1. business and industrial
2. business operations
3. business plans

186.019 Suggested Format and Content of a Work Sample Manual Revised Edition
Stout Vocational Rehabilitation Institute School of Education University of Wisconsin Stout, Wisconsin WORK SAMPLE MANUAL FORMAT
· March~ 1977 · .
·
STOUT VOCATIONAL REHABILITATION INSTITUTE
School of Education • University of ·Wisconsin - Stout • Menomonie, Wisconsin· 54751 ·
The greatest number of requests received by the Information Service of the
Materials Development Center has been for materials on work samples. The MDC
Work Sample Manual Clearinghouse was created to meet this growing need. Its
purpose is to collect, review, and nationally disseminate work sample manuals.
The goal of the clearinghouse is to provide a wide selection of work sample
manuals which contain sufficient standardized information so that the users of
these work samples will be able to construct, administer, and interpret the
work samples which they select. In order to facilitate this idea, in 1974 the .
MDC published Suggested Format and Content of a Work Sample Manual. This for­
mat defined and standardized the contents of work sample manuals so·that manuals
could be developed which contained all the necessary information needed for the
construction and use of work samples. Standardization and entry. of work sample
manuals into the Work Sample Manual Clearinghouse has reduced the duplication
of effort in work sample development.
This revision of Suggested Format. and Content of a Work Sample Manual is an
effort to refine the elements of the format by including more detailed infor­
mation on and examples of each of the elements. Detailed information and
examples have been drawn from feedback received as a result of th·e widespread
use of the original format.
·
This manual writing format has been developed to help you write your own work
sample manuals. Examples have been included to aid you in developing work
sample manuals that will be sufficiently standardized and useable by others.
Regardless of the type of work sample being developed, it should be written in
a short, simple, self-explanatory manner. The TABLE OF CONTENTS in this man­
ual, starting with Section Heading I, INTRODUCTION, should ·be used as is in
every work sample written for the MDC Work Sample Manual Clearinghouse. The
section headings in the TABLE OF CONTENTS are to be listed in the body of the
work sample manual to identify content. If infonnation is not available in a
particular section, that heading should still be 1isted and the statement, No
information presently avail abl e entered after the heading. For example:
11
11
11
11
E.
VaLid1..:ty - No ht6oJtma.:tion P'f.Uen:tl.y avail.a.ble..
The corresponding heading in the TABLE OF CONTENTS should be followed by an
asterisk (*) to denote the missing information. Using the same example:
E. VaLtcU:ty*
The use of asterisks will identify for the reader the specific infonnation not
included in the work sample manual. Thus, the TABLE OF CONTENTS may be used·
as a manual writing format in which required information, whether available or
·
not, will be recogniied.
The manual writing forma~ contains examples drawn from several work samples
currently in the Work Sample Manual Clearinghouse. The examples used to il­
lustrate the various sections were chosen as good representations.
TABLE Ot CONTENTS Page
I.
INTRODUCTION • • ·• • • • • .
.............
....
1
............ . .....
4
.. ..
A. Title
B. Assessment Description
c. Job Listing
D. Related Jobs
E. Validity
II.
INSTRUCTIONS TO THE EVALUATOR
A.
B.
C.
D.
Prerequisites
Work Sample Conditions
Administration EquiPment
Setup and Breakdown
III. ADMINISTRATION •••••
..................
8
A. Client Orientation
B. Practice Session
C. Performance Session
IV. SCORING •• • • • • • • • • • • • • . •. • • • • • • •
17
A. Criteria
.B. Tables
C. Forms
v. INSIGHTS • .
.....
....
..........
VI. DEVELOPMENTAL DATA • 19
22
A. Description of Analysis
B. Nonni ng Method
c. Reliability
VII. CONSTRUCTION •.• • • • • • • • • • • • • • • • • •
26
A. Diagrams and/or Photographs
B. Materials List
C. ·Assembly Instructions
.........
VIII. BIBLIOGRAPHY •
APPENDIX • • •
....
..
• • • • 29 30 *An asterisk at the end of each section or part heading in the TABLE OF CONTENTS
indicates that there is no information presently available" on the topic.
11
I. INTRODUCTION
A. Title - Give the title o_f the work sample.
The title should specify
exactly what job(s), job ~skill(s) or ability(sl the work sample is
to simulate and/or assess.
Capital iz_e the WORK SAMPLE TITLE.
Exampt:e:
1. INTROVUCTION
A. TU:.l.e - STOUT U-BOLT ASSEMBLY
B. Assessment Description - List and describe the ·factors such as job
tasks, competencies, skills., abilities, traits' and aptitudes that
the work sample is. to assess.
Be specific •.· It is· best to 1ist
these factors .in terms of work or job tasks performed •. ·Avoid using
technical terms for major assessment· _descripters •. Instead, use
them to further define and support your major assessment descrip­
tions.
Exampt:e:
B. A6.&e6.&ment Vu~n
. ·
·
·
1. AbaLtY t:o Toiir y numbell. (zip c.odu)
2. Abi.LU:.y t:o .&oJtt:. by loca.:Uon (.&.tat:e, c.-Lty, .&bteet:)
C. Job Listing - List .all specific jobs directly related to this work
sample with accompanying Dictionary of Occupational Titles (DOT)
numbers, and give a detailed description of the job and job duties
on which the work sample was based.
Reference to a job analysis
should be made in this section~ and the complete analysis included.
in the appendix.
Exampte.:
C. · Job LU~ - THE OGREN AUTOMOBILE WASHif.XJ WORK SAMPLE
bu-t Jr.
e6 t:D a. Va..ta.-Peopl.e.-Thi.ng4 (VPT) c.ode. of, .881.
In ·:the V.fu:ti.DnaJLy of, Oc.c.up:tt:.ymal TU£.u (VOT) cl.a..6.&.i.f,.i.c.a.­
. .tion .&y.&tem, a. • 887 job ~eqlWl.e6 no .6-<.gnif,.i.c.a.nt; Jr.ei.a..tion­
~klp w.i:th c:W:a., no ·.&.igni.f,.i.ctin:t Jr.eta..tioril:.h£p w.i:th peopt:e,
and a. m.i.n.ima.l, Jr.~n61Up .w.i.:th ~.6. (~n.dU.ng level:
"w,.ing body membe'U, hand t:DolA, "a.nd/oJr. .&peciti.t dev-ic.u
t1J t.OOILk, moVe OIL c.aMy 0 b j eet6 OIL ma;tell.-i.al.6" ) • AU. • 887
job.& Me .in :the Ha.nd.Ung WoJtkell. TJtaLt Gltou.p Atvta.ngemen:t
Example. c.onti.nued:
(VOT Volume: 11, ptge. 360). The. job on wiU.c.h .tiU.6 LOOILk
.&ample. .U blUed (.&e.e. Appe.ncUx A, JOB .ANAl-YSIS SCHEVULE)
.i6 duCJL.ibed ..in .the. V.ic.UonaJLy~ Oc.c.upx.t;ional. TUi.u
undtVt "au:tomob.il..e. wuhtVt," (Vo
e. I, page. 33}, 1146 a.
