observe the process and

take notes. The discussions that take place among the team members can be beneficial to the instructors. It is best to keep instructors off of the team. However, the instructors can be used as sources of information about prospective team members. The instructional staff may also act as coordinators, facilitators, or as sources of information to help identify program areas needing TTJA task lists. 14 DOE-HDBK-1076-94 4.2.3 Determining the Size of the Table-Top Job Analysis Team. A successful TTJA team can consist of as few as three members, not including the facilitator. The subject matter experts are those who perform the job being analyzed, and undoubtedly are in the best position to explain "what they do." Their immediate supervisors can provide continuity to the process since they also know the worker's jobs. The supervisors can also act to filter the tendencies of some personnel to include managerial or other higher level tasks that they do not actually perform. For example, Facility A is going to conduct a TTJA session on the Laboratory Technician job description; the best team members for the team would consist of Laboratory workers and supervisors from Facility A. Sometimes, a facility is so small that it is impossible (because of scheduling, shift obligations, etc.) to assign enough team members to the team. One option for smaller facilities is to reduce team size down to the minimum, only three members plus the facilitator. If a team still cannot be generated at a facility due to a lack of personnel, the facility can contact neighboring facilities that also employ the job being analyzed. For example, a TTJA team for Laboratory Technicians at Savannah River Lab might consist of Laboratory Technicians from S-Area, H-Area, and K-Area. 4.2.4 Developing a Schedule of Events and Activities. A number of specific activities need to be planned and carried out in advance of the session by the staff and coordinator. A schedule of activities from ninety days prior to the session and a daily session schedule are included in Addendum A. 4.2.5 Selecting and Preparing Room for Session. Because the TTJA process depends heavily on group dynamics, there are certain features required for the room in which the session will be conducted. The room selected should have an unbroken wall surface of at least 30 feet and should be of sufficient size to house the team and any observers comfortably. There should be no doors, windows, or other obstructions on the wall that will be used to construct the TTJA chart. The room should be located in a quiet area and should be well lighted and ventilated. The facilitator should check the climate control system prior to the session. 15 DOE-HDBK-1076-94 To facilitate interactions that must take place in a TTJA session, the members should be comfortably seated so that they can easily see and hear each other, as well as read items placed on the wall. The best arrangement is to seat team members in a semicircular arrangement, so that they can actually face the wall where their ideas will be posted. The tables also create work space for the team members. A small table for the recorder should be located at one end of the wall. Figure 1 illustrates the desired seating arrangement. Supplies FRONT REAR Front Wall - 30 Feet Refreshment Table --NO-- doors windows blackboards obstructions Team Section T T J A W A L L Observer Section Rear Entrance (desirable)

Figure 1. Ideal TTJA Seating Arrangement 16 DOE-HDBK-1076-94 There are pros and cons to conducting the TTJA session at the facility versus away from the facility. As long as a room is conducive to interaction and is free from distraction, the specific location is a secondary consideration. However, when a TTJA session is conducted at a facility, work-related distractions can be more frequent. For this reason, it may be more beneficial to conduct the session in an offsite meeting room. 4.2.6 Selecting Team Members. One of the most important tasks associated with TTJA session preparation is selecting team members. If the team members are improperly selected it is very possible that the results of the TTJA will be incorrect. Several considerations must be taken when selecting team members. The first priority is to determine the job to be analyzed. Too wide or too narrow definitions of a job can be detrimental to the TTJA process. Defining the job too narrowly may result in training programs that limit the progress and opportunities for workers. Defining the job too widely may result in a program that requires more time than is reasonable, or trainees who receive only general preparation for completion of a task. When a team is assembled with extreme diversities the process may break down, since members may not be familiar with the work of others in the group. Since the job definition that is used predetermines who the eligible team members are, it is imperative to define the job as accurately as possible. Decisions must be made, based on selection criteria, as to the types of workers to be included and excluded. For the TTJA coordinator, the selection of these team members is probably the most critical aspect of organizing a successful session. The quality of the interactions, as well as the quality of the generated task list, depend heavily on the people selected. Experience suggests the following criteria to guide the selection process: • Technical Competence • Full-Time Employment • Occupational Representativeness • Communication Skills • Team Player 17 DOE-HDBK-1076-94 • Freedom from Bias • Full-Time Commitment Anyone selected as a TTJA team member must be technically competent and perceived as an expert in the job being analyzed. Individuals selected should be highly skilled in their job and should be aware of current developments and needs in the field. Many years of employment does not necessarily qualify a person as a competent TTJA team member. Generally, the immediate supervisor of the workers can identify the most technically competent individuals. Individuals selected should be full-time employees in the job that is to be analyzed. This helps enure their knowledge of and familiarity with all aspects of the job. Some of the people may be supervisors, as long as they are directly supervising the workers whose jobs are being analyzed. Supervisors who have had recent practioner-level experience in the job can provide useful insights into the job being analyzed and continuity to the process. However, no more than 20% of the team should be supervisors. If the job to be analyzed is diversified, the team members should be selected for occupational representativeness . To the maximum extent possible, the make-up of the team should reflect the actual employment situation for the job being analyzed. Team members must possess communication sk ills , since they must be able to

describe the tasks they perform. Some highly skilled workers are either unable or extremely reluctant to interact in a group setting. To be effective contributors, team members should be reasonably articulate in order to explain what they do in a precise and accurate way. Because the TTJA process involves brainstorming and consensus seeking, the team members must be able to listen respectfully to the views of others and participate effectively in group discussions. Each member should be a team player who believes in the TTJA approach to job analysis and who desires to participate in the process. This excludes people who are "sent" without explanation or are simply assigned by their supervisor to "fill a seat" on the 18 DOE-HDBK-1076-94 team. Members should be able to interact without dominating or being dominated and should not overreact to criticism or to having their contributions analyzed or reorganized. Team members should have an open mind and be free from biases related to training methods, training time, and trainee qualifications. This is the primary reason for not including instructors as part of the team. Since instructors might be concerned with having to teach identified tasks, instructors may try to influence the team's contributions. Team members should make a full-time commitment to the session for the required time. It is better to select an alternate member than to accept someone who will disrupt the process or destroy the continuity by being there only part of the time. It is important to stress the importance of being on time for all sessions, because people who are late or are part-timers who miss some of the orientation or group discussion, may seriously disrupt the group process. This is one of the reasons that an off-site meeting room may be more beneficial than an on-site meeting room. 4.2.7 Informing Team Members. At this point, the coordinator should have defined the job to be analyzed, identified potential sources of team members, and determined the criteria to be used in the selection of members. Two other major tasks must be carried out before the TTJA session: (a) contacting the organizations that have the type of expert workers needed, and (b) contacting the prospective team members. A coordinator may be hesitant about contacting organizational management to ask if they are willing to participate in the TTJA session by releasing one or more of their best workers for two to three days. However, management will gladly participate in the process when they know that the effort will be worthwhile. An important aspect of contacting the organizational management required for the TTJA session is to stress how the organization's expertise is needed to update or establish a training program. The coordinator should assure the organizational management that the process will not be successful without the help of the organization's experts. 19 DOE-HDBK-1076-94 When possible, it is important for coordinators to make an appointment to visit the necessary managers to explain the TTJA process and to request their cooperation in nominating and releasing one or more workers. During the visit with the organization, the coordinator should be prepared to explain the TTJA process, how the results will be used, and the qualifications of the worker or supervisor needed. A one- or two-page written explanation and a sample TTJA task list to leave with the organizational management can be

very helpful. The best way to obtain team members for a TTJA team is to meet personally with each nominee, as arranged through the organizational management, thirty to sixty days in advance of the session. If there is sufficient time, this one-on-one technique elicits the best results. Prospective team members may be hesitant to make commitments to a new or different experience. The TTJA coordinator should explain the member's role in the process. The prospective members should be told what to expect from the TTJA session and that support from management for their involvement has been secured. During the explanation, the coordinator should stress the importance of the full-time commitment to the session. Each team member should be present and participate in all portions of the session. Coordinators should not ask someone to be a team member if they are obviously not interested in the activity. Such a person probably will not be a major contributor to the process and may even be detrimental to the session success. If proper selection procedures are followed, few workers will object to participating. Most people will gladly donate their time to the TTJA process. To complete the selection process, it is highly recommended that the coordinator make confirming phone calls to each member five to ten days prior to the session. This provides them with an opportunity to ask any questions and to confirm their plans to attend the session. If several people must cancel at this time, there is still time to seek qualified alternates. 20 DOE-HDBK-1076-94 4.3 Conducting the Session. After preparations have been made, the next task is to conduct the session. There are six major steps involved in conducting a successful TTJA session. The steps are listed below. 1. Orient team (training portion) 2. Review job 3. Identify duty areas 4. Identify tasks 5. Sequence tasks and duty areas 6. Select tasks for training 4.3.1 Orient Team (Step 1). The first step in any TTJA session is to carefully orient the team with what will be happening during the session. The orientation must be well done and should use an informal, nontechnical explanation of the process. A process that uses the table top approach appears in Addendums A and B. 4.3.1.1 Conduct Introductions. The normal procedure for conducting introductions is for the TTJA coordinator to start the meeting at the designated time and then to introduce the responsible organization's representative so that he/she can officially welcome the team members. This introduction should be brief, however, it is important that a high-level official greet the members to help stress the importance of the session. The TTJA coordinator should then introduce the facilitator (assuming a different person fills this role) to the team. The coordinator should acknowledge the skills and experiences of the facilitator that relate to conducting TTJA. The most important thing is to keep the introduction brief, since lengthy introductions may annoy some people. At this point, the facilitator should take over and maintain leadership of the session. The facilitator should immediately establish a warm, safe, and friendly environment. After a brief personal greeting, the facilitator should ask the members to briefly introduce themselves. Ice breaker activities are very effective for introductions. At a minimum, the members should give their names, organization's name, current position, and a brief

description of the work they perform on a daily basis. 21 DOE-HDBK-1076-94 The facilitator should also introduce the recorder and briefly explain the nature of that person's job. It is important that the team members understand that the recorder is not one of them but is present to help the facilitator accurately record the team's contributions. 4.3.1.2 Establish Rapport and Create a Participatory Atmosphere. After the appropriate introductions, the facilitator's major responsibility begins. The facilitator must present an overview of the entire TTJA process in a relaxed but forceful manner. The opening minutes of the session can "make" or "break" the members' enthusiasm and attitudes. The facilitator should quickly establish a first-name basis with the members, and congratulate them on their selection into the team. The facilitator must also stress the importance of the member's individual and collective participation in the process. The facilitator should exude his or her enthusiasm and belief in the TTJA process. One approach is to discuss generally how organizations have successfully used the TTJA process to develop and update task lists upon which the technical training program will be based. The facilitator should try to put the workers at ease and reduce possible anxieties by telling them their job is primarily one of collectively describing what tasks they perform when carrying out their jobs successfully. The responsibility of developing instructional strategies and materials will rest with the training organization. Once a safe environment and rapport has been established, a formal explanation of TTJA can begin. 4.3.1.3 State the Philosophy Behind TTJA. To gain the full cooperation of the team members, it is useful to explain the following three assumptions, which are the foundation for the TTJA process: • Expert Workers are better able to describe their own job than anyone else. 22 DOE-HDBK-1076-94 • Any job can be effectively and sufficiently described in terms of the tasks successful workers in the occupation perform. • All tasks have direct implications for the knowledge, skills, and attitudes that workers must have in order to perform the tasks correctly. These three statements summarize, simply but clearly, the philosophy behind the TTJA process. The members need to understand and accept the premise that, in order to perform a task correctly, a worker must know what to do when and how (knowledge), as well as understand why (attitudes) the task should be performed in the first place and that a worker must be able to perform a given task (skill). The facilitator should explain the step following job analysis, which is determining training program content. This is where each task statement is broken down into the specific steps or operations involved, knowledge needed, attitudes required, tools and equipment needed, etc. The results of this process will be used in preparing instructional materials for the trainer and trainees. 4.3.1.4 Clarify the Role of the Facilitator and the Team Member. The facilitator must establish his/her role clearly and thereby establish his/her credibility as the process expert, simultaneously acknowledging the team members as the job experts. Since the facilitator is not a job expert, there is less chance of his/her being biased with any decisions that the team makes. The facilitator has a very difficult role. He or she cannot influence the technical

judgments or contributions of the team. If the members feel that a task is completed by their occupation, the facilitator must include it on the chart. The facilitator must agree with all decisions that are reached consensually. Nevertheless, he or she should insist that members operate within specific guidelines. The facilitator must provide them with criteria, directions, sets of guidelines, and analogies that will help them accomplish their task. 23 DOE-HDBK-1076-94 The team members in the TTJA process are charged with listing the tasks required to be successful in the job. Hence, their role is vital in development of the TTJA task list. The role of the team member is a unique one. Singly, and in groups, the members are asked to define their jobs by identifying all of the important tasks they currently perform on the job. The team members are the experts, and it is they who must discuss, debate, and occasionally even argue about what is really important to their jobs. Team members must be given the authority to make decisions regarding the tasks involved in the job. If the facilitator tells them they are the experts and carefully listens to them as the analysis proceeds, they will accept the collective decision-making role and produce a good analysis. If, on the other hand, the facilitator says they are the experts and then proceeds to drive the analysis process, he or she soon loses the support and cooperation of the team. 4.3.1.5 Explain the TTJA Process. At this point, the facilitator should be ready to provide an overview of the six steps of the TTJA process while motivating them to get started. Detailed explanations should not be presented at this time. Step 1 -- Orient Team. The facilitator is in the process of performing this step, which should be finished shortly. The goal has been to provide an introduction to the TTJA process and to explain to the members the importance of their role in it. Emphasis should be placed on the advantages of using this technique, which includes the fact that, in a short period of time, at low cost, TTJA can be used to effectively identify the tasks important to the job being analyzed. Step 2 -- Review Job. In this step, the major purpose is to explain the boundaries of the job being analyzed. Any related job titles and specializations to be included or excluded must be known by all members. Step 3 -- Identify duty areas. The next step is to determine the duty areas of the job. These statements should reflect functional areas of responsibility under which all the specific tasks will fit. Most jobs can be divided into eight to twelve duty areas. These 24 DOE-HDBK-1076-94 statements are then written on 8 1/2" X 11" sheets of paper and placed in a vertical column on the left side of the wall facing the team. Step 4 -- Identify tasks. The fourth step involves taking each duty area and specifying the tasks that are performed within that duty area. This step takes the most time, since 50 to 200 tasks may be involved, depending on the complexity of the job. Each task statement should begin with an action verb and describe an observable behavior. Step 5 -- Sequence tasks and duty areas. Once the tasks are identified, the team must organize the tasks into some logical sequence. Since the task lists are used to develop instructional material, it is logical to ask the members to sequence the tasks

