Definitions |
Job— •A position usually designated with a title of job classification. •Involves an ongoing service or collection of work functions. •Comprises the worker’s entire set of responsibilities. •Is usually performed by a group of workers who have the same job title.
Responsibility Area—
•Responsibility areas are broad, general areas of a job rather than specific duties. •Each responsibility area usually takes up a major portion of job time. •Results in more than one specific outcome. •Are generally independent of each other (job holder operates within one area at a time).
Function— •A function is a set of activities within a responsibility area. •May comprise a process with a definitive beginning and end. •Each function or duty area is directed toward a whole outcome, product, or result. •The outcome of one function is relatively independent of the other functions. •May involve use of similar or the same equipment across functions or duty areas. •Often performed by a team, rather than a single individual.
Phase— •A phase occupies exclusive time slices of a function (or duty area). •Are dependent on one another: the outcome of one phase is input to the next. •Each phase has a clear beginning and end. •Each contains more than one major task.
Task— •A task begins with a verb. •Is a discrete, assignable unit of work. •Has an identifiable beginning and conclusion. •Contains two or more steps. •Is normally performed within one specific period of time. •When performed, leads to a product, service, or decision; •Can usually be observed or measured. •Usually represents a level of work for which specific qualification is required.
Subtask— A subtask is defined as either the following:
•An alternative method or procedure for performing the parent task. •An alternative set of conditions or instance of performing the task which requires substantially different skill, knowledge, and experience. •A significant subset of a complex parent task and meeting all the criteria for a task. The result of establishing this type of subtask is the classification of the parent task as an “organizer” of a group (at least more than one) of subtasks.
Condition— •A condition sets the stage for task performance, identifies the boundaries for task performance, and identifies all pertinent influences on task performance. A condition may include any of the following ▪A cue ▪Descriptive data—when, why, or where the task is performed ▪The resources (materials, personnel, and equipment) required for performing the task.
Standard— •A standard defines the ultimate outcome criteria for the task. It is the measuring stick against which task performance is measured. Task standards include the following: ▪Describe the minimum acceptable level of performance to ensure successful completion of the task. ▪May include accuracy, quantity, speed, or quality. ▪Can be either a process, product, or both. A product standard describes the result of task performance. A process standard describes the critical task elements necessary for adequate performance.
SK – •A skill or knowledge object in the VISION database. May also be used to document Attitudes. Also known as KSA (Knowledge, Skill, Attitude).
Skill— •A skill is the ability to perform a job-related activity which contributes to the effective performance of a task performance step. Skills can be psychomotor, cognitive, or affective.
Knowledge— •A knowledge is information or facts required to perform a skill or performance step.
Learning Object— •The core of the VISION Developer database is the learning object. A learning object in VISION is a digital object which contains the following: ▪The learning objective statement ▪Content including •Linked items •The total content necessary to master the learning objective ▪Test and practice questions or exercises ▪Associated metadata—setting, time to train, etc. •A learning object can be terminal or enabling and can be performance or cognitive. A cognitive learning object (academic) is knowledge typically tested on an exam or some written assignment. A performance learning object is performed as part of a task or skill. Cognitive learning objects are never psychomotor. Performance learning objects can be either cognitive or psychomotor. |