VOT c.ode. on 919.887 and .i6 nowu:l ..in "a.tdomobile. .6tVtv.ic.e6 "
i.ndtUd:JtW.. c.ode. 7 54 2. '
D. Related Jobs - List all partially related jobs and job areas with
accompanying DOT·numbers and pages in Volume I.
Related jobs are
those jobs which are similar to the work sample in tenns of the
tasks performed, but contain other major tasks which this work
sample does not assess.
Therefore, to assess the remaining job
tasks needed, further work sample administration and/or other forms
of assessment will be necessary to support any recommendation in
related areas.
Since a listing of related jobs can be rather
lengthy, 1ist only key jobs which you feel are most representative
of those you could not list or of those jobs most commonly found in
your geographic area.
Example.: ·
B· Rel.a:ted Job.& ·- Example.& o6 lle.ta.t:.e.d job.& tAXJul.d. be.:
Cll.e.dU •CaJul Cl.eJLk
(}[;e. br..)
209.588 Vel.i.vf!Jty CleJLk
(cl.e!.L. )
222.588 Cla-im.& c.ttVtk
(a.uto. m6g.) 229.688
TJta.66-i.c. Cl.eJLk
(cl.tVti.c.at)
222. 588
Co n:tlr.ol Cl.f!Jtk, Va;t.a. PMc.U.&.i.ng
(cl.tVti.c.at)
219. 688
Suppomve. i.n0oJrma.:wm Jr.egaJr.di.ng Jr.ela.:ted job.& ..6houl.d be.
.&ough:t .th!tough .the. u.&e. o6 a. cleJr...ic.a.l. c.a!td .6o1Lting by
le;tttVt qJr. numbtVt troJr.k .&ample..
E. Validity- Describe the validity studies performed on the work sample
giving reference to the results and their meanings.
Place complete
studies in the APPENDIX Section and use this VALIDITY Section in the
manual to refer to the appended information.
2
Validity information
'.
!
'
may only refer to the close structural relationship of the work
sample to the job, its tasks, or job training.
Brief generaliza­
tions to the type of validity _are appropriate.
Attach a job
analysis or a detailed job description to the APPENDIX Section of
the manual and cite its location in the text.
Job.analysis infor­
mation supports work sample validity only in terms of its rela­
tionship to the job analyzed. An example of the first type of
documentation can be found in the STOUT U-BOLT ASSEMBLY WORK SAMPLE.
Example.:
E. v~ The. C.OYUdJLUL!t vo.LUU:ty 1.00.6 .i.nvuti.ga.:ted by
c.o~·
a.n eallLieJt veiL6.ion Oft :the. woJtk .&ampf.e. wU:h .the.
f 1.ng eJt Vex:tfl/r...U1j and Ma.twa.t Ve.x;tw.t:.y Apt:li:rul.e. .6 flJ!.:tW n o ~
:the. GeneJLal. Aptli:ude. Tu;t Ba;t;teJty (GATS). foWL t:JUah. Oft
:the. woJtk .6ampf.e. and :the. GATB Ve.x:teJr.li:y a.p.tU:ud.u wvr.e. ad-·
m.i.rt.U.;teJte.d t1J 54 (20 male. and 34 nemal.e.) c.o.U.eg e. .&.tu.de.n:t6.
Pe.a1L.6 0 n, .6 C.OIVLd.a.t:i..o n betwe.e.n :the. numb eJt 0 n mhr.u:tu t1J
c.omple:te. ea.c.h :tJr.ittt· and :the. ·de.x:tw.t:.y a.ptli:udu Welte. u
no..UOW6:
TJL.i..al f .i.ng eJt
Vex.t:(l}[fty
1
2
.235
3
.219
•252*
• 267*
.277*
4
To :tal.
Ma.twa.t Vex:te!U:ty
.429**
.420**
• 504**
.424**
.455** .
**p ~ .01
*p ~ .05
The. JtUui.:tA .bnpf.y ;tluLt :the. STOUT U-BOLT ASSEMBLY WORK SAMPLE .U
a. good mea.6Uile. on ma.twa.t dex:te!U:ty and a. no..iJL to pooJt mea.6wr.e.
0 ft 6-l.ng eJt de.x:teJUty.
An example of how job analysis information may be used to show con­
tent validity can be found in the SCHNECK ARC WELDING WORK SAMPLE.
Example.:
E. Va.LicU:ty - No .i.n6oJtma.:ti.on pr.uen:tl.y a.vaii.a.ble.. Re.6vr. hJ .
ihe. fut pcVLa.gJta.ph on IV. E. No~dhod, 6oJt a. .&ug­
gu;ted ;tec.hnique o6 de;twnlning ~. A JOB ANALYSIS
SCHEVULE luu been .i..n.dude.d .in :the. APPENOIX .&ec..tion o6 .tlU6
manual.
The job analysis for this work sample shows that there is a hi.gh
3
percentage of overlap between the work sample tasks and the tasks
of the job on which the work sample is based.
II.
INSTRUCTIONS TO THE- EVALUATOR
A.
Prerequ-isites-·- There may be minimum performance requirements from
previous tests or work samples that will need to be met before the
wo.rk sample may be· administered.
Req-uired reading or JiJath levels,
basic sorting or filing skills, or above average dexterity may be
necessary to performance on the work sample.
There·may also be
certain physical, medical, educational or behavioral precautions
which, ·__ if not
heeded~
could affect work sample perfonnance, outcome,
or reconinendation •. Ljs.t all. prerequisite tests or work samples and
theirrequired scores.
~11
other necessary precautions, such as
. c1 ient.. hand dominance, vital to work sample·. administration and per­
formance should be included.
·Example:
A. PJLe~tdu-UU:u -
No .6pe.e.if,.i.c. p~r.e~tequ-UU:u ha.ve been e.s.tab­
6oJL iJii6 woJLk .6ample. HoweveJt1 U .iA JLec.ommended
:tha:t :the ci..ient: ha.ve at i.ea.6.t a .6.ix:th gJUlde JLeadhlg tevet
-i.n oltdeJt .to be able .to JLea.d and u.ndelt.6.tand -i.n-6.tJwc.:tion6
p~r.uent:ed w.i.:tiUn .the .ta.6k o..cfrn.i.nU~n.
The appJWUma.:te
i.evd. of, ci..ient; f,u.nc.ti.otU.ng may be u.tabU6hed by making
U6e of, :the .6c.oJLe6 on ba-6-i.c. ac.IUevement .tu.t6 .6uc.h tt4 .the
W.i.de Range Ac.hievement Tu.t (WRAT).