within each area in the recommended instructional sequence. The members then sequence the duty areas. Step 6 -- Select tasks for training. The team should use criteria to determine the frequency, importance, and difficulty of each task. The team also must determine whether the tasks are PT - pre-train, T - train, OT - overtrain, or NT - no train, using established criteria. 4.3.1.6 Explain the Guidelines for Team Operation. The following guidelines or ground rules for team member participation have proven to be effective and should be discussed with any new team: • Everyone should participate appropriately. All team members have been carefully selected and are considered equally qualified. • Members should share their ideas freely with the group. There are no right or wrong answers. Members should think out loud and let other team members help frame task statements. • Members are encouraged to "piggyback" on the ideas of others. Members can give their spontaneous responses without weighing their value at the time of the response. 25 DOE-HDBK-1076-94 • Members should focus on offering constructive suggestions rather than negative criticisms or comments. This means that each member must listen carefully to the views and comments of others. • Task statements should be accepted as soon as a consensus is reached on them. Group consensus occurs when the entire team can accept a decision that is made. If consensus is not readily reached, record the task and come back to it at the end of the session. Subsequent discussion may help clear up any issues the group may have. • Members should use references AFTER brainstorming to ensure that no tasks have been missed. • Any observers who are present CANNOT participate. • All task statements should begin with an action verb and should reflect observable worker performances. 4.3.1.7 Facilitating Group Interaction. Two major responsibilities should be dealt with concurrently as the next phase of the TTJA session begins. Immediately following the orientation to TTJA, the facilitator should simultaneously begin facilitating group interaction and constructing the TTJA task list. A TTJA facilitator must cultivate and use his/her interpersonal skills. Basically, the TTJA process requires the facilitator to guide the participation and interaction of team members in a specific sequence through brainstorming and consensus-seeking activities. At the same time, the facilitator must enforce the basic ground rules of brainstorming and adhere to the basic principles of TTJA. Because a facilitator is responsible for facilitating many small-group brainstorming sessions, the rules for productive brainstorming during a TTJA session are summarized here. The facilitator should: • Stay focused on the group process "how are they accomplishing their task" • Encourage each team member to contribute 26 DOE-HDBK-1076-94 • Listen actively to all contributions • Control participants who try to dominate • Readily accept as many contributions as possible • Avoid criticizing participant's contributions • Verbalize contributions to ensure accuracy and clarity • Provide frequent positive reinforcement • Repress own biases and opinions • Probe and encourage with questions • Set and maintain an enthusiastic climate. The team members should be encouraged to do the following: • Offer content contributions freely • Share ideas among themselves • Help one another frame statements

• Limit value judgments about the contributions of others • Begin all task statements with an action verb • Avoid statements using knowledge and attitudes. The facilitator must be adept at communication skills for the session to be a success. At this point the facilitator starts to apply his/her TTJA facilitation skills in actually constructing the TTJA task list. It is assumed that the facilitator has already oriented the team members and has satisfactorily answered their questions concerning TTJA. The next section deals with information defining the job and its scope and proceeds step-by-step through each of the remaining stages of task list development. 4.3.2 Review Job (Step 2). Immediately following the orientation, the facilitator should state which job the operating organization needs to have analyzed. The major purpose of this discussion is to clearly establish the parameters of the job to be analyzed. Everyone needs to know the specific program that is to be analyzed. 27 DOE-HDBK-1076-94 4.3.3 Identify Duty Areas (Step 3). The next step after defining the job is to determine the duty areas of the job under which all specific tasks will fit. A duty area is one of the job incumbents main functions, characterized by a grouping of closely related tasks. This is where the brainstorming process really begins, and where the facilitator must provide enthusiastic leadership. At this point, the team may be unsure of itself and need considerable guidance. For example, the team may have difficulty distinguishing between task statements and duty areas. The facilitator should point out that each duty area can generally be broken down into six or more task statements. Initially, it is important to get the information on paper and on the wall, even though the facilitator is aware that revisions may occur. Generally, there are eight to twelve duty areas common for most occupations. However, the facilitator should continue to solicit contributions until the group feels that they have exhausted all possibilities regardless of the number of duty areas chosen. Near the end of this phase of the analysis, the facilitator may ask, "Can you think of any job tasks that would not appropriately fit under one of the duty statements already on the wall?" The existence of such job tasks suggest that another area is needed. After about an hour of discussion, the facilitator should have listed on the left side of the wall, in a vertical column, most of the duty areas of the job. When the contributions appear to be exhausted, the facilitator should read each of the duty areas aloud. Then the team should be asked if they wish to consider combining or modifying any of them. The facilitator should restate that any duty area that cannot be subdivided into six or more specific tasks should not remain as a separate duty area. Similarly, a single duty area should not be so broadly stated that it contains an excessive number of tasks. The revision process should not be belabored at this point. The team will be able to make further changes as the analysis process continues. Some sample duty areas include the following: 28 DOE-HDBK-1076-94 • Diagnostics • Welding Equipment • Pumps • Cooling System • Fans • Preventive Maintenance 4.3.4 Identify Tasks (Step 4). Once the duty areas have been established to the satisfaction of the team, the facilitator should be ready to focus attention on one duty area

that could be fairly easy to delineate. Usually, the team can suggest a duty area in which a number of tasks can be readily identified. This step is also primarily a brainstorming activity. This is the most important part of the TTJA process, since the task statements that are derived are the core of the task list. The content of a training program will be generated from these tasks. During this phase, the facilitator should emphasize the need for statements that contain an action verb and clearly reflect observable worker performances rather than knowledge or attitudes. Unacceptable statement are any that begin as follows: • The worker should know . . . • The worker must understand . . . • The worker has got to appreciate . . . If certain attitudes or knowledge are needed by the workers, there must be one or more tasks for which the knowledge or attitude are needed. Instead of blanket rejections of a knowledge or attitude statement, however, the facilitator may respond by asking the following: • What does the worker do with that knowledge? • Why does the worker need to know that? • Why is that attitude important? • How does the worker use that attitude? 29 DOE-HDBK-1076-94 These questions usually encourage the contributor or another team member to respond by saying "If the worker doesn't know theory X, he or she can't ." This should suggest an observable task statement. If it doesn't, the facilitator should permit the members to discuss the task further, so long as they stay on topic. The facilitator should also remind the team that each task statement should begin with the unwritten preface, "The worker must be able to. . ." Frequent verbal repetition of the task being delineated may be needed to help maintain the focus of the group discussion. As the team begins to define the first duty area, it is important that the recorder record and post the task statements as soon as possible, with a minimum of debate and negative comment. It is easy to lose a team's commitment to the process at this point if the members begin to perceive the TTJA procedure as unworkable. Facilitators should distribute a list of action verbs to the team members. Members may also review completed task lists to enhance their understanding of the process. An effective facilitator must be an expert at writing clear and concise task statements in order to guide the team. The facilitator must also know the criteria that characterize job tasks and high-quality task statements. Criteria for job tasks and task statements are as follows: Job tasks • Have a definite beginning and ending point • Can be performed over a short period of time • Can be performed independent of other work • Consist of two or more steps • Can be observed and measured • Result in a product, service, or decision Task statements • Reflect a meaningful unit of work • Contain an action verb and an object that receives the action 30 DOE-HDBK-1076-94 • May contain one or more relevant qualifiers but omit qualifiers such as effectively and efficiently • Each statement is precise and short • Each statement should stand alone • Use terminology, common to the job • Avoid use of double verbs, such as "remove and repair." Use the more inclusive of the two • Avoid use of unnecessary and flowery modifiers such as correctly. accurately, etc. • Avoid the use of equipment or tools statements that merely support task

performance. The use of tools in and of themselves is not a task activity, but a means to achieving the work task. • Include only one task in a single statement. If statements are well written and meet the criteria as stated, less time will be required reviewing and refining the statements. The facilitator should keep the team members from trying to focus on more than one duty area at a time. Similarly, the facilitator should not allow the team to resequence task statements during the initial brainstorming session; A sequencing step occurs later in the process. However, if a specific process is being delineated, it may be helpful to tentatively arrange the tasks in order to assist the flow of ideas. A concern often arises over the specification of tasks related to the tools and equipment of the trade. Generally tools or equipment operation should be included as statements only when they reflect actual occupational tasks. The team should be instructed to think about whether the tool is used as a means to an end. For example, an auto mechanic may use several tools when performing the task of "adjust a carburetor," the mechanic's use of a screwdriver and other wrenches in the process does not represent tasks by themselves. Once the members seem to have exhausted all of the tasks for one duty area, the facilitator should determine if the team is ready to move to another. The facilitator must 31 DOE-HDBK-1076-94 not curtail the task listing too soon, and no breaks should be scheduled while listing tasks for a duty area. The facilitator should then try to guide the team in selecting a duty area with similar tasks to the one that was just completed. It is easy for the team to bog down if it switches from procedural tasks to analytical or problem-solving tasks. This process is continued until the group has identified tasks for all duty areas. Because this stage of the TTJA process is the most time consuming, it can tax everyone's endurance, patience, and adherence to the process. As long as the facilitator remains highly motivated and dedicated to the task, the team is likely to remain so, as well. Once all the tasks for each duty area have been identified, the facilitator should conduct a review of each task statement on the task list. The goal at this time is to improve the overall quality of the task list. The skill of the team members to identify worker tasks accurately and precisely should have continued to improve as they advance from duty area to duty area. The facilitator can capitalize on this expertise by reviewing each statement and refining those that need improvement. No sequencing should be done at this time. The team should be permitted to add any new tasks found missing or to delete or reword tasks that overlap one another. The facilitator should normally review the tasks in the same order that they were initially identified. The facilitator should repeat the statement as it is worded and ask the team members the following: • Critique the action verb. Is it the most accurate descriptor of what the worker actually does? • Review the object. Does it represent the thing or person acted upon by the worker? • Check the modifiers or qualifiers, if any. Are the correct ones used? Are others needed? Have unnecessary modifiers, such as "effectively" and "efficiently," been omitted? 32 DOE-HDBK-1076-94 Reviewing the task list at this stage should result in considerable clarification and

numerous word changes. New cards should be written for statements that are changed in order to keep the task list as neat as possible. The facilitator must constantly challenge the team to think of the most accurate and descriptive terms. It is important to insist on consistency and clarity. A few other points should be stressed. A task statement should contain as few words as possible (usually a maximum of eight) and still be completely descriptive. Often, two or three words are sufficient. Long statements tend to lack focus. Each duty area should contain at least six specific task statements. If the group can specify only two or three tasks, the duty area should probably be combined with another related area. Conversely, if a particular duty area results in a large number of tasks (e.g., fifteen to thirty), there may be justification for dividing that large area into two duty areas. Once the tasks in each duty area have been refined, the facilitator should ask the team if the duty statement is still an accurate description of that general area of responsibility. Sometimes the scope of the duty areas should be narrowed or broadened to reflect the specific tasks more accurately. To the extent possible, each duty area should include all the tasks within the area and exclude all the tasks specified for the other duty areas. A quick check of available work procedures is beneficial to help validate this list. This review may identify some overlooked tasks. For example, while looking at procedures a task is found that is only performed every three years, is critical, but was not discovered during the brainstorming session due to its infrequency. The facilitator's role is to stimulate the team to make any necessary refinements that may be needed. The facilitator should question and challenge their statements and even propose alterative wording, but must always allow the team to make all the technical content decisions. 33 DOE-HDBK-1076-94 4.3.5 Sequence Task and Duty Areas (Step 5). Although sequencing the duty areas and task statements does not take a lot of time, the results of the sequencing add significantly to the quality and appearance of the final task list. Before sequencing the task statements within each duty area, the facilitator should provide the team with a rationale for sequencing them. Because a TTJA analysis is usually conducted to provide a sound basis for later curriculum and instructional development, the best rationale for sequencing is to place the tasks that workers would normally learn and use first on the job on the left side of the wall. The facilitator may ask team members to role-play the hiring of a new employee who cannot perform any of the tasks on the chart. The members then should decide, area by area, which tasks they would expect the employee to learn and practice first. A few other factors should also be considered when sequencing the tasks. Some tasks, because they represent parts of an overall process, are performed in a natural, chronological flow and are very easy to sequence. Other tasks may involve activities that are very difficult to sequence because the order in which they are learned or performed is arbitrary. Sometimes they will discover two or more subsets of tasks in one duty area that logically follow one another. Usually, the facilitator should select the first duty area to be sequenced. Based on his

or her knowledge of what needs to be done, the facilitator can select an area in which some of the tasks are already sequenced according to the criteria or in which it appears that such sequencing may be readily accomplished. An option here is to start with a duty area that has a clear space below it and simply move the duty area downward and begin placing the task statements to the right of it. During the task sequencing phase, the team may discover a missing task statement, one that overlaps another, or some other need for revision to improve quality. The facilitator should not permit major changes at this point, but some revision can be 34 DOE-HDBK-1076-94 expected. Once a group of tasks has been sequenced, review it from beginning to end (left to right) to ensure final agreement before going on to the next duty area. Once the group has sequenced all of the task statements, the facilitator should ask the team to study all duty areas. The objective now is to organize the entire analysis as it will appear on the printed task list. Two factors should be considered at this point. First, sequence the duty areas logically (i.e., chronologically or hierarchically). Second, the facilitator should suggest the vertical shifting of one or more duties adjacent to an area that has similar tasks or that logically follows the previous band. It should be noted, however, as with the task statements, that the top-to-bottom sequencing of the duty areas usually is partly an arbitrary one. The facilitator should now be ready to obtain final agreement on whether the task list is a reasonably accurate and comprehensive description of the job. Normally, the members will quickly agree that the chart is complete, especially if the process has been followed, and will want to know how soon they can show a copy to their supervisor(s) and colleagues. 4.3.6 Select Tasks for Training (Step 6). During this step the facilitator will help the team members to sort each task into categories of "no train," "pre-train," "train," or "overtrain" tasks. The facilitator should inform the team that some training can be effectively completed with non-formal training; these will be the "no-train" tasks. Other tasks will require documented training and evaluation in a formal training program ("train" and "overtrain"), while still others require formal training and evaluation "pre-train" just prior to task performance (for example, a task completed only every three years). The team will apply criteria to determine the designation of each task. 4.3.6.1 Criteria for a "No Train" Task. • High frequency of performance 35 DOE-HDBK-1076-94 • Low difficulty • Low probability of error • Low consequence of error • Can be confidently performed with mentoring, informal OJT, job experience, and/or a job aid/procedure 4.3.6.2 Criteria for a "Pre-Train" Task. • Extremely low frequency • Time is available for training prior to task performance • Worker needs training prior to task performance 4.3.6.3 Criteria for a "Train" Task. • Moderate consequence of error • Related task performance maintains proficiency on the task • One-time training is sufficient for task performance • Moderate frequency • Can task be performed without use of a job aid/procedure? 4.3.6.4 Criteria for an "Overtrain" Task. • Task requires frequent practice to maintain proficiency • Proper task performance is critical to safety (extreme consequences) • Generally low frequency

