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| Autor/inn/en | Ashley, William L.; Ammerman, Harry L. |
|---|---|
| Institution | Ohio State Univ., Columbus. National Center for Research in Vocational Education. |
| Titel | Identifying Transferable Skills: A Task Classification Approach. [Report No.: OSU-NCRVE-R&D-Ser-146 |
| Quelle | (1978), (87 Seiten)
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| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Classification; Data Analysis; Job Analysis; Job Skills; Occupational Clusters; Occupations; Questionnaires; Research Methodology; Task Analysis; Transfer of Training |
| Abstract | The feasibility of classifying occupational tasks as a basis for understanding better the occupational transferability of job skills was examined. To show general skill relationships among occupations, 5 classification schemes were applied to 50 selected task statements for each of 12 occupations. Ratings by five reasonably knowledgeable people were obtained for the tasks of each occupation. A comparison of the task ratings was conducted to determine the skill components or aspects of tasks that would appear to be similar and could contribute to transfer capability among occupations. Additional exploration was attempted by obtaining overall job ratings, using each classification scheme, for a subsample of four of the occupations. This permitted an examination of the comparability of task-composition versus whole-job bases for identifying the skill components of an occupation. It was concluded that tasks can be individually classified, that at least some classification schemes produce reasonable rater agreement for a wide assortment of types of tasks, and that such classifications can identify different task characteristics. However, there is cause for hesitancy in suggesting further study in more depth and sophistication, due to the conceptually complex and tedious chore for persons asked to rate occupational tasks. Suggestions are made for future studies. Questionnaires (on human attributes, psychological processes, content domains, action processes, and objects of action) are appended along with summary data. (JT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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