Wk
Ac.IUevement: Te.s.t (WRAT). l.t .iA. JLec.orrrnended :tha:t .the cU.ent
po.6.6e.6.6 aveJtage, oJL above ave/Utge, ab.i.U...t.y .in manual dex.- ·
dex..teM;ty~ .6pa.Zial. and f,oJurr pe!tc.ep:ti.on1 and
-i.n.tei.U.g enc.e. C.U..e.n.t6 .6 houl.d. f,unc.ti.o n w..U:IUn :the f,oJL:ti..e:th
.to ntnety-tWitir. pe~tc.eit:t..Ue (40-99%.U.e) -i.n JLda.tion61Up .to
.6pec.i..f,.ic, .6c.oJLe.6 of, :the Genelta.f. Apti;tude Te.s.t Ba.:tte!ty (GATB),
G .6C.OJLe (Gene/tai. 1n.teW.genc.e), S .6c.oJLe (Spa..t.iat Pe!tc.ep­
.tion), P .6c.oJLe (FolLin Pe~tc.ep.tion), K .6c.oJLe (Mo.toJL CooJtdi­
.na.t.ioJ:t) ~ . f .6c.oJLe· {fhtge!t Vex..teJU;(;y), and M .6c.oJLe (Manual
.Vex..teM:ty) •
.te!U:ty, f,-ingeJt
PIUoJL .to .the ~.tJr.a.;U.o n of, :the· .ta-6 lu., U .iA alAo .6u.g­
gu.ted :tha:t :the evai.ua..toJL a.cJmi.n.U,.teJt .the TOWER WehLing WoJLk
Sample. t:o .the ci..ient .to det~e .if, he po.6:6eM e6 ab.iLUie.s
.to ha.ndte :the wehUng equ.ipnent -i.n :the pMpeJL ma.nneJt. The
4
TOWER WoiLk. Sample. ~houi.d be lL6ed ont.y .in .time. a.lloW6, OIL
.in :theJLe. .U ~ome qu.e6.tion a.6 .tD whe:theJL :the. cLi.en:t can
ha.ncUe ca.nei.Y :the.: nu.nc..tiona£., equ.i.pnen:t. Muc.h On .the ma;te­
ILi.ai.. bt :the. Sc.hne.c.k Me Wei.cUng WoJLk Sample. wiU. be c.oveJLed
· hi. :the TOWER Weld.j.ng WoiLk. Sample.. ·,,
,. ·
Su.pplementaJr.y .i.nnOil.ma.ti.on ·:tha.:t eoul.d be. lL6ed with .the
Sehneek. Me. Wei.tU.ng WoJLk Sample. .tD hei.p .in 116~ e6~..ing a pe!L­
~on'~ po;ten:tiai.. ftOIL Wel..d...ing UXJILk. .i.nci.ude. .6c.a!e6.. on .the.
"Ku.deJL P1Le.6 eJr..enee Reeo.ltd - Voc.a.:ti.ona.l., FoJUn C," and .the.
"M.i.nne6o:ta. ImpoiL:ta.nee · QJl.etJ:ti.onna.ilte." ,. A high Jta.nking on
:the. "Ma.YIU.ltl. Oeeu.pa.:ti.onc, SeJtv.ic..e. - Ma..i.ntena.nee. Cla6:te1L" on
:the: "Minne6o:ta. ImpoJL;t.a.nc.e. Qu.e6.tion.nLLiJr.e.," a. high ~c.oiLe on
:the "meeha.n.i..c.a.l" cc.a!e on :the. "Ku.deJL," and good pell.6oJuna.nee.
on :the. WOJLk.. -ca.mple. eoul.d be. ·.i¥u:Uc.a.:Uon.6 :thil:t :the. cllen:t
UXJui.d be a.bte. .tD woJLk. a.6 a.n aM. wel.deJt, oiL .in ~ome. oc.c.u.­
pa..tion ILela..ting . .tD ~..imihvt :ta.-6 k6.
·
B. Work Sample Conditions - All work:· sample conditions; should attempt
to parallel those of the actual work environment.after which the
sample was
designed~
.
Altho~gh..
.
.
this may not
a~ways
.
be feasible. these
work sampling
conditions
.
.
. . should. be. described
.
. and followed as closely
.
as possible.
1.
Work sample conditions refer to:
Work· en~ ironment (i.e. indoor-outdoor; isolated or not;
1ighting; noi.se. factor)'
·t\. standing or s·itting requirements
3·~
appropriate dress (aprons, boots~. gl9ves, goggles. safety
hat.)
4. other outstanding conditions characteristic of the job or
training.
Example.:
B. WoJLk.. Sample condiu.onc - The e.valu.aZDIL ~hould have :the.
(LidooJL) :te6:t Mea. p!tepcVt.ed wUh a. ~:ta.nda.JLd helght :table,
2 c:ta.rzd.a.JLd eliiU:Jr..6 and a:t le:a.6:t a ·s' x 30" woJLk Me4. The.
wett-Lighted a.'nd .a-t. a c.omnoJt.:ta.bte :tempeJt­
a.tulte.. The. no.Ue. level. Mwui.d be C.ompVUtbte to &a.c.toJLy
eon.cUt.i.onc. Vo.ic..e6, ma.eh-i.neJLy, and veJU.c.le. no-:i6e6 ~houi.d
be pit~ en:t, OIL ~hnu1.o.:ted'. A h-igh. noh e. le» d. and. cLi.6ru.c.­
Wn6, aJte. adva.ntage.olL6 to :te6.-t:i.ng eo~~~
aJLe.a. ~hou.td be
5
C. Administration Equipment - All equipment required for 'administration
of the work sample should be designed so that it may be set up prop­
erly and completely.
For example:
hardware, tools, protective
devices, timing instruments, scratch paper, pencils, score sheets,
administration· manuals, and safety equipment r.efer only to the .equip­
ment needed by the evaluator to administer the work sample to a
client and not to construct, maintain, or repair it.
Refer only to
the equipment needed by the client to function at the work sample.
It is not necessary to give the amount or a detailed description of
all administration equipment.
It serves only as a general checklist.
Example:
C. Ac1m.i..n1A.tlta.ti.Dn E~ - The no.U.Ow.i.ng equ.ipnen;t .i6 JLe­
qulJLed pJUoJL :tO
ilta.ti.on: ·
.