4.3.6.5 Selecting Tasks. The team will now categorize tasks within each duty area as "no train," "pre-train," "train," or "overtrain" based on the aforementioned criteria. The team will then come to consensus on each task. All tasks with similar classifications will be grouped together. For further information, refer to Addendum B - Facilitator Guide. 36 DOE-HDBK-1076-94 4.4 Completing the Task List. It is important that the format that is chosen for the task list be professional looking and user friendly. The physical layout and appearance of the format adopted can do much to create a favorable impression for those who use the task list. Once the design is chosen, it should be used for all of the facility's table top analysis. Once the task list with the tasks selected for training is printed, the team members should review the tasks and their selections one last time. When the review is complete the team should document their participation in the process approval of the task list. In addition to the team members, an empowered member of the instructional staff should also review and approve of the task list. The final review should be made by facility management. A cognizant manager should approve the list showing management buy-in to the process and demonstrating their commitment. These reviews close out this job analysis process, with the result being a self-validated task list with tasks selected for training. With proper coordination between management, the recorder, the instructional staff, and the team, the review and approval process can be an integral part of the session. 4.5 Follow-up Activities. One of the most important follow-up activities is to determine training program content. The task list will facilitate this activity. A table top team can be used in order to identify: • the steps/activities involved • the related knowledge required • the attitudes involved • the performance standards expected • the tools and materials needed • the entry-level criteria • and the safety concerns. 37 DOE-HDBK-1076-94 This information will provide the basis for developing the instructional materials. It is extremely important that each DOE facility conducting table-top job analysis carefully document the process that was used during the job analysis. A document which details the personnel involved, the task list prepared by the team, and the Task-to-Training Matrix (see ASAT Handbook) should be maintained by the facility for auditing purposes. The facility should also describe how the Task-to-Training Matrix will be updated. TTJA has proven itself an effective, efficient, and viable alternative to traditional job analysis procedures. When properly used, TTJA is a powerful tool for evaluating an existing program or developing a new one. 38 DOE-HDBK-1076-94 5. NOTES ON USING ADDENDUMS Much of the material that is included in the addendums is taken directly from courseware used to facilitate TTJA sessions at facilities. Addendum A is a Coordinator Guide. The Coordinator Guide is a self-study instrument designed to facilitate TTJA coordination. It includes information and recommendations to assist the person designated as Coordinator in scheduling and planning of a TTJA seminar. Time guidelines and recommended timelines for various events are included to assist the Coordinator. Self-checks are provided throughout the document to help ensure understanding of the process.

Addendum B is a Facilitator Guide. It also is a self-study guide for the appointed Facilitator. Prospective facilitators will get the information they need to perform their duties as facilitators with the guide. The Facilitator Guide also contains lesson plans associated with the orientation process. Training aids are not provided, since this addendum is for reference only. Addendum C is a verb list that can be used when writing task statements. 39 DOE-HDBK-1076-94 40 ADDENDUM A COORDINATOR GUIDE 41 U.S. Department of Energy DOE/ID-10435 5480.20 Training Seminar Series: "Table-Top Job Analysis" Coordinator Guide March 1994 43 FOREWORD The table-top process is a method of job analysis in which a team of subject-matter experts--job incumbents, engineers, supervisors, and other experts as applicable--and instructional technologists meets to identify the tasks performed in a specified job position. The task list serves as the basis for determining the content that should be included in the training program. To coordinate the table top job analysis (TTJA) seminar, someone at the facility must be designated as the "Coordinator," who is responsible for making the necessary pre-seminar arrangements. This Coordinator Guide is for use by the facility-designated Coordinator. It will help the Coordinator organize a successful TTJA seminar by providing an overview of TTJA and step-by-step directions and easy-to-use checklists and examples needed to fulfill all Coordinator responsibilities. The 3-day TTJA seminar helps the facility develop a valid task list and select tasks for training, as reflected in the seminar's terminal objective: "Using the Table-Top Job Analysis process, participants will DEVELOP a task list and SELECT tasks for training that meet the intent of DOE Orders 5480.18A and/or 5480.20." Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 45 CONTENTS HOW TO USE THE COORDINATOR GUIDE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 SYMBOLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 SEGMENT 1: HOW DO YOU KNOW IF YOU NEED THE TTJA SEMINAR? . . . . . . . . 51 Why Conduct Job Analysis? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 What is the Purpose of the TTJA Seminar? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 What are the Products? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Who Should Be Involved? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 When is the TTJA Seminar Appropriate for your Needs? . . . . . . . . . . . . . . . . . . . . 53 What is the Coordinator's Role in TTJA? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 SEGMENT 2: DIRECTIONS FOR COMPLETING EACH ITEM ON CHECKLIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 30-90 Days Prior to TTJA Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Identify Potential TTJA Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 SMEs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Job Incumbents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Engineers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Other SMEs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Supervisors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Facilitator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Observers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Secure Management Approval . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Establish Dates for 3-Day Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Select and Schedule Meeting Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 30-60 Days Prior to TTJA Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Contact Prospective Team Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Contact Prospective Observers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Contact Operating Organization Management . . . . . . . . . . . . . . . . . . . . . . . . . . 67 20-30 Days Prior to TTJA Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Gather/Send Information for Review by Facilitator . . . . . . . . . . . . . . . . . . . . . . 67 Confirm Arrangements with TTJA Participants . . . . . . . . . . . . . . . . . . . . . . . . . 68 Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 47 CONTENTS, Cont'd SEGMENT 2 (Cont'd) 5-10 Days Prior to TTJA Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 Call each TTJA Participant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 Gather Seminar Supplies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 Supply List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 Day Before TTJA Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Make Final Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Meet and Review Plans with Facilitator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Discuss Introductions with Welcoming Official . . . . . . . . . . . . . . . . . . . . . . . . . 70 Day of TTJA Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Conduct Introductions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 After the Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Obtain Documentation from Facilitator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Complete any TTJA Steps not Finished During Seminar . . . . . . . . . . . . . . . . . . 71 Send Thank-you Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Remaining SAT Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Appendix A: Sample Invitation Letter from Management . . . . . . . . . . . . . . . . . . . 74 Appendix B: Sample Participant Invitation Letter . . . . . . . . . . . . . . . . . . . . . . . . . .75 Appendix C: Sample Observer Invitation Letter . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Appendix D: Sample Welcoming Official Letter . . . . . . . . . . . . . . . . . . . . . . . . . . .77 Appendix E: Sample Confirmation Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 SEGMENT 3: COORDINATOR CHECKLIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79 TTJA Planning Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80 Coordinator Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82 REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 48 HOW TO USE THE COORDINATOR GUIDE Thank you for serving as the "Coordinator" for organizing the 3-day seminar titled "Table-Top Job Analysis" (TTJA). Your role is crucial to the success of the seminar; a success which in turn will promote the quality and usefulness of the seminar end product: a task list that will serve as the basis for training program content. Your participation as Coordinator will help your facility efficiently and cost-effectively meet the requirements of DOE Order 5480.18A and/or 5480.20. This Coordinator Guide provides step-by-step directions, easy-to-use checklists, and examples to help you prepare for and follow-up after the seminar. This Guide is divided into three segments: Segment Topic 1 How Do You Know if You Need the TTJA Seminar? 2 Directions for Completing Each Item on the Coordinator Checklist 3 Coordinator Checklist Feel free to write in this Guide and use it as a note-taking tool. Your facility will be given a master set of all TTJA seminar materials from which you can make clean copies for future TTJA seminars. An extra "TTJA Planning Sheet" and "TTJA Checklist" are provided in the pockets of this Guide for your use. You may also want to keep additional notes and memos in the pockets so you will have a complete record of your work as you organize the seminar. Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 49 SYMBOLS Symbols are used in this Guide to alert you to important activities or points. This symbol denotes a checkpoint where you will apply the information in the segment to your specific needs. If you see this, read the directions. This symbol means read the text. This symbol means to write your response in the space provided or take the action specified. When you see this symbol, we'll recap previous information. Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 50 LC\ SEGMENT 1 Learning objectives and evaluations are based on the task list, so training is effective and efficient The end product of TTJA is a valid task list with tasks selected for training HOW DO YOU KNOW IF YOU NEED THE TTJA SEMINAR? WHY CONDUCT JOB ANALYSIS?

Job analysis results in a valid task list which serves as the basis for objectives that job incumbents learn and perform in a formal training program. This analysis ensures that job incumbents learn exactly what is needed to perform their jobs safely and competently without spending too much time in training (learning things irrelevant to their job) or too little time in training (not learning everything they need to know, or not having their performance of tasks evaluated before working in the field). Basing a training program on a valid task list leads to more productive, safe, and competent job performance. WHAT IS THE PURPOSE OF THE TTJA SEMINAR? WHAT ARE THE PRODUCTS? Table-top job analysis includes a team of subject matter experts (SMEs) and a supervisor that meets in a workshop to identify a list of tasks performed in a specific job and to determine which of those tasks should be included in the formal training program. A Facilitator guides the team through the process and writes and posts the task statements on a wall or other easy-to-see surface. The end product of the seminar will be a valid list of tasks selected for training for that one job position. Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 51 TTJA Steps 1. Orient team (training portion) 2. Review job 3. Identify duty areas 4. Identify tasks 5. Sequence tasks and duty areas 6. Select tasks for training The 3-day TTJA seminar includes a 1/2-day "training portion" (participants learn the TTJA terms and steps) and 2-1/2 days of "workshop" (participants apply what they learned as they perform each TTJA step). WHO SHOULD BE INVOLVED? TTJA is usually conducted for one job position at a time. A job position involves all the activities assigned to one individual. Numerous individuals may be employed with the same job position (though not necessarily the same job title). Examples of job positions include: - Health Physics Technicians - Chemistry Technicians - Reactor Operators - Tank Farm Operators - Distribution and Inspection Operators - Hazardous Waste Management Technicians - Pipefitters The people who would be involved in a given TTJA session would be those SMEs and a supervisor who are familiar with the specific job position being analyzed. The SMEs would include job incumbents and/ or engineers who understand the design of facility systems (as appli- cable). Depending on the job, SMEs from similar facilities might also participate. For example, if you want to base a "Health Physics Tech- nician" training program on a valid task list, you would invite 2-4 Health Physics Technicians, 1 of their immediate supervisors, and, as appli- cable, 1-2 other facility Health Physics SMEs to participate in the TTJA seminar. You would not want to invite 1 Health Physics Technician, 1 Chemistry Technician, and 1 Reactor Operator to participate as team members in one TTJA seminar. These are very different jobs, so the Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 52 The TTJA process will satisfy requirements of DOE Orders 5480.18A and/or 5480.20 Coordinator's responsibilities people on the team would not be able to work together productively to develop a list of "Health Physics Technician" tasks. WHEN IS THE TTJA SEMINAR APPROPRIATE FOR YOUR NEEDS? When you are responsible for developing or revising a job-specific training program using a systematic approach to training and: 1. No training program currently exists for the job position, or

2. There is an existing training program for the job position but it is not based on a current, valid task list, then this seminar is for you. The table-top process, when used properly, has proven to be a more efficient, cost-effective method for developing a task list than traditional job analysis methods such as survey questionnaire or observation. It is effective as a stand-alone process and when used in combination with other job analysis methods such as verification analysis (using another facility's task list as a basis for your own) and document analysis (reviewing procedures or other documents to determine tasks). This TTJA seminar combines the table-top approach with verification analysis and documentation analysis. WHAT IS THE COORDINATOR'S ROLE IN TTJA? As the Coordinator, your role is to make the necessary pre-seminar arrangements, such as selecting TTJA team members, gathering job- related information for use during the seminar, and scheduling the seminar meeting room. The Coordinator may or may not act as the Facilitator of the seminar. Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 53 Summary 1. TTJA involves a team of SMEs (job incumbents, engineers, etc.) and supervisors who identify the tasks involved in one specific job position. An instructional technologist should also be involved, usually in the role of Facilitator. 2. The valid list of tasks selected for training serves as the basis for training program content. 3. The Coordinator's role is to arrange the 3-day TTJA seminar by completing this Coordinator Guide. Checkpoint Who initiated the request for the 3-day seminar? Name Phone For which job position will your facility be developing a task list during the 3-day TTJA seminar? Is there an existing task list at your facility for this job position or a similar job position? Does your facility have well-written procedures that describe task performance? Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 54 SEGMENT 2 Size of team DIRECTIONS FOR COMPLETING EACH ITEM ON COORDINATOR CHECKLIST Directions USE THE YELLOW PLANNING SHEET AND CHECKLIST TO PREPARE FOR AND FOLLOW-UP THE TTJA SEMINAR . Read the information in THIS SEGMENT to obtain DETAILED EXPLANATIONS of each item on the checklist. NOTE: It will not require a full-time effort for 30-90 days to complete these items, but it will most likely require 30-90 days for adequate leeway in scheduling participants and a meeting room. 30-90 DAYS PRIOR TO TTJA SEMINAR NOTE: The items listed in this section will typically be completed concurrently rather than sequentially. Item 1: Identify Potential TTJA Participants TTJA involves a team of SMEs and supervisors and a Facilitator (usually an Instructional Technologist). You may invite observers to learn the TTJA process. The team members (SMEs and supervisors) use their technical expertise to determine the task list. The same team members should participate throughout the entire TTJA seminar. The ideal TTJA team is composed of 2-5 SMEs and 1 immediate supervisor. TTJA should be conducted with enough team members to fairly represent the workers involved in a job position and to allow group interaction. If there are so few job incumbents in the position being analyzed that a facility cannot commit at least three members, perhaps people from a neighboring facility who have similar job positions could provide additional team members. For example, a TTJA team for Laboratory Technicians at Savannah River Site might consist of laboratory technicians from S-Area, H-Area, and K-

Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 55 Number of observers Who are SMEs? Job incumbent qualifications Area. It is best to select 5-8 people so that if one or two people cannot participate at the last minute, the team will still be functional. The people responsible for developing the subsequent training materials should facilitate or at least observe the process. Other people who wish to learn how to conduct the process should also observe. NOTE: We suggest you do not invite more observers to attend than you have as team members. For example, if there are 4 team members and 9 observers, the team members may feel uncomfortable, like they are "on trial," and this may reduce their effectiveness on the team. If there are 4 team members, invite 4 or fewer observers. One of the most critical aspects for organizing a TTJA seminar is selecting the most appropriate team members. The quality of team inter- actions and thus the end product--the task list--will depend heavily on the people selected. After discussions with management, select team members based on the qualifications described below. Subject Matter Experts (SMEs) In the context of this seminar, the term subject matter experts typically means the actual job incumbents of the job position being analyzed and, as applicable, engineering personnel responsible for the design and safety analysis of facilities/activities. In some cases there may be no expert job incumbents (e.g., when determining training requirements to teach people a new system/process). In this case, the SMEs may consist of engineering and design personnel or perhaps experts from other facilities who may be familiar with that system/process. Job Incumbents Job Incumbent Qualifications Expert job incumbents are in the 1. Full-time employee in job being analyzed best position to explain "what 2. Perceived as the "role model" for they do." Therefore, the job proper job performance incumbents selected as TTJA 3. Highly skilled and knowledgeable regarding the tasks team members should be full-time 4. Aware of new procedures, employees in the job being equipment, and "lessons learned" analyzed. Being full-time helps ensure their knowledge of and Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 56 Engineer qualifications familiarity with all aspects of the job. They must be technically competent and perceived as "role models" for proper job performance. They must be highly skilled and knowledge- able regarding the tasks required to perform the job, and aware of current developments such as new procedures, new equipment, as well as facility and industry "lessons learned." Many years of employment does not necessarily qualify a person as a competent TTJA member. Engineers As applicable, engineers should be selected based on their knowledge of how the facility systems are designed and should be operated. They must also be familiar with the tasks involved in the job position being analyzed and have a good working relationship with the job incumbents. Other SMEs

If the TTJA seminar is being conducted for a job that is performed in more than one facility at a site, then you might want to consider broader- based "job representativeness" as an additional selection criterion. For example, the Health Physics Technician job position is common in the DOE community. If TTJA is being conducted at the Oak Ridge National Laboratory for the Health Physics Technician job, then the team might consist of representatives from Y-12, X-10, K-25, etc. (assuming one master task list for this job position will be used throughout ORNL). Additionally, if two or more DOE sites choose to save money by sharing a task list for a common job position, the TTJA team might also have representatives from Paducah and Portsmouth. Supervisor qualifications Supervisors Supervisors should be those who directly supervise the job incumbents performing the job being analyzed. Supervisors who have had recent practitioner-level experience in the job can provide useful insights into the job being analyzed and can provide continuity to the process since Supervisor Qualifications 1. Directly supervise the job incumbents who perform the job being analyzed 2. Recent practitioner-level experience in the job 3. Good working relationship with job incumbents serving on team Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 57 CAUTION Qualifications for all team members Facilitator's Role they know what is considered "desirable" worker performance. Supervisors also help filter the tendencies of some job incumbents to include managerial or other higher-level tasks that job incumbents do not actually perform. The caution is to make sure the supervisors have a good working relationship with the job incumbents so the SMEs on the team will not feel hindered or threatened when describing their jobs. The supervisor selected to participate on the team must be someone who will listen to and consider the contributions of all team members, even though the supervisor may disagree on some discussion points. The entire team must be able to come to consensus on decision points, without the supervisor's opinion carrying more weight than the other team members'. In addition to the technical competence required of the SMEs, supervisors, and engineers, there are some interpersonal skills they must all possess: Interpersonal Skills Required by all Team Members - the ability and willingness to clearly describe the tasks they perform in a precise and accurate way - the skill of listening respectfully to the views of others and participating effectively in group discussions without dominating or being dominated - the disposition toward not overreacting to criticism or having their contributions analyzed/reorganized - the disposition toward being a team player who believes in the TTJA process and who wants to participate in the process (this excludes people who are "sent" without explanation or are simply assigned by their supervisor to "fill a seat" on the team) - the ability to be open-minded and free from biases related to training methods, training time, and trainee qualifications Facilitator The Facilitator's role is the TTJA process expert who facilitates the TTJA steps but does not provide technical input toward the task list. Two people usually serve as Facilitators, alternating between Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 58 Facilitator qualifications

"Facilitator" and "Co-Facilitator." Facilitators must have technical expertise in conducting job analysis and expertise in the table-top analysis method. Preferably, Facilitators will be qualified to facilitate TTJA through training and practical experience. In the context of this 3- day seminar, the Facilitators must also possess strong instructional skills in order to teach the lessons on the first day dealing with TTJA, nominal group technique, and consensus decison-making. A successful TTJA seminar hinges on the Facilitator's succesful use of (a) interpersonal skills, (b) special facilitating skills, and (c) expertise in the entire Systematic Approach to Training (SAT) process. Interpersonal Skills Needed by Facilitator - FLEXIBILITY!!! - a sensitivity to others - the ability to establish and - a sense of humor maintain enthusiasm - the ability to make decisions - patience - excellent listening skills - the ability to display and - the ability to display warmth maintain a positive image and establish rapport quickly - a high degree of sensitivity with team members to both verbal and nonverbal - the ability to motivate, communication encourage, and focus team - excellent memory members Special Skills Required of TTJA Facilitators - expertise in job analysis processes - expertise in the table-top analysis method - skill in questioning techniques - the ability to act as a process expert who leads and controls the process but allows team members to act as content experts who make content judgments and decisions - skill in small-group dynamics - skill in obtaining small-group consensus - the ability to establish and maintain the team's pace, balance, and participation - the ability to recognize vague statements and help the team select the most appropriate action verbs, task statement modifiers, and nouns Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 59 Who are "observers"? When selecting a TTJA Facilitator, you must carefully compare a candidate with the checklist of interpersonal skills as well as the special skills listed above. At a minimum, the candidate should be extremely familiar with the job analysis and task analysis processes and possess excellent facilitation skills. Someone who is flexible and can adjust to changing needs is crucial. Because of the importance of the Facilitator, if the right person cannot be found, you may consider using outside experts who have been trained in this particular TTJA process. Observers Several types of people might be interested in observing the 3-day seminar. Most important are those who will be required to develop the training materials based on the task list that will be produced during the seminar. These "developers" should attend the entire 3 days, taking notes on the many training-related discussions. Observing will also help them follow through with follow-on SAT steps. Other training staff from your facility training department may want to learn how to conduct future TTJA seminars and would therefore benefit from observing the process. These trainers should participate during the "training" portion and then observe during the "workshop" portion. To gain TTJA facilitation experience, the Facilitator may ask these trainers to co-facilitate portions of the seminar.

Procedure writers from your facility may also benefit from observing the seminar. Since procedures should be based on the tasks required for competent job performance, this provides an excellent base for ensuring that all procedures are written as needed, are based on current information, and have buy-in from the job incumbents. People from other DOE facilities may also be interested in observing to see how the process can be used at their own facility. This has helped save time and money throughout the DOE complex. One caution, however, is that having observers from other facilities may promote an unhealthy feeling of "competition" with your facility. Be careful to set a positive tone when inviting observers from other facilities, and the Facilitator should be careful to explain the role of observers. Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 60 With whom must you seek approval? Name Phone Item 2: Secure Management Approval It is important for you to Possible People to Contact personally, if possible, explain the TTJA process to all affected 1. Your management for management levels and obtain approval of your their commitment to the planned participation as Coordinator TTJA seminar. If you cannot do this in person, make the necessary 2. Operating organization(s) contacts by phone. management that employs people in the job being NOTE: Securing management analyzed approval has been shown to be 3. The managers who can critical. Without management release expert job incumbents support for allowing the team and their supervisors for members to participate the entire participation in the seminar time, uninterrupted, then the seminar may not be completed 4. Training organization within the allotted time and the management responsible for results may not be completely associated training program valid. Recognize, however, that management may be reluctant about this process at first. They may have previously experienced traditional job analysis methods, where much SME time was requested to participate in surveys, interviews, and other methods. You will need to be sensitive to this and help management understand that this process requires only 3 days of full-time commitment by a handful of SMEs and supervisors and it will result in an immediate product--a valid list of tasks selected for training that will serve as the foundation for training program content. Your discussions with management should include topics such as: 1. Why job analysis is beneficial and why the Table-Top process produces fast results. Use Segment 1 of this Guide to explain the necessity of job analysis. Point out that in order to meet DOE Orders 5480.20 and 5480.18A (if applicable), the training program content for the (name of job position being analyzed) should be based on a valid task list. Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 61 Solicit suggestions for potential team members and a possible date Ensure management will be somewhat visible throughout seminar Have management talk with potential team members in advance 2. Purpose of Seminar. Explain that during a 3-day TTJA seminar, the task list will be developed and, at the same time, facility training staff will learn how to conduct future table-top job analyses for other training programs that must meet the Orders. 3. Agenda. An agenda for the 3-day seminar is shown on the next page.

4. Who Needs to be Involved. Using the information from the previous section, explain that the seminar must involve a special mix of people who must be allowed to participate, uninterrupted, for the entire 3 days: - 2-5 SMEs - 2 facilitators - 1 supervisor - 1-5 observers - 1 coordinator In addition, 1 manager from the operating organization needing the task list should conduct a brief (1-2 min.) welcome during the "Introduction" lesson on the first morning of the seminar. This person should welcome the team officially, thank the team members for their participation, and recognize the importance of the team's contributions in the seminar. The operating organization management should drop-in periodically throughout the seminar to see how it is progressing. Especially toward the end of the seminar, management should observe long enough to understand the resulting product and express their support for the people who participated in the process. Ask managers to suggest potential team members based on the "qualifi- cations" described in the previous section. Ask management to inform potential team members of the upcoming seminar prior to the time when you invite the team members to participate (refer to Segment 2, Appendix A, for a sample letter management could use to invite participants). This will help alleviate resistance by job incumbents and eliminate rumors about why the job position is being examined. Item 3: Establish Dates for 3-Day TTJA Seminar There are several things to keep in mind when selecting the date for the 3- day TTJA seminar. Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 62 Agenda for Table-Top Job Analysis Seminar Day 1 8:00 - 12:00 1:00 - 5:00 Step 1: Orient Team (training portion) Workshop Step 2: Review the job Step 3: Identify duty areas Step 4: Identify tasks Day 2 8:00 - 5:00 Workshop (cont'd) Step 4: Identify tasks (cont'd) Day 3 8:00 - 4:30 4:30 - 5:00 Workshop (cont'd) Step 5: Sequence tasks and duty areas Step 6: Select tasks for training Seminar Summary 1. Remember that it may take you up to 30-90 days to complete all Coordinator responsibilities (only part time, of course). 2. When the 3-day TTJA seminar is being delivered by outside experts, you will need to work with them to schedule a date. Tuesday through Thursday may work best to accommodate travel schedules. 3. When seeking management's approval (previous section), ask if they have suggestions for dates that would best accommodate potential TTJA team members (shift schedules, scheduled outages, etc.). 4. Depending on where the seminar will be held and who is invited, consider whether people will need time to transfer security clearances. Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 63 Item 4: Select and Schedule Seminar Meeting Room In what room will the seminar be held? Check the room to make sure it meets these standards Make sure there is adequate wall space to post all tasks Notice the wall surface � � � Because the TTJA process depends heavily on group dynamics, certain features are required of the room in which the seminar will be conducted. The room should have an unbroken wall surface of at least 30 feet on two walls and should be of sufficient size to comfortably accommodate the team and observers. Since the Facilitator will be writing each task on a separate piece of paper and then posting it on the wall (and there may be literally hundreds of tasks, so it may take more than one wall to post all tasks), there should be no doors, windows, or other obstructions on the TTJA walls.

Notice the surface of the walls. Hundreds of pages will be hung on the wall and moved around, yet the integrity of the wall must be maintained. Are they hard painted walls? Are they corkboard or some other cloth-covered surface? Make a note of the surface so you can tell the Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 64 Make sure tables can be arranged as needed Schedule equipment Arrange for refreshments, if possible Check the lighting Facilitator which materials will be most appropriate for hanging the pages on the wall (non-marking putty, tape, post-it pads, push pins, staples, etc.). (Refer to the supply list provided later in this segment.) Note: Due to the uneven surface, the folding, accordion-style partition walls will not work for this seminar. To facilitate interactions during the TTJA seminar, the members should be comfortably seated so they can easily see and hear each other, as well as read items placed on the wall. The best arrangement is to seat team members in a semicircular arrangement. The members should actually face the wall where their ideas will be posted. The tables create work space for the team members. Observers will also need table space and should be seated in the semicircle with the participants during the training portion of the seminar. A small table for supplies should be located at one end of the wall. The room will need to be equipped with a VHS VCR with a monitor or TV, an overhead projector with screen, two flipchart stands with 4 pads of flipchart paper, and one small calculator. The Facilitator will need a portable computer and access to a printer. Make sure you coordinate computer needs with the Facilitator. The Facilitator must be allowed to apply accelerated learning techniques during this seminar. People need to be relaxed, alert, and energized to make the seminar a success. To help with this, arrange for healthful refreshments such as juice, ice water, coffee/tea, fruit, vegetables, crackers, etc. The Facilitator may bring a music system with appropriate music (if this is allowed in the facility). There are pros and cons to conducting the TTJA seminar at the facility vs. away from the facility. Holding the seminar on-site is convenient if team members need to refer to procedures, reports, etc., to help them identify the tasks involved in the job. Holding the seminar off-site will help reduce work-related distractions and, if people from outside the facility will be attending, it will reduce the amount of paperwork needed for security clearances. The guiding principle is to select a room that meets the criteria listed above, is conducive to interaction, and is free from distraction. The room should be located in a quiet area and should be well-lighted (no dark shadows on the work tables or on the walls) and well-ventilated. Check the climate control system prior to the seminar. Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 65 Team members are the SMEs (job incumbents, engineers, others) and supervisor Explain these issues to potential team members Who agreed to participate? Names 30-60 DAYS PRIOR TO TTJA SEMINAR Item 1: Contact Prospective Team Members The best way to inform team members is to meet personally with each potential member, as arranged through the organization management, 30- 60 days prior to the seminar. If there is time, this one-on-one technique elicits the best results. Then send a formal invitation (refer to Segment 2, Appendix B, for example).