1. One noam JtubbeJL mat: w.i.:th .la.you.:t a.6 .i.ru:U.c.a;ted ln.
2. 3. 4. 5. 6. 7. 8. .9. 10. 11. 12. 13. 14. Ei.guJLe 4
Fi.ve paiLt6 pJLeAen:t.a-tion boxeA (f.igWte 6)
foUIL una.Membled U-boU boxeA (f.iguJLe 5)
FouJL a.6.6embled U-boU boxeA (f.iguJLe 7)
Jl.g .6 ecuJLe.ly na.6.tened ;to UXJJLk .table (f.igUil.e 8)
Two hund!Led U-boW, 50 in each una.6.6embled U-boU box
fouJL hunc:JJr.ed .6.tJutp6 i.n ;the paJr.:t:h pll.eAen:t.a-tion box i.n
nJLO n;t 0 6 ;the j .ig
Ei.gh;t hundlted hex I'Ud6, 400 ea.c.h i.n two on ;the paJt:t:6
pJLeAen:ta.ti.on boxeA ;to .the i.rrrnec:Ua:te le6;t and JL.igh;t on
;the .6-0tap box
·
foWL lzwu;IJr.ed 6fWUJl.eA, 200 ea.c.h i.n :two paJr..th P'teAenta­
.ti.cm boxeA :to .the .inrnet:Uo.:te lent: and ILi.gh.t on .the nu:t
boxeA·
One .6.teady woJt.k :tJlble a;t lea..6;t one 6oo;t long elL on eac.h
.6i.de on .the .ta.you.:t (f.iguJLe 4) and .6-i.x .i.nc.heA w.ideJL
One. c.ha»t OIL .6hop .6:tool hil.v.ing a cU.nneJLenc.e On 6Mm
ni.ne ;to ei.even b!c.heA between ;the .6ea.t: on .the cJuWr. and
t:he. woJLtung .6uJLna.c.e on t:he .table
One. .tim.ing dev-i.c.e a.c.c.uJLa.;te ;to 1I 10 o6 a .6ec.ond
One c.opy on .th.l6 manual
CU.ewt Rec.oJLd Shee:t (f.iguJLe 2) and C.U.en;t 0b.6eJLva:ti.on
foiLm (f.igWLe 3)
D. · Setup and Breakdown - Every work sample will require some pre­
arrangement or setup.
The setup established by the evaluator prior·
administration should be described in step format.
6
For purposes of
proper setup, include a top view diagram or photograph with dimen- ·
sions of the work station and the location of client and evaluator
work positions. Any disass.embly performed by the client or the
evaluator
~pon
completion of-a work sample and any scoring that may
take place during disassembly must be noted.
Quite often, setup
and disassembly will be one-and-the-same and an indication of when
this task is to be performed should be mentioned (i.e., before,
during, or after each administration or scoring).
Any instructions
given the client which involve sample· setup or breakdown are to be.
written in the ADMINISTRATION Section (III).
EXiUfJ'.le.: .
V. Se;tup a.nd Blr.e.a.kdown - PJtioJt. t:D a.dm.OU.6:tlta.:tion, .the wal.­
UlitbJt .61i0Uld c.hec.k :the pla.c.ement: (~ee F.i.gWLe 4) Oft all..
box.u a.nd c.on.ten.u (~ ee a.bov e.) o6 .the. -pcvlh plte6 e.nt.a.tio n
box.u a.nd .the UJ'I/l.6~emb.ted U-boU box.u. The. haJr.cJIAwte
.&hould be c.he.c.ked t:o make. ~Wte tiuU; .the :thltea.d6 on aU.
u- boW Me no.t damaged.
The cli.en.t mU6.t no.t cU6tU~em~e a.ny U-boW until. he lw
c.omp.te;ted a.U. 6ouJi. t:Jr.i.a.U. The ·all~ emb.ted u-·boW wny .then
be c.hec.ked nolL fWWti plf.iolt. :to WM~ embty. TheiLe Me.
~evflJUii. ~ t:o Wall~emb.te :the U-bol:t6 a.nd .the method
U6ed depencl.6 u.pon .the eva.tua:ti.on una:
1. a. pa!l.a.U.el .in6pec.:tio n d.iAtU~ embl.y wo~tk ~a.mpl.e c.ould be
ut:.a.bllihed ht wh-ic.h a.no.theJL cLi.en.t di64ll~·embtu .the
U-boUA a.nd Jt.ec.olld.6 fWWM;
2. u.pon c.omp.te-ti.on Oft ftOUlr. ~, .the cLi.en.t c.otdd 1Le­
ve/L6e .the pMC.e6h a.nd cU64ll~emb.te .the U-bo.tt.6; oil.
3. .the eva.tu.a.toJt oJt. evalw:tt.oJL a.ide c.ould peJL6oJLm .the cU.6­
4ll~ emb.ty plt.Oc.e6~.
(Start a new page for the ADMINISTRATION Section)
7
r
III.
ADMINISTRATION ·
A. Client Orientation - Prior to writing
th~
actual administration in­
structions, a client orientation should be developed to provide a
basis for job exploration and to· help establish a ·close relationship
of the work sample to real work.. Information necessary for a thor­
ough orientation includes:··
1. Job information:
job ·title, demand; pay, qualifications,
training, working conditions
2.. Client information: . questions regarding related work experiences
the client might have had
3. Work sample information:
title, description, and why it is being
administered
Exampf.e:
· A.
CU.e.nt OM.mta;ti;o n ­
No:te :to Evalua:toJL: Th-U oti.en:ta.:Uon .i6 t:o be pr.e6ented . .to
eac.h c..U.e.nt benoiLe .a.dm.i.ni-6:texhtg :tl:te STOUT U-BOLT ASSEMBLY
WORK SAMPLE. The roo.:teJt-i..al. dou no:t ha.ve .to be Jr.ea.d veJtbatwn.
HoweveJL, .ali. ..i.nnoltm:Ltion :t:.houl.d be cove/ted. Vdivell. .the
pic.e6 e.n:t.a.tiJJ n .in an -i.nnolr..mai. ma..nneJt and pau.6 e .to a.n6WeJL
que6:ti.o n6 M nec.eMaJr.y. . The pu1Lpo.6 e on :th.i6 oti.en:ta.:ti.on .i6 .
( 1) :to .innoJun :the c.U.e.nt abou:t aMembl.y and .6hnil.tvr. job.6
wiU.c.h ·aiLe Jr.ei.a.:ted ·.to :th.i6 LOOJr.k. .6runpf.e and (2) .to ..i.nnoiUn :the
ilie.nt on· .6peci.n.i..c. tJuLi.:t6 · OIL c.haJtac.:teJU6:ticA On wfU.c.h he .i6
be..i.ng evai.ua.:ted•.
The STOUT U- 80LT ASSEMBLY CJJORK SAMP..tE ~ you wil.l. be .ta.IWzg
.in a new m..i.nu:te6 wm hef.p you and me :to n.i.nd ou:t .6eveM!
.t/Ung-6 abou:t you. One Oft :the :thing.6 :th.a.:t U wiU. :tell U.6 .i6
how we.U you c.an do on a.-6.6 embly jqb.6 and how we.U you Uk.e.
:th-U ~pe on LOOILk..
. .· .