Team members may be hesitant to make commitments to a new or different experience. Job incumbents, in particular, may fear their jobs are being examined for possible reorganization or lay-offs. To alleviate this fear, organization management should discuss TTJA with all job incumbents prior to your meeting with them. You must also reinforce the purpose for the seminar by explaining to the team members: 1. The purpose of job analysis. Use Segment 1 of this Guide to explain to potential team members the purpose of job analysis. 2. Why they were chosen as potential team members. Management chose people to participate on the TTJA team because of their expert knowledge of the job and ability to work effectively on the team. 3. Their role as team members. The role of team members is to use their technical expertise by working with the team to identify/develop a list of tasks performed in a specific job position. 4. Date of Seminar. The 3-day TTJA seminar will be conducted (date of seminar) and management has approved time for team members to participate the entire three days. 5. Attendance requirements. If interested in participating, team members must commit to be in attendance throughout the entire seminar. Confirmation letters will be sent 2-3 weeks before the seminar. Do not ask someone to be a team member if they are obviously not interested in the activity, since that person will probably not be a major contributor and may even be detrimental to the success of the seminar. Do not accept a potential team member if the person cannot make a full-time Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 66 Observers are the developers, trainers, procedure writers, others commitment to the seminar for the 3 days. It is better to select an alternate member than to accept someone who will disrupt the process or destroy the continuity by being there only part of the time. Item 2: Contact Prospective Observers The purpose of this 3-day TTJA seminar is to develop a task list for the job position, but it is also to teach the facility training staff how to conduct TTJA. When you discussed this process with training manage- ment, you should have solicited names of people to attend the seminar to learn the process. When contacting them, explain that they are invited to attend the entire 3-days, take part in the training portion the first day, and then observe the TTJA process the following two days. The Facili- tator may ask them to help facilitate portions of the seminar to help them learn how to conduct the seminar themselves. Training staff will be given a set of all lesson plans, guides, and materials for them to follow along as they observe and to use when conducting future TTJA seminars. (Refer to Segment 2, Appendix C, for sample invitation letter.) Item 3: Contact Operating Organization Management Ensure that the operating organization manager who agreed to serve as the "welcoming official" understands he/she should drop in periodically to observe the seminar proceedings. Near the end of the seminar, this person should attend long enough to show visible buy-in of the results. (Refer to Segment 2, Appendix D, for sample invitation letter.) 20-30 DAYS PRIOR TO TTJA SEMINAR Item 1: Gather/Send Information for Review by Facilitator

You will need to gather job information and send it to the Facilitator at least 20-30 days prior to the TTJA seminar. A list of this information is provided on the next page. Prior to the seminar, the Facilitator will use this information to prepare real-life examples for use during the seminar and to determine if the procedures will be useful to the team when identifying tasks for the position being analyzed. Having this information in advance and during the seminar will greatly enhance the Facilitator's ability to help the team progress through each TTJA step. Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 67 Send to the Facilitator: - the title of the job position/program being analyzed - a brief job description (job posting) - the completed TTJA Planning Sheet (refer to Segment 3) - the existing task list for the job position or a similar job - a list of all procedures associated with the job - 3-5 procedures that describe the tasks involved in the job (or all of them, if possible and not too bulky) Item 2: Confirm Arrangements with all TTJA Participants The confirmation letter you send to all participants (refer to sample in Segment 2, Appendix E) should include the meeting time and location. Stress that each team member must be present and participate in all portions of the seminar. Each team member must also be on time for all sessions, because people who are late or part-timers who miss some of the orientation or group discussion may seriously disrupt the proceed- ings. Send copies of these letters to the appropriate supervisors or managers. Remember also to confirm the introduction, observations, and ending by the operating organization manager (welcoming official). 5-10 DAYS PRIOR TO TTJA SEMINAR Item 1: Call each TTJA Participant It is highly recommended that you make confirming phone calls to each TTJA participant (team members, observers, and welcoming official) 5- 10 days prior to the seminar. This provides them with an opportunity to ask questions and to confirm their plans to attend. If several people must cancel at this time, there is still time to seek qualified alternates. Item 2: Gather Seminar Supplies The lists on the next page show all items necessary for conducting the seminar. The Facilitator usually brings the supplies, participant materials, and instructional materials. The Coordinator is usually responsible for having "equipment" and "other" supplies available in the Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 68 Supply List (Facilitator will provide) 3 pkg Plasti-Tac non-marking putty for hanging pages on wall 2 reams 8-1/2" x 11" white paper (unlined) 1 ream 8-1/2" x 11" yellow paper (unlined) 1 pkg looseleaf notebook paper 10 6" x 4" post-it note pads (unlined) 10 1-1/2" x 2" post-it note pad (unlined) 15 black or blue ink pens 15 yellow highlighters 15 pencils 3 boxes flipchart markers with permanent, non-bleed through ink in a variety of dark/bright colors (not orange or yellow) 1 set transparency markers 1 box whiteboard markers 1 pointer 1 box push pins or thumb tacks 1 stapler with staples 1 roll duct tape 2 rolls masking tape 1 roll (w/dispenser) scotch tape 2 rolls (w/dispenser) post-it tape Participant Materials (Facilitator will provide) 15 name placards 15 Participant Manual (enough for all attendees, including observers) 1 set Seminar materials for each observer (Coordinator Guide, Facilitator Guide with

lesson plans) Instructional Materials (Facilitator will provide) Posters Videotape Distributed handouts Overhead transparencies Equipment List (Coordinator must provide in meeting room) 1 VCR (VHS) with monitor or tv 1 overhead projector 1 overhead projector screen 2 flipchart stands 4 pads flipchart paper 1 calculator 1 computer and printer (coordinate with Facilitator) Other (Coordinator must provide in meeting room) 3 copies available job information (all job-related procedures, system descriptions, process and instrument diagrams, and other materials relevant to the job position) meeting room. Coordinate these arrangements with the Facilitator. Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 69 DAY BEFORE TTJA SEMINAR Item 1: Make Final Check of the room, supplies, equipment, refreshments, and all other arrangements. Bring several copies of all documents that may help team members identify tasks (procedures, system descriptions, process and instrumentation diagrams, manufacturer documents, technical specifications, safety analysis reports, operational safety requirements, etc.). Be sure the tables are arranged appropriately. Item 2: Meet and Review Plans with Facilitator In addition to ensuring everything is set up appropriately in the room, ask the Facilitator what you should say when introducing the Facilitator during the seminar introduction. The Facilitator should give a brief biography to you for this purpose. Item 3: Discuss Introductions with Welcoming Official Make sure the welcoming official (a manager from the operating organization needing the task list) understands what he/she is supposed to say and how long to spend talking during the Introduction (refer to next section). Ask the welcoming official if there is anything special he/she would like you to say when you introduce him/her. DAY OF TTJA SEMINAR Item 1: Conduct Introductions This seminar begins with a series of short introductions: 1. First, you should introduce the welcoming official. The manager should welcome the team officially, thank the team members for their participation, and acknowledge the importance of their contribution in this TTJA seminar. (This should only take 1 minute.) 2. Second, you should introduce the Instructor/Facilitator for this seminar. You should acknowledge the skills required to be a Facilitator and then briefly explain the Facilitator's qualifications and experience according to the biography. (This should only take 1 minute.) Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 70 3. Then the Facilitator will introduce him/herself by stating his/her name, where he/she works, what his/her primary job is, and what his/her experience has been in performing table-top job analysis. (This should only take 2 minutes.) AFTER THE SEMINAR Item 1: Obtain Documentation Obtain from the Facilitator: from Facilitator 1. The cover letter explaining Give this information to the how the task list was appropriate training staff to keep a developed and who was permanent record of what involved happened during the seminar, who 2. The typed list of tasks was involved, and what product selected for training (on disk and a hardcopy signed resulted. Keep this information by team members) since it can serve as auditable

3. The pile of tasks, numbered documentation for many and labelled to indicate "reviewers" (e.g., Defense Nuclear sequence and designation as Facilities Safety Board, Training "non-formal train," "train," Accreditation Program, DOE, etc.) "overtrain," and "pre-train" who may want to know how the 4. The disk of "content" that task list was developed. was incorporated under each task statement Item 2: Complete any TTJA Steps 5. The roster of people who not Finished During Seminar participated 6. If used, the forms used to rate each task for DIF (difficulty, importance, and frequency) It is important for you to have attended the entire seminar so you will clearly understand what work (if any) remains after the 3-day event. For the most part, 3 days should be sufficient to complete the entire TTJA process. (If not, you or the Facilitator may have follow-up work.) At a minimum, the Facilitator will show the team how to complete each TTJA step. However, some job positions within DOE are so complex that the Facilitator may not have time to thoroughly complete Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 71 each TTJA step. The following are example situations for which you might need to complete some of the TTJA steps after the seminar: 1. The Facilitator will help the team identify all tasks involved in the job, but due to time constraints, may not have time to help the team refine all of the task statements to the point that they meet the criteria for a "well- written" task statement. 2. The Facilitator will at least start the team in the process of selecting tasks for training, but due to time constraints may not be able to go through the process for every task. 3. If the right mix of people (SMEs and supervisors) is not involved throughout the entire process, the task list may not be considered "valid." Under these circumstances, you would need to conduct a "validation" process to get appropriate signatures on the task list. (Normally there is no need for a separate validation process when appropriate people, as explained in this Guide, are involved.) Item 3: Send Thank-You Letters Within 10 working days after the seminar, send thank-you letters to all participants. REMAINING SAT STEPS Congratulations! You've come a long way toward helping your facility implement the Systematic Approach to Training (SAT). This TTJA seminar helped your facility perform the analysis phase of SAT. Use the "pre-train," "train," and "overtrain" tasks identified in this seminar to design your training program structure and determine the content of the training program. One approach to the training program design is discussed in the seminar titled "Table-Top Training Design" (TTTD). Like TTJA, the TTTD seminar helps your facility progress through the design phase of SAT and results in several design products, such as a task-to-training matrix, training program description, and design specifications for each training session. Since you have used a table-top approach to develop the task list, you may want to consider using the same participants in this TTTD seminar to continue building your training program. Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 72 CONGRATULATIONS! YOU'VE FINISHED! Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 73 APPENDIX A: SAMPLE INVITATION LETTER FROM MANAGEMENT Date:

To: Distribution From: [Name of Operating Organization Manager] Subject: PARTICIPATION IN TABLE-TOP JOB ANALYSIS As a person with a reputation for technical expertise, a positive work attitude, and good interpersonal skills, you have been selected to participate with [number of people to be invited] people as a team for a Table-Top Job Analysis (TTJA) Seminar soon to take place for [name of job position being analyzed]. This 3-day seminar is an important step toward building a top-notch training program and ensuring the accuracy of our operating procedures. The table-top approach used in this seminar has proven to be an efficient, cost-effective, and pleasant way to create a task list. The list that your team develops will then serve as the foundation for training program content. I support your uninterrupted involvement in this 3-day seminar and ask that you ensure its success by contributing your positive energy and subject matter expertise. If you are able to participate, please contact the Coordinator, [name and phone number of Coordinator]. If you have any questions about the purpose or end product of this seminar, please contact [name of Coordinator] or myself. Thank you for your cooperation. Distribution: cc: [name of Coordinator] Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 74 APPENDIX B: SAMPLE PARTICIPANT INVITATION LETTER Date: To: [Name of Potential TTJA Participant] From: [Name of Coordinator] Subject: PARTICIPATION IN TABLE-TOP JOB ANALYSIS SEMINAR [Name of Operating Organization Manager] and I invite you to participate in the "Table-Top Job Analysis" (TTJA) seminar [dates of seminar] in [meeting room location]. [Name of Operating Organization Manager] chose you to participate in this seminar because of your expert knowledge of the job and your ability to work effectively with others. You will be part of a team--made up of subject matter experts and a supervisor--that meets in a workshop with a Facilitator to identify a list of tasks performed in the [name of job position being analyzed] job and to determine which of those tasks should be included in our formal training program. This analysis ensures that people learn exactly what is needed to perform their jobs safely and competently without spending too much time (learning things irrelevant to their job) or too little time (not learning everything they need to know or not having their performance evaluated) in training. Basing a training program on a valid task list leads to more productive, safe, and competent job performance. [Name of Operating Organization Manager] has approved time for you to participate, uninterrupted, the entire three days. If you are able to participate, please call me at [phone number] by [deadline for responding]. You must commit to be in attendance throughout the entire 3-day seminar, from [start/finish time each day, e.g., 8:00 a.m to 5:00 p.m.] each day. I will send you a confirmation letter 2-3 weeks before the seminar. Thank you for your participation. If you have any questions, please call me. cc: [Operating Organization Manager] [Name of Participant's Supervisor] Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 75 APPENDIX C: SAMPLE OBSERVER INVITATION LETTER Date: To: [Name of Potential TTJA Observer] From: [Name of Coordinator] Subject: TABLE-TOP JOB ANALYSIS SEMINAR

A "Table-Top Job Analysis" (TTJA) seminar will be held [dates of seminar] in [meeting room location]. The objective of this seminar is to develop a valid task list for [name of job position being analyzed]. Another purpose of this seminar is to teach people how to conduct TTJA for other job positions. The table-top approach, when facilitated properly, has proven to be a pleasant, cost-effective, efficient method of job analysis. It also provides an excellent baseline for ensuring the accuracy of operating procedures. This particular seminar has received excellent reviews from other Department of Energy nuclear facilities. If you are interested in learning the TTJA process, you are invited to participate as an "observer" during the seminar. As an observer, you will take part in the training portion the first morning and then observe the TTJA process the following 2-1/2 days. As an observer, you will NOT contribute to the technical content of the task list, though the Facilitator may ask you to co-facilitate portions of the seminar to give you practice conducting the process. You will r eceive a set of study guides and lesson plans to follow along as you observe and to use when conducting future TTJA seminars. The seminar will begin at [start time, e.g. 8:00 a.m.] on [date of Day 1] and you will want to participate that entire day. On [dates of Days 2 and 3], you are welcome to observe the entire time, but the Facilitator will inform you that portions of the seminar are repetitive and it will be left to your discretion to determine how much time you observe those days. You are welcome to bring some quiet work for those "repetitive" times or, if you prefer, you can establish agreed-upon times with the Facilitator to leave and return to the seminar. If you are interested in participating as an observer, please call me at [phone number] by [deadline for responding]. Seating is limited, so call soon to reserve your seat. I will send a confirmation letter 2-3 weeks before the seminar. If you have any questions, please call me at [Coordinator's phone number]. Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 76 APPENDIX D: SAMPLE WELCOMING OFFICIAL LETTER Date: To: [Name of Welcoming Official] From: [Name of Coordinator] Subject: WELCOMING OFFICIAL FOR TABLE-TOP JOB ANALYSIS SEMINAR [Manager of Operating Organization] and I invite you to make the opening remarks at the "Table-Top Job Analysis" (TTJA) seminar to be held [dates of seminar] in [meeting room location] to identify the tasks involved in the [job position] job. Your responsibility would be to briefly (2-5 minutes) welcome the team of subject matter experts, job incumbents, and supervisors at [start time and date, e.g., 8:00 a.m on March 17]. You might want to include thanking them for their participation and recognizing the importance of their contribution during this seminar. Toward the end of the seminar, we ask you to observe long enough to understand the results and express your support for the people who are participating and for the process itself. We also encourage you to drop in periodically throughout the seminar to see how it is progressing and to underscore the value of the process. Your positive attitude is crucial to the success of the seminar and the validity of its resulting task list.

The task list developed in this seminar is the basis for objectives in a formal training program which ensures that people learn exactly what is necessary in order to do their jobs safely and competently without spending too much time (learning more than they need) or too little time (not learning all they need to know for safe, correct perrormance) in training. Basing a training program on a valid task list also provides an excellent baseline for ensuring the accuracy of operating procedures. This seminar has received excellent reviews from other Department of Energy nuclear facilities and has saved them thousands of dollars and hundreds of hours compared to traditional job analysis methods. If you are able to participate as the welcoming official, please call me at [phone number] by [deadline for responding]. I will send a confirmation letter 2-3 weeks before the seminar. Thank you for your support. cc: [Operating Organization Manager] Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 77 APPENDIX E: SAMPLE CONFIRMATION LETTER Date: To: [Name of Participant] From: [Name of Coordinator] Subject: PARTICIPATION IN TABLE-TOP JOB ANALYSIS SEMINAR This letter confirms your participation in the Table-Top Job Analysis (TTJA) seminar to be held [dates of seminar] in [meeting room location]. The seminar will begin at [start time] each day and conclude at approximately [end time] each afternoon. It is important that you are on time and participate in all portions of the seminar because late or part-time participants who miss some of the training or group discussion may seriously disrupt the proceedings. Remember, though, that the seminar will be a pleasant experience. If you would like to share snacks or your favorite music with the other participants, please feel free to bring them with you. If you have any questions, please call me at [phone number]. I look forward to seeing you in the seminar! cc: [the person's supervisor, as appropriate] Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 78 SEGMENT 3 CHECKLIST OF COORDINATOR TASKS TO PREPARE FOR TTJA SEMINAR The TTJA Planning Sheet and Checklists are provided on the following pages. The purpose of the TTJA Planning Sheet is to gather information and the purpose of the Checklist is for your use when documenting the completion of each step described in Segment 2. Use the yellow copies of the Planning Sheet and Checklist (located in the pocket of this folder) to document your arrangements as you organize the seminar. We highly suggest you complete these job aids using a pencil. The following pages are for your use if you need to make additional clean copies of the Planning Sheet and Checklist. As you progress through each task on the Coordinator Checklist, read the information in Segment 2 for examples and step-by-step directions. It is a good idea for you to read through all of the directions at least once so you understand the entire process. The Facilitator will assume you have completed this checklist before the seminar begins. Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 79 Send a copy of this completed sheet to the Facilitator 20-30 days prior to the seminar TTJA PLANNING SHEET BACKGROUND INFORMATION 1. Who initiated the request for the 3-day TTJA Name: Phone: seminar?

2. For which job position/program will a task list be developed during the 3. How many job incumbents are 3-day seminar? currently employed in this job position/program? 4. With whom must you seek approval to organize and conduct this 3-day TTJA seminar? Name(s) Phone Date Approved Your management Training Management Line management who must release SMEs Other AVAILABLE JOB INFORMATION 5. Obtain a brief description of the job position/program Date Sent to Facilitator: 6. Is there an existing task list at your facility for this job position/program? Date Sent to Yes No Facilitator: 7. Are there well-written procedures and other references that describe the tasks performed in Date Sent to the job position/program? Facilitator: Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 80 TTJA PLANNING SHEET SEMINAR DATA Dates of Seminar: Meeting Room: Names of Attendees Phone Date of Initial Contact Date Sent: Confirmation Letter Date Sent: Thank-You Letter Facilitator: Co-Facilitator: SME: SME: SME: SME: SME: SME: SME: SME: Engineer: Engineer: Supervisor: Supervisor: Observer: Observer: Observer: Observer: Observer: Organization Manager: Other Notes: Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 81 COORDINATOR CHECKLIST DIRECTIONS : Use the yellow Planning Sheet and Coordinator Checklist to prepare for and follow-up the TTJA seminar. Refer to the information in Segment 2 of this Guide to obtain detailed explanations of each task on the Checklist. 30-90 Days Prior to TTJA Seminar Compl. Date Item to Perform Notes/Comments 1. Identify potential job incumbents, engineers, other SMEs, supervisors, facilitators, and observers according to the required qualifications 2. Secure management approval and ask management to talk with potential team members about the seminar (Refer to Segment 2, Appendix A, for sample letter) 3. Establish dates for the 3-day TTJA seminar 4. Select and schedule a meeting room that meets stated requirements 30-60 Days Prior to TTJA Seminar Compl. Date Item to Perform Notes/Comments 1. Contact all prospective team members by phone (or, if possible, in person) to explain TTJA and answer questions (Refer to Segment 2, Appendix B, for sample letter) 2. Contact all prospective observers (Refer to Segment 2, Appendix C, for sample letter) 3. Contact operating organization manager to see if he/she will act as welcoming official, observe periodically, and attend the end of the seminar (Refer to Segment 2, Appendix D, for sample letter) Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 82 COORDINATOR CHECKLIST Compl. Date 20-30 Days Prior to TTJA Seminar Item to Perform 1. Gather information for review by Facilitator - completed TTJA Planning Sheet - title of job position - brief job description (job posting) - existing task list for the job position or for similar job position (if available) - a list of all procedures applicable to the job - copies of 3-5 procedures representative of the tasks involved in the job (send all the procedures, if there aren't too many) 2. Confirm arrangements with all TTJA team members, observers, and the welcoming official by letter, including meeting time and location. Send copies of these letters to the appropriate supervisors or managers. (Refer to Segment 2, Appendix E for sample letter.) Notes/Comments

Compl. Date 5-10 Days Prior to TTJA Seminar Item to Perform 1. Call each TTJA participant (including welcoming official) to confirm their involvement and answer remaining questions 2. Gather seminar supplies Notes/Comments Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 83 COORDINATOR CHECKLIST Compl. Date Day Before TTJA Seminar Item to Perform 1. Make a final check of the room, supplies, equipment, refreshments, and all other arrangements. Put in the meeting room all procedure manuals and other documents related to the job, such as PRA results, OSRs, Technical Specifications, Safety Analysis Reports, manufacturers documents, etc. 2. Meet and review plans with TTJA Facilitator 3. Make sure the welcoming official understands his/her role Notes/Comments Compl. Date Day of TTJA Seminar Item to Perform 1. Conduct Introductions: - Introduce welcoming official - Introduce Facilitator 2. Have operating organization manager observe periodically throughout seminar 3. Have operating organization manager attend end of seminar for visible buy-in Notes/Comments Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 84 COORDINATOR CHECKLIST After Seminar Compl. Date Item to Perform Notes/Comments 1. Obtain documentation from Facilitator 2. Complete any TTJA steps not finished during seminar 3. Send thank-you letters to all TTJA participants Other Notes: Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 85 REFERENCES 1. Guide to Good Practices for Table-Top Job Analysis, U.S. Department of Energy, 1994. 2. Norton, Robert E., DACUM Handbook, The National Center for Research in Vocational Education, Ohio State University, 1985. 3. International Board of Standards for Training Performance and Instruction, Training Manager Competencies: The Standards, "Nominal Group Technique." 4. TAP2, Performance-Based Training Manual, U.S. Department of Energy Training Accreditation Program, DOE/NE-0102T, July 1991. 5. DOE Order 5480.20, Personnel Selection, Qualification, Training, and Staffing Requirements at DOE Reactor and Non-Reactor Nuclear Facilities, February 1991. 6. DOE Order 5480.18A, Accreditation of Performance-Based Training for Category A Reactors and Nuclear Facilities, July 1991. 7. Management and Oversight of PBT Programs Course, DOE Training Coordination and Accreditation Program, DOE/ID-10388, December 1992. 8. Instructional Analysis and Design Course, DOE Training Accreditation Program, DOE/ID-10327, August 1991. Table-Top Job Analysis Rev 1: November 3, 1994 Coordinator Guide 5480.20 Seminar Series 86 ADDENDUM B FACILITATOR GUIDE 87 U.S. Department of Energy DOE/ID-10435 5480.20 Training Seminar Series: "Table-Top Job Analysis" Facilitator Guide March 1994 89 FOREWORD The table-top process is a method of job analysis in which a team of subject-matter experts- -job incumbents, engineers, supervisors, and other experts as applicable--and instructional technologists meets to identify the tasks performed in a specified job position. The task list serves as the basis for determining the content that should be included in the training program.

This Facilitator Guide is for use by the Facilitator. The Facilitator is usually an Instructional Technologist who will be responsible for teaching the lessons during the 1/2-day training portion of the seminar and for facilitating the actual TTJA process during the workshop portion. This Facilitator Guide will help the Facilitator conduct a successful TTJA seminar by providing an overview of TTJA, step-by-step directions, and easy-to-use checklists needed to prepare for, conduct, and conclude the TTJA seminar. Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 91 CONTENTS HOW TO USE THE FACILITATOR GUIDE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 SYMBOLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 SEGMENT 1: OVERVIEW OF FACILITATOR'S ROLE IN TTJA . . . . . . . . . . . . . . . . . 97 What is Table-Top Job Analysis? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 When is Table-Top Analysis the Most Appropriate Job Analysis Method? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 TTJA Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 What is the Facilitator's Role in TTJA? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 What Qualities Must the Facilitator Possess? . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 SEGMENT 2: HOW TO PREPARE FOR THE SEMINAR . . . . . . . . . . . . . . . . . . . . . . 103 Use the Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Review Available Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Study Nominal Group Technique and Consensus Decision- Making Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Confirm Details with Coordinator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Supply List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 SEGMENT 3: HOW TO CONDUCT THE SEMINAR . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Step 1: Orient Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Room Arrangement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Supply Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Accelerated Learning Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Step 2: Review Job . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Step 3: Identify Duty Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Nominal Group Technique/ Consensus Decision-Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Color-Coding Cross-through Technique . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Step 4: Identify Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Criteria for Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Criteria for Task Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Step 5: Sequence Tasks and Duty Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Table-Top Job Analysis Rev 1: December 22,1994 Facilitator Guide 5480.20 Seminar Series 92 CONTENTS, Cont'd SEGMENT 3: HOW TO CONDUCT THE SEMINAR (Cont'd) Step 6: Select Tasks for Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Selection Form Technique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Olympic Judges Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 DIF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Seminar Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Appendix A--Format for Capturing Task Content . . . . . . . . . . . . . . . . . . . . . . . 136 Appendix B--Example Task List Cover Letter . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Appendix C--Format for Documenting List of Tasks Selected for Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 SEGMENT 4: WHAT TO DO FOLLOWING THE SEMINAR. . . . . . . . . . . . . . . . . . . . 142 Remove the Task List from the Wall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 De-Brief with Coordinator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 SEGMENT 5: FACILITATOR'S CHECKLIST FOR CONDUCTING TTJA . . . . . . . . . 145 REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 ATTACHMENT 1: Lesson Plan "Introduction" 156 ATTACHMENT 2: Lesson Plan "Overview of Table-Top Job Analysis" 176 ATTACHMENT 3: Lesson Plan "Maximizing Team Effectiveness" 206 HOW TO USE THE FACILITATOR GUIDE Thank you for serving as the "Facilitator" for the 3-day seminar titled "Table-Top Job Analysis" (TTJA). Your role is crucial to the success of the seminar, which in turn will promote the quality and usefulness of the seminar end product--a task list that will serve as the basis for training program content. Your participation as Facilitator will help the facility efficiently and cost-effectively meet the requirements of DOE Orders 5480.18A and/or 5480.20. Your expertise in the Systematic Approach to Training (SAT) will help you efficiently perform your Facilitator responsibilities. Since you may Table-Top Job Analysis Rev 1: December 22,1994 Facilitator Guide 5480.20 Seminar Series 93 not be familiar with the TTJA method of job analysis, this Facilitator Guide gives you: - information about the TTJA method, - lesson plans that you will use to teach the TTJA team members about TTJA and how to participate in the seminar, and - step-by-step directions and easy-to-use checklists that will help you prepare for, conduct, and conclude the TTJA seminar. This guide is divided into five segments: Segment Topic 1 Overview of Facilitator's Role in Table-Top Job Analysis 2 How to Prepare for the Seminar 3 How to Conduct the Seminar Appendix A--Example format to document task content Appendix B--Example task list cover letter Appendix C--Example task list format 4 What to Do Following the Seminar 5 Facilitator's Checklist for Conducting TTJA

Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 94 You will also use the three attachments: Attachment Title 1 Lesson Plan: "Introduction" 2 Lesson Plan: "Overview of Table-Top Job Analysis" 3 Lesson Plan: "Maximizing Team Effectiveness" These attachments will be explained in Segment 1. Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 95 SYMBOLS Symbols are used in this Guide to alert you to important activities or points. When you see this symbol, we will be previewing what's coming up next. When you see this symbol, we'll recap previous information. This symbol denotes a checkpoint where you will apply the information in the segment to your specific needs. If you see this, read the directions. This symbol means read the text. This symbol means to write your response in the space provided. Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 96 SEGMENT 1 OVERVIEW OF FACILITATOR'S ROLE IN TTJA What is Table-Top Job Analysis? When is Table-Top Analysis the most appropriate job analysis method? What is the Facilitator's role? What qualities must the Facilitator possess? Directions Read the information about TTJA and your role. After the segment you will be asked to apply this material to your needs. WHAT IS TABLE-TOP JOB ANALYSIS? Table-top job analysis includes a team of subject matter experts (SMEs) and a supervisor that meets in a workshop to identify a list of tasks performed in a specific job and to determine which of those tasks should be included in the formal training program. A Facilitator guides the team through the process and writes and posts the task statements on a wall or other easy-to-see surface. The end product of the seminar will be a valid list of tasks selected for training for that one job position. Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 97 Each step is explained in detail in Segment 3 An agenda is shown on the next page Steps in TTJA Process 1. Orient team 2. Review job 3. Identify duty areas 4. Identify tasks 5. Sequence tasks and duty areas 6. Select tasks for training The 3-day TTJA seminar will implement the six TTJA steps. The seminar is divided into two portions: a training portion and a workshop portion. During the 1/2-day training portion, you will use Attachments 1-3 to teach three lessons to the participants, explaining what they need to know in order to fulfill the terminal objective of the seminar. The training portion is TTJA Step 1--orient team to the TTJA process. Then you will become the Facilitator for the workshop portion. During the workshop you will use Segment 5 as a job aid that helps you remember everything involved when performing TTJA Steps 2-6. WHEN IS TABLE-TOP ANALYSIS THE MOST APPROPRIATE JOB ANALYSIS METHOD? TTJA, when used appropriately, has proven to be a more efficient, cost-effective, and accurate method for developing a task list than other analysis methods such as survey questionnaire or observation. It is also effective when used in combination with methods such as verification analysis (using another facility's task list as the basis for your own) and procedural review (reviewing procedures to identify tasks). (This 3-day seminar will use the combination of TTJA, verification analysis, and procedural review.) When is Table-Top Job Analysis appropriate?