Le:t me :te.U you a. 6ew :t:h..i.ng-6 a.bou:t a.6.6embty job-6. Ma.ny Oft :the
.t/Ung-6 we c.orrrnonf.y U6e aiLe pu;t .toge:thell. .in nac..toti.u by peopt.e
c.aU.ed "M:t:. embte!L6 .·" The6 e peo pte pu;t .toge:theJt .6ma.U oiL ltvtg e
ptVL:t6 :to ma.k.e :thi.ng:t:. .6 uc.h M : :tei..ev-U..ion .6 e.t6, Jr..II.JLi.o-6, .to fJ.6
a.nd dotU, a.nd hoU6 ehotd lierM Uke mo p6, bJWo!M, a.nd p.ietulte
niLt:tmU. In you Welte employed .in one On :the6e a..6.60nbty job-6,
you LOOutd woJr.k. ..i.n-6-ide a. 6ac..toJr.y a.nd be ci..o.6e .to o:thell. peopf.e
do.lng j ob:t:. Uk.e yo lJlr..& • You tOO ui.d p1W ba.bty .6U a.:t a. benc.h a.nd
U.6 e .6mai.t :to oRA .6 uc.h M .6 CJr..ewdlr...i..v eJL6 , c:llr.1.lli , .6o£.d.eJLing gun6 ,
8
and «VLe.nehu :tD pu;t :thhtg.& t:og e:the~r.. .Ont;e.n. :the. .pVtt6 coou£.d be.
bJwu.gh:t t:o you. in boxu oiL on a. c.onveyeJt be.U. In ~ny M.6em­
bty job.&,_ you. would onf.y c.ompf.ete. one paJLt; on .th.e n..iJ'L.i.6hed
p1todu.c.:t. You. would JXC..6.6 :tiU..6 along t:o :the. nex:t troJr.keJt J>o he.
c.ould n.ini6 h W pcvr.:t. .YoWL· 6oJr.ema.n 11J0 uld caJte6ui.ly l>u.pe!r.v.U e.
yoWL woJr.k and o:theJt peopte c.aR.i.ed "..i.n6pe.c.;toM" woul.d c.he.c.k U
caJte6ui...ey 6oJr. mU:ta.ke-6. People don' .t have t:o have. a. l..o.t o6
edu.c.a.U..on t:o bec.ome a..MembleJtJ>, bu..t :they have t:o be good wi.th
.thehc. hand/>, be a.bte t:o do .the .&a.me .th1.ng ov·eJt a.nd ovelr. ·a.ga..i.n,
enjoy WoJr.IU.ng ne.aJr. o:theJt peopte, and t:o 6oi.i.ow cUJr.ec.U.on~> c.aJr.e.­
6ui.f.y. Somdi.mu peopf.e who do welt .in MJ>embly job.6 ge.t
p!Lomo.ted. t:o moJr.e a.dva.nc.ed. job~>. Some ma..y bec.ome 6oJr.eme.n oJr.
.UU..pect:oM .them6el.ve6 and o.th.eJtJ> bec.ome a..bl>embleJtJ> who woJt.k on
veJty c.ompUc.a,.ted ~uA;pnen.t.
The. e.vo.hJ.o.J:oJr. :then .tei.lA .:the cU.e.n.t o 6 .nea.Jt.by no..doltie-6 .tha..t
hbr.e a..bl> embteJLJ> oJr. Jr.e.i.a..ted job~>; wha..t :the ungu Me; wha..t :the.
woJr.fUng c.ondW.oM Me; and how ma..ny o6 .thue job~> Me a.va..U..­
a.bte. 16 no a..bJ>embly job.& a.Jr.e a.va.il.a.ble., g-ive .in6oJUna..ti..on
a.bou..t Jt.d.a..ted. job~> ~ .the Ha.ndU.ng WoJr.keJr. TJta..U: GJt.ou.p (. 887),
~>u.c.h a~> pa.c.ka.ging, di..hhwa..6 he!L6 , c.oo k hel.peJt, a.nd c.wdodi.an6 •
Th-U woJtk .&a.mpte wUi. .te.U. U.6 .th.ing~> oiheJt .than how we.U you
Uke a~>.& embty woJr.k. I.t IAlift hel.p U.6 t:o 6-<.nd ou..t how weU. you.
c.a.n move yo u.Jr. ha.ru:l.4 a.nd how well. you. c.a.n U.6 e yo u.Jr. 6.i..ng eJU •
A6.teJt you. :tlty :tkiA woJt.k ~>ampl.e., bo:th o6 U.6 w.<ll. know how long
you. c.a.n de :the ~>a.me .thing wU:hou..t ge:tting md a.t .the. job,
boiLed, oJt. :tilted. ·
·
Vo you. have a.ny qu.e6.tionh?
16 :the c.Uen.t hal> no qu.u:WJ nh, .the eval.ut:U:oJr. be.g..i.n6 t:o Jr.ea.d
.the ..i.n6:tJr.uc.:Uonh and demonhtlta..te :the. tAXJJr.k J>a.mpl.e.
B. Pr~ctice
Session - One of the most critical problems in work sample
administration is the separation of learning from performance.
Learning involves making sure that (1) the client can perceive and
understand the instructions, (2) the client has been taught the
proper use of tools and equipment, (3) the steps and motions nave
been learned, and (4) the client is aware of the desi'red results.
The actual write-up of the instructions, whether they are given
orally, through an audio-visual presentation, v1sual demonstration,
9
,
or a self-administration procedure, should be written 'in the
manual exactly as they are to be administered.
All direct instruction to the client must be well marked and
distinguishable from instruction to the evaluator.
Example.:
B.
PJLa.c.:Uc.e. Su.&.i..on
Evai.u.tLtoJL' .6 No:te.: Re.ad :the. t,oliowln.g .in.6.tJui.c:t:i.on6 :to :the.
cUe.nt and demof1..6;t:Jta;te. t:lte. opelliLt1.1Jn.6 M duCJUbe.d. Ve.:teJL­
m{.n.e. .<.r, :the. cu.e.n:t ,u, ~LiBh:t oiL .ee.r,:t-ha.nde.d b.e.no}(;e. beg..tnn.<.ng.
(Se.e. f..i.gWLe 1 6oJt a cU.a.gJUVn o6 :the 4.6.6 embf..e.d U-boU. )
The. evai.ua.:to1t .6:ta.t'll:l4 .in 6Mn:t on c.hailt.
YoWL t:Ju, k will. be. :to :take. eac.h on tite U-boW .in :thue. /,oWL
boxu (po.in:t :to :the. .6:ta.c.fl ot, boxu) and :to na.&:te.n t:ltue .nu:a
(po~), .6:tAa.p6 . (po~), and 6eli!Ui1.u. (pd~) on:to :the U-boW.
Pay o.6e a.tten;ti.on ec.aU6e. you will be. M ed :to M.6embf..e.
t:Jtu e e.xac:tf.y M I will .&how you.