1. When no task list exists for the given job position 2. When there is an existing task list but it is outdated and/or incomplete 3. When another facility's task list is available and, with modification, can be used as the basis for the facility's task list. Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 98 Agenda for Table-Top Job Analysis Seminar Day 1 8:00 - 12:00 12:00 - 1:00 1:00 - 5:00 Step 1: Orient Team (training portion) Lunch Workshop Step 2: Review the job Step 3: Identify duty areas Step 4: Identify tasks Day 2 8:00 - 5:00 Workshop (cont'd) Step 4: Identify tasks (cont'd) Day 3 8:00 - 4:30 4:30 - 5:00 Workshop (cont'd) Step 5: Sequence tasks and duty areas Step 6: Select tasks for training Seminar Summary Although TTJA can be used to develop a task list for a new job position, in the DOE community most job positions and associated training programs have been in existence for many years. However, not all existing training programs are based on a valid task list. TTJA can be used effectively to create a task list for existing job positions, thereby validating existing task lists or creating a task list in those cases when one does not exist. Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 99 Team Member's Role Observer's Role Who is the Coordinator for the 3-day TTJA Seminar? Name Phone WHAT IS THE FACILITATOR'S ROLE IN TTJA? As the Facilitator, you have the pivotal role in the TTJA process. You will be responsible for teaching the lessons during the 1/2-day training portion of the seminar and for facilitating the team members during the TTJA workshop portion. The team members are the SMEs (job incumbents and engineers) and supervisors who will use their technical expertise to identify the tasks involved in the job. As you help the team reach consensus on the tasks involved in the job, the Co-Facilitator will print each task on a separate sheet of paper and post it on the wall. Members of the facility training staff may be in attendance for the entire 3-day seminar in order to learn how to conduct TTJA. During the training portion of the seminar, the training staff will be involved as participants and should sit at the same tables as the team members. During the workshop portion of the seminar, the training staff will observe your conduct from the back of the room as you guide team members through the TTJA steps. During TTJA Steps 4 and 6, they will have an opportunity to help facilitate the identification of tasks and selection of tasks for training (refer to Steps 4 and 6 in Segment 3). During all of the TTJA steps, the observers [especially the person(s) who will be developing the subsequent training program for this job] must pay close attention to the proceedings and take notes of any training-related discussions. These notes will be valuable during the design and development of the training program. You must be careful to serve as a role model for the training staff and make time available during lunches or evenings to answer any questions they may have. Another key player in the TTJA process is the "Coordinator." The Coordinator is responsible for making the necessary pre-seminar arrangements including selecting and scheduling team members, gathering job-related information for your review prior to the seminar, and scheduling an appropriate meeting room. The Coordinator has been given a Coordinator Guide. You will need to work closely with the Coordinator as you prepare for the TTJA seminar.

Many people can assume the role of Coordinator, but few have all the necessary qualities to perform as the Facilitator. With input from management, the Coordinator chose you as the Facilitator. The choice was carefully made, based on the qualities required of a Facilitator. Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 100 Facilitator's Role WHAT QUALITIES MUST THE FACILITATOR POSSESS? Your role during the TTJA seminar is to serve as an instructor during the "training" portion and as a facilitator during the "workshop" portion. As an instructor, you must possess strong instructional skills in order to teach the lessons. As Facilitator, you will serve as a process expert who facilitates the sessions but does not provide technical input regarding the task list. Successful facilitation hinges on three factors: your interpersonal skills, your expertise in the entire SAT process, and your ability to perform special skills associated with facilitating table-top analysis. At a minimum, you should be extremely familiar with the job analysis processes, the difference between job analysis and task analysis, and possess excellent facilitation skills. Being FLEXIBLE and able to adjust to changing circumstances is CRUCIAL. Preferably, you are qualified to facilitate TTJA through training and practical experience. Interpersonal Skills Needed by Facilitator - FLEXIBILITY!!! - a sensitivity to others - the ability to establish and - a sense of humor maintain enthusiasm - the ability to make decisions - patience - excellent listening skills - the ability to display and - the ability to display warmth maintain a positive image and establish rapport quickly - a high degree of sensitivity with team members to both verbal and nonverbal - the ability to motivate, communication encourage, and focus team - excellent memory members This Facilitator Guide, in combination with the attached lesson plans, can serve as a self-study to help you gain the knowledge needed for the special skills shown on the next page. Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 101 Special Skills Required of TTJA Facilitators - expertise in job analysis processes - expertise in the table-top analysis method - skill in Nominal Group Techniques - skill in questioning techniques - the ability to act as a process expert who leads and controls the process but allows team members to act as content experts who make content judgments and decisions - skill in small-group dynamics - skill in obtaining small-group consensus - the ability to establish and maintain the team's pace, balance, and participation - the ability to recognize vague statements and help the team select the most appropriate action verbs, task statement modifiers, and nouns Summary 1. The TTJA Facilitator guides the team of SMEs (job incumbents, engineers, etc.) and supervisors as they identify the tasks involved in a given job position. When the seminar is delivered by TCAP, the Facilitator will be from TCAP. 2. The Facilitator must prepare for and conduct the TTJA seminar by completing this Facilitator Guide, using the lesson plans, and following the TTJA Checklist. The Facilitator must work closely with the Coordinator who should follow the Coordinator Guide. 3. The 3-day seminar will result in a valid list of tasks selected for training. In addition, when TCAP delivers the seminar, it will also result in trained facility staff who can conduct future TTJA seminars.

Checkpoint For what facility and job position will you be developing the task list? Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 102 SEGMENT 2 Spend adequate time preparing every time you facilitate this seminar READ through the lesson plans once, now, to better comprehend the remainder of this Guide CAUTION Suggested plan for team-teaching the lessons HOW TO PREPARE FOR THE SEMINAR What do you need to do to prepare for the seminar? How should you use the lesson plans? What information will be available for you to review? What skills do you need to practice? Directions Read the information about preparing for the seminar. Use the Checklist (Segment 5) as your tool to ensure you have done everything required for adequate preparation. USE THE LESSON PLANS Attachments 1-3 are the lesson plans you will use during the training portion of "Orient Team" (TTJA Step 1). You MUST spend adequate time preparing to teach these lessons, especially to build in the examples described in the next section ("Review Available Information"). We suggest you read through the lesson plans once, now, to see the "big picture" of what you will be doing during the TTJA seminar. (This will also help you determine how much time it will take you to prepare for teaching the lessons.) The lesson plans provide detailed information on job analysis, TTJA, Nominal Group Technique, and consensus decision- making. Reading the lesson plans will help improve your comprehension of the remainder of this Facilitator Guide. We suggest the lead and co-Facilitators team-teach the lessons so participants will be comfortable with both people. The table on the next page shows a suggested way of dividing the lessons among the two Facilitators. CAUTION : In order to do a good job of instructing and facilitating the workshop, both Facilitators must be intimately familiar with everything in each lesson plan and not just the sections they teach. When teaching, follow the lesson plans because they have been carefully designed to help team members succeed during the workshop (making the workshop more efficient and pleasant, and resulting in a usable end product). The lessons will also help the observers understand how the task list should be used in the training program and what information they need to explain when conducting their own TTJA seminars. Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 103 ATTACHMENT 1: INTRODUCTION LESSON Both instructors I. Welcome Instructor 1 II. General Introduction A. Motivator B. Purpose of Seminar Instructor 2 C. Seminar Objective D. Seminar Overview E. Participant Materials F. Roles Both instructors III. Icebreaker Instructor 1 IV. Housekeeping V. Expectations ATTACHMENT 2: OVERVIEW LESSON Instructor 1 I. Introduction II. Performance-Based Training Instructor 2 III. Terms Instructor 1 IV. Table-Top Job Analysis A. Step 1: Orient team B. Step 2: Review job C. Step 3: Identify duty areas Instructor 2 D. Step 4: Identify tasks Instructor 1 E. Step 5: Sequence duty areas and tasks F. Step 6: Select tasks for training V. Summary ATTACHMENT 3: TEAM EFFECTIVENESS LESSON Instructor 1 I. Introduction II. Definitions Instructor 2 III. Steps in the Process Instructor 1 IV. Guidelines for Applying the Process V. Summary Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series

104 Use the job information to familiarize yourself with the job and to build examples into the "Overview" lesson that are specific to the job that will be analyzed during the seminar. CAUTION REVIEW AVAILABLE INFORMATION Twenty to thirty days prior to the Obtain from the Coordinator: seminar, the Coordinator should send you planning information and The Needs Analysis Worksheet available job information. (only applies to TCAP You should use the job deliveries) information in two ways. First, familiarize yourself with the job The TTJA Planning Sheet (from and form an idea of the types of Coordinator Guide) task statements that will arise Job Information (if available) from the TTJA. Second, create a - A brief job description possible list of duty areas and task - A task list for the job or a statements for the job and, as you similar job at the facility prepare to teach, build them into - A task list for a similar job the "Overview" lesson as position at another facility - examples. A list of procedures applicable to the job NOTE: Building job-specific position examples of "well-written" vs. - Copies of 2-5 procedures "poorly-written" task statements that reflect the tasks involved in the job and job-specific examples illustrating the concept of task "levels" has proven to be crucial in helping team members understand these concepts. Make sure you take the time to create these examples using the information the Coordinator sends you. During TTJA Step 4, the Coordinator will have in the meeting room all available job information (standard operating procedures, system descriptions, process and instrument diagrams, and other materials relevant to the job position) so team members can refer to it when identifying the duty areas and tasks. During Step 4, team members will also compare their task list with the list you develop and, if available, with a task list from another facility. (This will be explained further in Segment 3 when discussing TTJA Steps 3 and 4). CAUTION : You should use this information only to become familiar with the job and to build examples into the "Overview" lesson. You SHOULD NOT use this information to contribute to the task list when Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 105 Refer to the "Maximizing Team Effectiveness" lesson for additional information conducting TTJA. You can use this information to lead team members into thinking of a task, but DO NOT offer suggestions of a task. Remember, your role is as a process expert...the team members must act as the content experts. STUDY NOMINAL GROUP TECHNIQUE AND CONSENSUS DECISION-MAKING PROCESSES The team will use various techniques to identify the tasks involved in the job. The team will have access to available job information to identify the duty areas and tasks, but a certain amount of discussion and consensus decision- making will also be required to help the team think of additional tasks. Study the Nominal Group Technique (NGT) and Consensus Decision-Making (CDM) techniques described in the "Maximizing Team Effectiveness" lesson so you can effectively apply the techniques throughout the workshop portion of the seminar. What the "Maximizing" lesson does not describe is your role during these processes. You must use verbal and non-verbal communication skills to effectively implement the NGT and CDM techniques. During Nominal Group Technique and Consensus Decision-Making processes, the Facilitator should:

� Encourage each team member to contribute � Listen actively to all contributions � Control participants who try to dominate � Verbalize contributions to ensure accuracy and clarity � Provide frequent positive reinforcement � Repress own biases and opinions � Probe and encourage with questions � Set and maintain an enthusiastic climate Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 106 Do you need to bring refreshments the first day? Bring music and the music player Coordinate your computing needs Who? CONFIRM DETAILS WITH COORDINATOR Prior to Seminar: Which job position is being analyzed? Make sure the Coordinator realizes only 1 job position is typically analyzed at a time. A common mistake is that the Coordinator will arrange to analyze a "crafts" job position, for example, and will invite 1 electrician, 1 pipefitter, and 1 mechanic to participate on the same TTJA team. This does not work well because these are three separate job positions. Rather, the Coordinator should schedule 3 electricians to do a TTJA seminar for the "electrician" job position. Sometimes, though, it is possible to analyze two job positions simultaneously. This would require two separate teams and 3 Facilitators, but they would share the same meeting room. (This works well if the "second" team's job position is not likely to have many tasks.) What to bring to the seminar? Refer to Segment 3, Step 1, which describes the accelerated learning techniques that you should apply during the seminar. Check with the Coordinator to see if healthful refreshments will be provided or whether you will have to supply them. Also check to see if you will be allowed to bring a music system so you can play selected music to enhance the learning environment. Since you will need to type the task list and cover letter during the seminar, you will need access to a computer and printer. If you have your own portable equipment, check with the Coordinator to see if you are allowed to bring these into the meeting room. Otherwise, discuss your needs with the Coordinator to make sure the Coordinator makes adequate arrangements. (A disk with the standard task list and cover letter format is provided in the pocket of this Guide.) Who is providing supplies? Five to ten days prior to the seminar, you should confirm with the Coordinator who is responsible for gathering and taking all supplies to the seminar. The Facilitator usually brings the supplies, participant manuals, and instructional materials. The Coordinator is usually responsible for having "equipment" and "other" supplies available in the meeting room. Coordinate these arrangements with the Coordinator. Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 107 Refer to the "Introduction" lesson for additional information Supply List (Facilitator will provide) 3 pkg Plasti-Tac non-marking putty for hanging pages on wall 2 reams 8-1/2" x 11" white paper (unlined) 1 ream 8-1/2" x 11" yellow paper (unlined) 1 pkg looseleaf notebook paper 10 6" x 4" post-it note pads (unlined) 10 1-1/2" x 2" post-it note pad (unlined) 15 black or blue ink pens 15 yellow highlighters 15 pencils 3 boxes flipchart markers with permanent, non-bleed through ink in a variety of dark/bright colors (not orange or yellow) 1 set transparency markers 1 box whiteboard markers 1 pointer 1 box push pins or thumb tacks 1 stapler with staples 1 roll duct tape 2 rolls masking tape 1 roll (w/dispenser) scotch tape 2 rolls (w/dispenser) post-it tape

Participant Materials (Facilitator will provide) 15 name placards 15 Participant Manual (enough for all attendees, including observers) 1 set Seminar materials for each observer (Coordinator Guide, Facilitator Guide with lesson plans) Instructional Materials (Facilitator will provide) Posters Videotape Distributed handouts Overhead transparencies Equipment List (Coordinator must provide in meeting room) 1 VCR (VHS) with monitor or tv 1 overhead projector 1 overhead projector screen 2 flipchart stands 4 pads flipchart paper 1 calculator 1 computer and printer (coordinate with Facilitator) Other (Coordinator must provide in meeting room) 3 copies available job information (job-related procedures, system descriptions, process and instrument diagrams, and other materials relevant to the job position) Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 108 Day Before Seminar: What to say during Introductions? The Introduction lesson begins with a series of short (1 min. each) introductions: - The Coordinator introduces a manager from the operating organization that needs the task list - The Coordinator introduces you as the Instructor/Facilitator for this seminar - You introduce yourself We recommend that you confirm the introductions with the Coordinator and prepare a very brief biography of your qualifications and experience for the Coordinator's use when introducing you. Summary 1. Read the attached lesson plans NOW to help you plan your preparation time and comprehend this Facilitator Guide. 2. Spend adequate time to become completely familiar with the lesson plans so you can teach well and serve as a role model. 3. Review available job information to familiarize yourself with the job and incorporate the information as examples in the "Overview" lesson. DO NOT use it as a way to contribute technical input to the task list; this must be done by team members. 4. Fine-tune your Nominal Group Technique and Consensus Decision- Making skills. 5. Confirm all details with the Coordinator. Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 109 Checkpoint 1. What are the dates for the 3-day seminar? 2. When will the Coordinator be sending you the job information? 3. What is the status of refreshments, music, computers, printers, and supplies? Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 110 SEGMENT 3 Use Segment 5 as your job aid when actually performing the steps Briefly review the "big picture" each morning HOW TO CONDUCT THE SEMINAR How should you perform each step of the TTJA process? Directions Read the information about the TTJA steps. The Facilitator and Co- Facilitator are very active throughout the entire seminar and must effectively work together, sometimes switching roles from "lead" to "co" Facilitator. The italic print throughout this segment will denote the activities of the Co-Facilitator. Segment 5, the Facilitator Checklist for Conducting TTJA, summarizes the key information you should convey and actions you should take as you conduct the TTJA workshop. Use this segment as your self-study to learn each step. STEP 1 - ORIENT THE TEAM Teach Lessons

The orientation step is one of the most important steps of the process. The orientation must be well done to help participants be able to apply the terms and concepts in the TTJA process. The lessons provided in Attachments 1- 3 are carefully designed to fulfill the requirements of a "well-done" orientation. By teaching those lessons, you have completed this step. Each morning, it is good idea for you to briefly review the "big picture" in terms of where you are in the TTJA process and how the results (the task list) will be used after the seminar. Prepare for Workshop Arrange Room When you have finished teaching the lessons, you will need to take a break to set up the room for the workshop. The picture on the next page shows a standard room set-up when analyzing one job position. If you are conducting analyses for two different job positions simultaneously, the room would need to be much larger. In that case, you would still set up the room as shown in the picture, but you would Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 111 � � � � also put the "second" team members at tables in the back of the room, with their own supply table. Rather than using 8-1/2" x 11" sheets of paper during TTJA Steps 2-5, this second team would use 3" x 5" post-it note pads to write their duty area and task statements. A third Co- Facilitator would work with the second team. The intent would be for the "second" team to listen and watch the lead Facilitator as the lead Facilitator explains to the "primary" team how to do each step. Then, both teams would perform the step simultaneously. Set-up Supply Table A supply table should be placed at the front of the room, in a place convenient for the Co-Facilitator to hang pages on the wall and easily see the flipcharts that will be used during Steps 3 and 4. To the extent possible, the table should not interfere with the participant's ability to see Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 112 Have observers follow along with seminar materials as they observe the TTJA process from the back of the room the pages once they are hung on Organize the following supplies on the wall. (You may have to move the supply table: the table from one side of the - 50 shts 8-1/2"x11" yellow paper room to the other once the wall - 1000 shts 8-1/2"x11" white paper starts filling up with pages.) The - wide-tipped, permanent markers best location for the supply table that do not bleed through paper (in a variety of colors) is usually the front corner near a - 1 pkg non-marking putty power outlet (because the Co- - 1 box push pins or thumb tacks Facilitator will need to use the - 1 roll of post-it tape - 2 pencils (with erasers) computer). - 2 ink pens - the computer Organize the supply table so the Co-Facilitator will have writing space and easy access to the materials needed for writing and posting the duty areas and task statements on the wall. Talk with Observers Remember that during the lessons, Observers are allowed to participate and sit at tables with the team members. When moving into the workshop portion of the seminar, discreetly remind the Observers to sit at separate tables in the back of the room. Give them copies of all seminar materials (Coordinator Guide and Facilitator Guide with lesson plans). Suggest that they follow along with the Facilitator Guide and Facilitator Checklist as you conduct each TTJA step. Make sure they realize that they will help facilitate during Steps 4 and 6, so they will need to read the Facilitator Guide by that time. Remind them to take notes of discussions that will have impact on the design and development of the training program. Explain that if they have questions about any of the steps during the TTJA workshop, they may ask you during breaks or after the sessions.

Check the Wall Surface Hundreds of pages of 8-1/2" × 11" paper will be hung on the walls and moved around during the TTJA workshop. Therefore, it is important to identify which materials will be most appropriate for preparing the page so you can hang it on the wall. "Preparing" the page depends on the wall surface. The overriding principle is to not damage the wall during Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 113 Bring a toy or noisemaker for each participant Bring music for breaks and "quiet thinking" time the workshop. The materials used to hang the pages have to preserve the integrity of the wall. For example, if the wall is a hard wall with paint, apply non-marking putty to the back of the page. If tape will not harm the wall, apply a piece of tape to the top of the page. If the wall has a cork-board or other cloth-covered surface, perhaps push-pins or staples would work best. Have whatever materials are most appropriate available on the supply table. Once the room is set up and everybody is seated correctly, you are ready to begin the workshop portion of the seminar. Throughout the workshop, apply accelerated learning techniques. Apply Accelerated Learning Techniques This seminar provides an excellent opportunity to apply some accelerated learning techniques. It is crucial for the Facilitator to set a pleasant, relaxed, productive environment in which participants feel refreshed and open to express their ideas. The following techniques can help promote that kind of environment. Bring a fun toy and/or noisemaker for each participant's use during the seminar (they will return them to you after the seminar). The toys provide a way for participants to break the stress when they start feeling burned out or to light-heartedly help keep someone "on track." Koosh® balls and light-weight small Nerf® balls are good for tossing around during breaks. Noisemakers are good for when someone makes a really good (or really bad) suggestion. Encourage participants to pick and choose their toy/noisemaker and to trade them for others as the seminar progresses. NOTE: For health reasons, do NOT use noisemakers that require someone to blow on/through them. Also, use good taste and ensure a gender-safe training environment when selecting toys and noisemakers (e.g., you would not want to bring a noisemaker that says profane things when the buttons are pushed.) Music can greatly enhance the environment. CD players and CDs are allowed in most DOE facilities (whereas tapes and tape recorders are not). Bring a selection of light jazz (with little or no singing) to play during breaks (Kenny G, Earl Klugh, Richard Elliott). You can also ask the participants to bring in their "favorites" to play during breaks, but use discretion so other participants are not offended by the music. The Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 114 Bring healthful refreshments Use colors effectively throughout the room music played during breaks should be at "conversation level" in terms of loudness. Bring a selection of soothing Baroque music (no vocals) to play during quiet moments, such as during the exercises in the lessons or as participants are doing Nominal Group Technique during the workshop. (Example: Bach's "Air on the G String.") This music should be loud enough to be barely audible from the back of the room. Of course, if any participant comments that the music is distracting, either turn it down or do not play it.

A 10-minute break should be taken each hour. You may want to take one extended break (20-30 minutes) in the afternoon if the participants get burned out (this is common during Step 4). Sometimes giving them a little extra time so they can go outside and take a short walk can greatly increase their productivity when they return. Having the right kind of refreshments can also help maintain the stamina of the participants. Healthful refreshments such as fruit, vegetables, crackers, and juice will maintain a high energy level, whereas "junk foods" will cause people to experience sugar highs and lows. The Coordinator should have arranged for healthful refreshments to be available. If not, suggest that everyone bring an item to share with the entire group. Making the room look "more pleasant" can also enhance the environment. Rather than writing all the task pages (Step 4) using a plain black marker, try writing the pages for one entire duty area in one color (e.g., blue), all the tasks for the next duty area in another color (e.g., green), etc. The net effect will be a "rainbow" as the pages are added to the wall. NOTE: Do NOT write each page in a duty area in a different color or this would be too distracting. Be creative and have fun making the environment as pleasant and productive as possible! STEP 2 - REVIEW JOB Begin the workshop portion of the seminar by re-stating which job the operating organization needs to have analyzed. The major purpose of this discussion is to clarify job titles and specializations that will be included or excluded from the analysis. For example, if you are Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 115 Make sure everyone understands exactly which job position is being analyzed Determine how to group duty areas analyzing the job of "Health Physics Technicians" (HP Techs), will you be including all tasks for all HP Techs (those who work in Dosimetry, Analytical Services, and Area Monitoring), or just the "Area Monitoring HP Techs"? If you are analyzing the job of "Tank Farm Operators," will you be including all tasks for all Tank Farm Operators (including those who work in the Evaporators, Saltwells, and other site areas), or just the "Saltwell Tank Farm Operators"? If you are analyzing the job of "Waste Management Technicians," will you be including both "Radiological" and "Hazardous" Waste Management Technicians? If you are analyzing the job of "Reactor Operators," will you be including tasks for Auxiliary Operators, Reactor Operators, Senior Reactor Operators and Supervisors? This step is crucial to clearly establish the parameters of the job to be analyzed. Co-Facilitator: Once the job position has been clarified, write the job title (horizontally) on a white 8-1/2" x 11" page and post it at the top, center of the TTJA wall. STEP 3 - IDENTIFY DUTY AREAS The next step is to have team members determine the duty areas of the job under which all specific tasks will fit. A duty area is a distinct major activity (group of related tasks) involved in performing the job. First the team needs to determine how they will select duty areas, as explained in the "Overview" lesson. Depending on the type of job being analyzed, would it be better to identify duty areas based on systems? Or components? By location? Or by procedures? A combination? Something else? Refer team members to the task lists located in the "Workshop" portion of the Participant Manual to see examples of how duty areas were chosen for previously-analyzed jobs.

As Facilitator, be aware of the fact that how duty areas are chosen may have an impact on the ability to write task statements at an appropriate level. For example, during an analysis of "Distribution and Inspection Utility Operators," duty areas were chosen based on systems. When writing tasks, the team realized that they would have to write the same task statement numerous times within that duty area to indicate the different buildings in which that system exists. This significantly increased the number of tasks listed on the task list, almost to the point Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 116 Provide plenty of guidance and reassurance Use NGT to identify duty areas During round robin, record answers on flipchart of it becoming unmanageable. In this case, it would have been better to select duty areas based on "building." It may be difficult to determine the best way to select duty areas in advance. Once the team starts identifying tasks, if it seems there may be a problem like the one explained above, suggest that the team identify duty areas in a different way. (Note: When you are preparing for the seminar, if you use the information the Coordinator sends you in advance to identify possible duty areas and task statements, you may be able to avoid this potential problem.) CAUTION : Do not "scare" the participants by explaining this potential problem. Just let them know, in a positive tone, that the team can always revise the duty areas, if needed, later in the process. Be aware that when the team begins this step, the members may be unsure of themselves and need considerable guidance. For example, the team may have difficulty distinguishing between task statements and duty areas. Remind the team of the definition of duty area and that there are typically five to twelve duty areas involved in most DOE occupations. Each duty area can generally be broken down into 15-20 task statements. Technique: To begin identifying the duty areas, use the Nominal Group Technique by asking the team members to privately generate and write down their ideas for what duty areas are involved in the job. Provide several minutes of quiet thinking time. Then, in a round robin style, ask each person to state one of the duty areas they wrote. (A round robin involves each person taking a turn to state one suggestion from his/her list; the next person states one suggestion, and so on until all persons have made one suggestion; then the first person states a second suggestion from his/her list, etc.) Record their answers on the flipchart, alternating with two different-colored markers. If a duty area has been suggested, the next person should state another duty area or "pass" to the next person. Remind team members that if someone else's suggestion stimulates another thought, they are welcome to add to their list. Continue the round robin until all team members have had an opportunity to exhaust their list. Initially, it is important for you to record their ideas on the flipchart, even though you are aware that revisions may occur. Table-Top Job Analysis Rev 1: December 22, 1994 Facilitator Guide 5480.20 Seminar Series 117 Briefly combine or modify duty areas if needed Use the "circles and color-coding" technique to track which items were "folded" into the chosen statement Follow these guidelines when writing the duty area pages Post the duty area statements in two vertical columns down the center of the TTJA wall Once all ideas have been written on the flipchart, read each duty area aloud. Restate that any duty area that cannot be subdivided into six or more specific tasks should not remain as a separate duty area. Similarly, a single duty area should not be so broadly stated that it might contain an excessive number of tasks (more than 20). Remind the team to ensure tasks performed under emergency/abnormal situations will be encompassed under the duty areas they select. Use the consensus decision-making techniques to ask the team if they would like to discuss, clarify, or explain an