The. evai.ua:tolt U6 e6 two ha.Yili6 :to Ul,:t tit e. l,i.Ju:.:t box o6 u.ntU.& em­
bf..ed U-boW and pla.c.u U .in :the. .&pa.c.e. hu:.Uc.o.:te.d on :the. f..e.l,:t
.&.ide on .the troltfl Mea.. Wlih h.i6 !Ugh:t hand, he. Ul,tA :the. empt:q
box and pf.o.c.u li .in :the .&pa.c.e -i..ru:U..c.a:te.d on :the. !Ugh:t .&.ide. ol,
tite woJtk Mea.
Pf..ea..6e .ll:ta.nd be.h.ind me. and f..ook ovf!JL my .6houf..deJL wh.U.e I .&how
you how :to do ft.
INSERT
U-BOLT
IN JIG
10 r
U6i.ng bo:th ha.tu:£6 a.:t :the .&arne :time, JLea.c.h i.nt:o .:the .two nu.;t
boxu a.nd plc.k u.p one nut .in ea.c.h hand. (Simu.U.a.neou.&l.y,
move :the
a.nd~~h:t ha.ru:l.6 :to~.Wc.d n.u:t boxu. P.ic.k u.p one
t1id Will
b a.nd OILefi~ 0 b ea.c:h fuind. ) WLtJi yoWL
ihtlmb.6 a.na 6o1Le6-<.nge/l..6 .6~ one
on ea.c.h .6-ide 0~ .the
U-boU (.&.talt:t :the .ti.oo nut;6 a;t :the .&arne :.time). A~J:.eJL .the nu:t6
M.e .&tcvz.ted, :tuJc.n :them down a..& 6a.JL a..& you. c.a.n; .6pin .the l.e~J:.
n.u:t wi.:th youJt .t.e6J:. .thumb a.nd :the JU.gh:t n.u:t wLth yowr. ILighJ:.
6oJLe6i.ngeJt. (Spi.n :the nut;6 u..&i.ng i.n.&i.de o6 :thumb a.nd 6oJt.e­
pi.ng e/l..6 • )
ihtii
FIRST
NUTS
ma
FIRST
STRAP
FERRULES SECOMJ
STRAP
Rea.c.h i.n:to :the .6.:t1La.p box wUh. youJt.. Jr.-igh:t ha.nd (.6a.y "le't!'
c.Uen:t 1..6 .t.e6;t-ha.ndedl, p.i.c.k u.p one .6.:t1La.p a.nd pttic.e Uon
U-boU. (P.ic.k u.p .6t:lta.p wLth .thumb a.nd 6i.nge/l..6 .1
SECOMJ
NUTS
11 1!e
REMOVE
COMPLETEV
ASSEMBLY
Now 1 have c.ompf.eted one M.oembt.y.
Me :thene any quU.t.ion6?
Ju.o:t .oo 1 'm .OWL e. you know how txJ a.o.o embt.e :th-e. U-bol.:t6, .l.e:t me
.ohow you agtU.n.
R.e.pea:t .oequenc.e ex.a.c..t£.y
uat:fJJt .o:tand..o up.
I
Now you :tAy U.
P.t..ue
·j~_Yo_u m_ay__b_~_~_·
__
a.6
above.
An.owell. qau.tion.h.
The eval­
~.u; hVr.e.
~
__w_h_·en--ev_en
__
• _yo_u_ ____
e_Jt_Md
__y_.___
·
------------------~~
In the case of a self-administration manual, all instructions for
the evaluator may
be
1 isted at the end of section II ·o, Setup and
Brea l<dow.n.
Example:·
V. Se;tup and BILeakdown - Plt-i.olt t1J -~~n, :the eval­
aatxllt .ohOUld .be c.eJt;ta.i.n .:t.ha:t aU nec.u.oaJty e.qrU.pnen:t .i.o
P'f.Uen:t. The cti..en:t .i.o handed :the .oef.6--l.n6-tltu.cwm man­
ual. at .:tJW, po.in:t.
12 '
Example c.on:ti..nu.e.d:
E. ·. Eva.lua.t:cJJr. Chec.k.pc.irz.t6 .
.
Chec.fiPolnt # 1 - Ai. tJUl, point, :the eva.l.ua:toiL .6houi.d .6C.OILe
the pa:;iUc.,qnnt' .6 WOILk6heet #7. A .6c.o1Le on 1 OIL moiLe on
II.XJ1Lk..6heet # 7 -i6 ~r.equhr.e.d be6o1Le c.on.:t<.nc.Ung. 16 a. .6c.o1Le o6
1 oiL be:tteJL -i6 a.:ttcU.ned, :the c.U.en;t -i6 .in.6:tJw.c;te.d txJ c.on­
. fuu.e. 16 the c.Li.ent doM no:t a.t:t.cLin a. .6·c.o1Le On 1 OIL
fUBheJL, :the ma.:t~. ,in. Sec.ti.on 1 ma.!l be. ILev-i..ewe.d and
make a .6ec.ond attempt a.:t.wo!L/Uheet #7. I.t -i6 up w .the
d-i6 c.ll.di.o n o6 :the evai.u.a..tJJIL a.:t :l:ki.6 po in:t whe:the!L txJ. ILe­
v-i.ew :the ma.:teJLi.al.. OIL cU6c.onti.nue WOILk. .6a.mpU..ng. TheiLe
·. mU6.t be a.dcUtWnal. 6a.c..toM txJ c.Qn6-i.deJL (c.Li.en.t -i..nteJLeA.t
6oiL example.), be.6o1Le. cU6con:tim.Ung II.XJ!Lk .6a.mp.Ung. A cU.6­
CJ,L6.6-i.on .w.uh :the. eU.e.nt -i6 .6uggu.ted -i.n :th-i6 c.a..6e. and :the.
. eva.R.u.a..tpJL .6houi.d be ~e. :tha:t pa/L:t.6 -i.de.nt1..6-i.e.d -in Sec.­
. .t um 1 aiLe. ILe.6eJLenC.e po.in.t6 6oiL Se.c.t:.ion6 11 and 111, and
o..dJl...i.;(:)na.£. a..6.6-i6.ta.nc.e. may be. 1Le.qu1Jr.e.d 6oiL :th<Wt completion.
SCORU.l1: SECTION 1
Ea.c.h c.oMe.c..t a.n6We!L C.OunU a..6 1 po.in:t.
To:ta..e. po-6.6-i.b.e.e. po..i.nt.6 Se.c:Uon l: 10 po.in:t-6.
MbUmu.m a.c.c.ep.table. numbeJL c.oMec.t.: 1 poLit6.
Chec.kpo-i.nt H2 - At :th-i6 point, :the. e.va.lua.txJIL ,U, txJ look
bLtxJ. e.ye.p-i..ec.e. txJ dete/Un.W.e. -i.ft .6c.ope. fuu been 6oc.u.6e.d
c.oMe.c..tey. I.t ma.y a.ppWL 6uzzy a.nd ILe.qtWr.e. 6-i.ne. a.dj.U.6:t­
me.nt wUh 6o~ knob.6.
It is important that a client be required to read while trying
a work sample only if the job or: job training requtres reading, and
that the reading level of the work sample be commensurate with that
of the job.
Unfamiliar terminology should be defined for the client
in this practice session.
The method of determining the reading
level for the work sample should be noted in the instructions to the
evaluator and a complete reading 1evel analysis included in the
appendix.
Use of non-:print instructions, .such as tape recorder,
photographs, ·etc., may help alleviate the need for reading.
Safety precautions regarding the use of potentially hazardous
equiJlllent and any special safety clothing and apparatus needed
must be identified and described during the practice sessions.
13 '
Instructions concerning sample breakdown and cleanup per­
formed by the client may also be included in this section.
Example:
The GEV .f.a.ngua.ge devei.opnent: .tevel. 60Jr. :the .job tM.6 WoJLk
.6amp.te mo.6.t ci.o.6el.y Jtep!Le.6e.n.:U iA a..t a .teveL 2. In :the man­
ual. Rela.ti.ng Genelta.t Educ.ational.. Vevei.ol.f!}ent: t:D CaJLeeJt.
P.f.a.n~, U.~. Vepa£tl11en:t ~6 LiboJt, 197~ U .U .6t1i£rlil ~ a
QEV evil. 2 .u Jtough.ty eqtuva.l.en.t t:tJ g.ltade6 4 t:tJ 6 Jtea.cUng.
The Jteiuiabil.U:y o6 .tJiiA .6el.6-bt6.tJw.c.ti.onal. manua.t ha.6 been
· ct6.6e6.6ed a.t between :the 6ou!L:th and 6-[.6.th g.ltade .tevel. by U6hlg
:the FJr..y ReiuLab.u.U:y FoiUTIU!a (fJr..y; f., "A Reada.bili.:ty FoJLmul.a.
Tha.t Savu U.me," JoUJr.nai.
Rea.1fq9, 513-516, J...1.J 1968).
8. 6 Sen.teneu PeJt. 100 Wohdil and
SyUitbi.u PeJt. 100 Wo.ltd6.
on
C.
Performance Session -Performance is measured by the·rate or time,
qualitY or number of errors that is assessed once the client has
learned the task.
If the client is to be accurately assessed, the
evaluator must make sure that only performance on the work sample
is being measured.
In the performance session, as in the practice session, all
direct instructions to the client must be well marked and distin­
guishable from the instructions to the evaluator.
Example:
C.
TIMIOO
INSTRUCTIONS
PeJt.6oJr..manc.e SeM.ion ­
1 am gohlg t:tJ .6ee how .tong .i:t ;ta.ke6 you t:tJ ct6.6emb£.e :the6e nOUJr.
box.u on U-boW. Yol(. wi.ll be :tUned .6e}'XlJl4:tel.y on ea.c.h box..
P.te.a.-6 e t:Jr.y t:tJ LOOJr..k a.t a good ~e. Put yowr. .te6.t hand on :the .
nilrA.t U-bo.U. and uxU.t until. I .6ay begin.
.
The e,vai.uo..t:oJt pau6 e6, c.hec.k6 tiJ .6 ee
on 6fu.t U-bo.U..
I
.in :the c.l.len.t h.a.6 .ten.t hand
I
B'Bhl.
14 '
·Example c.onti.nu.ed:
START TIMING
The eva.tua;toJt ob.6ellve& :the cUen;t t:o .6ee .in he ha.6 .6:t:.a/ded
pJWmp:te.y and .in he .i-6 U6.ing :the c.oMe& p!Loc.eduJLe. At va.Jt­
.WU6 .time& dU!Ung :the a..M emb.ty :the evai..u.a.:tDJt ob-6 eJr..v u .the
client ooJt :the beha.v.WM. TIMING FOR EACH BOX IS STOPPED
WHEN THE CLIENT PLACES THE 50TH COMPLETEV ASSEMBLY IN THE
BOX.
The evai..u.a.:tDJt Jtec.oJr.d-6 :the numbeJr.. o6 mbuitu and .6ec.ond.6 .taken
c.omp.te:te :the :tJrA..a..e.. He move& :the box.e& IU.m6ei.6 oJt .in­
.6.tJr..uc;tt:, :the cUen;t how t:o move :them. He .then Jtepea.t6 :the
.tim-ing pJtoc.e&-6, Jtec.oiLC:Ung -the m..i..nute& and .6ec.ond.6 .taken t:o
c.omp.te:te aU. 6ouJr. :t:Jr..icLf...6.
t:o
An interview outline or questionnaire relating to client interests
and reactions to the work sample and related lines of work should
also be included in the performance session.
Ex.a.mp!e:
Onc.e :the clien;t ha.6 c.ompf.e:ted n.ill..ing :the 6.ive oJtdell-6, .the
Po.6:t-Samp.te In:t:eJLv.iew 6oJtm .6houi.d be a.dm.i.nA..-6:t:eJLed 6oJt .inrnecU.a.:te
6eedba.c.k. The 6oJtm .i-6 .toc.a:ted at :the bac.k
:the SCORING Sec....
.tum w.i:th :the TMk Ob.6eJLva.:t.wn Rec.oJtd. The Po.6:t-Sampl.e In:teJr..­
v.iew will. P'f-ov..i..d.e .in6oJtma.:t.wn on c.Uen:t .in:teJr..e&:t M well. M any
. pelr...6ona.t. p~tobiem6 whic.h m4Jh:t have a.66ec.:t:ed oveJLa.U. peJr..noiUIIClnC.e.
oo
Po.6:t-Samp.te In:t:eJLv.iew (.taken oJtom bac.k on SCORING Sec..t.ion)
The evai.ua.:toJt .6houl.d p!Le&en:t :the .in:t:ellv.iew o!UlUy.
TJty t:o .6:timul.a:te M muc.h client Jte&pon.6e. M po.6.6..ibl.e.
1.
How d..i..d. you Uke :the woJLk .6a.mpf.e? Why?
2.
How wei.! do you :th.ink you cUd?
3.
Coui.d you .6ee yoU!r..6ei.6 dohlg :thL6 :type on t«JJLk on a job?
4.
Woui.d you want t:o ge:t a job .in :thL6 6.ief.d?
---NeveJL
_ _On.ty .in .i:t w.u :the on.ty job :tha.:t. 1 c.oui..d get
___I:t' .6 a po.6.6.ib.ii.Uy t:o c.on.6..i..d.eJL
---ye6,
1 JteaLf.y VJOui.d Uke. t:o O:theJr.. c.ommen-U: 15 •
5. Vo you :think. you would need nwr.:theJL :tJr.a..ining and/oJt
pta.c.:W!e t:fl do :tJtM type
WOJtk.
.time?
on
null.
6. Vo you ha..ve any nU!dheJL c.orrrne.nt.h oJt que6.ti.on6 abou;t .the
.6amp.te?
(Start a new page ·for the SCORING Section)
16 IV. SCORING
A. Criteria - The SCORING Section of any work sample manual should con­
tain all necessary information required in grading, rating, and
categorizing the work sample score in useable or definable terms.
The first part of the SCORING Section wiil describe the technique
used in scoring the work sample.
Whether the techniques involve
scoring for time {performance), quality, quantity, errors, or any
other measurable outcome, detailed instructions on the scoring
procedure (what is being scored and how it is being scored) should
be discussed.
Example:
IV. SCORING
A. CIU:teJU...a. . .: AU... .6C.OJte6 .6hoid.d be Jtec.oJtded on .the p!LO­
v:Wed .6c.oJte .6heet. . The eva.lu.ee will. Jtec.uve bo.th a. .time
.6c.oJte .6heet a.nd a. quo.Li;ty .6c.oJte. In a.c1.cU..ti..on~ peltnoJuna.nc.e
a.nd beha.v.i.o.Jt ob.6 eJLvo...tio n.6 w.Ui.. be Jtec.oJtded.
The -.time .6c.o1Le .iA :the t:ptai. ei.a.p.6ed .time t:IJ c.omplete a.U
noU!l u.nl:t6. Onc.e ~g ha..6 begu.n on :the job .6a.mp.l.e~ a.ny
time t aken noJt qu.(!.,6:ti.on.6 OIL nuJl:thelt -i.n.6btu.c.:ti.on.6 mu..6.t be
-i.nc.lu.ded -i.n :the t:IJta.l ela.p.6 ed time.
The "qua.Li.:ty .6c.bJte" -i.-6 bMed on :the t:IJ:ta.l nu.mbeJL on po..i.n.t6
Jtec.uved on .6even quo.Li;ty c.hec.kpo..i.n.t6. Ea.c.h on :the nou/L
c.omp.l.eted u.nl:t6 -i.-6 .6c.oJted .6 epa.tut.tely a.nd :they a.Jte :then ·
.totaled. AU.. Jtec.oJtc:Li..n.g -i.-6 done on .the .6c.oJte .6heet:.
Below a.Jte :the. c.he.c.kpo-i.n:tA t:IJ be .6C.OJted~ gM.deli.nel.l noJt
.6c.oJU.ng ~ a.nd .the method on .6 c.olt-i.ng. Al.6o -i.nci.uded -i.-6 a.
c.hec.kpo-i.nt: cU.a.gJta.m t:IJ be u..6 ed M a. .6c.oM.ng a1..d (.6 ee
page 121.
1. Ab-U:Uy .to· obta.-i.n 4 JteqtWr.ed .6heet6 nJtom pJr.ov-i.ded
ma.t:wal •.
.Sc.o!Ung:: .1 poW g-i.ven peJL u.nU -Ln a.U 4 a.Jte
.o bta.-i.ned. ( only 3 a.Jte obta.-i.ned
. .6C.OJr.e "0" u.ndeJL nou.Jr..th u.nU:. I
Ma.ruu.m .6C.Oite nOJt 4 u.nl:t6 - 4 po-i.n:tA
In
17 2.
3.
4.
w.JUn.kle. nlte.e. .6Wt6ac.e..
GuideLine.: PlM.tic. .6Wt6ac.e. :tigh;t - e.val.ua:toJt unable.
to g1ta..6 p pf.Mtic. b e:twe.e.n 6-ing eiL6 • No
f.IJtr..ink£. M .6 e.e.n v .i6 u.a.lly •
Sc.o!Un.g: No W'Un.klu - 2 po-i.n.:t6
Ma.XAinu.m .6c.oJte. 6oJt 4 un..i:t6 - 8 po..i.n:t6
Coltne/L.6 dlta.wn .in .tight.
GLUdeU.ne.: . View vi.6u.a..U.y :tlvtough plM:Uc. t:o .6 e.e.
:tha.:t no R.altg e. gap.6 e,W;t be;twe.e.n pla..6­
:tic. and 6oam JtubbeJL.
Sc.olting : No l.l.VUnk.lu - 2 po-i.n.:t6 .
Ma.XAinwn .6c.olte. 6oJt 4 u.rU:t6 - 8 poin;l;6
PltopeJL ~nme.n;t o6 6oam JtubbeJL.
GLUdeLi.ne.: View v.i6ua.liy t:o .6 e.e. .tha.;t 6oam la.p.6 oveJL
top e.dge. o6 plywood on a.U 4 .6idU.
Sc.o!Ung: 2Point.6 6oJt eac.h uni;t wLth pltopeJLly
la.ppe.d e.dgu. (Maruwn 2 pain;(;{, peJL
unli. I Maximum .6C.Oite. noll. 4 unLt6 - 8
poin:t6
5.
P!topeJL ~nme.n;t on p?a..6:U.c..
Gu.ld.et.i.ne.: A.;t leru;t 3I 4 11 ov eJLla.p o 6 plywood on a.U
.6ide..6.
Sc.o!Ung: UnU p!WpeJLly oveJLla.pped wLth pla..6:U.c. ­
2 point.6
UnU -imp!W peJLly lapped - 0 pain;(;{,
Maximum .6c.olte. 6oJt 4 un.i:t-6 - · 8 pain;(;{,
6. P!topeJL 6o.f..cU.ng o6 pf.tu:U.c.• .
GuideLine.: 4 C.OJtne/L.6 .6:tapled 6-ilr..6;t wLth 4 .6idU
6olded oveJL c.oltne!L6.
Sc.o!Un.g: Pla..6.tic. 6olded pll.OpeJLly - 2 pain;(;{,
Pla..6:U.c. 6olded .imp1topeJLly - 0 pain;(;{,
Ma.x,.Unwn .6c.oJte. 6oJt 4 un.i:t-6 - 8 pain;(;{,
7. S:ta.ple..6 p!topeJLl.y .6pa.c.e.d and o.U.gned.
Guideline.: .sta.plu pa!La.Ue.l t:o edg e6 ( exc.e.p.t a.:t
c.oJtneiL6 )
Staplu be;twe.e.n ~~~ and 111 6Jtom e.dg e. o 6
plywood
Sta..plu no molt e. :t.ha.n 2" apvt.t (c.e.nte/l. t:.o
c.e.nteJL) - no poin;i;6 .&ub.tJw.c.:te.d 6oJt
.6ta.ple6 t:o 0 c.lo.6 e.
Sc.o!Un.g: 0-2 eNr..Oit.6 - 2 poin;(;{,
3 olt moJte.· eJLJtoM - 0 po-i.n:U
Ma.xhnwn .6.c.olte. fplt 4 un.i:t-6 - 8 pa.in:t6
TOTAL POSSIBLE QUALITY SCORE: 52 polnt6
.
B.
Tables - All tables and scales used in scoring the work sample and
converting the raw scores into useful information such as percents,
18 standard scores, letter or number grades, phrases, statements, etc.
must be included.
Each table or scale should identify what is being
measured, time, quality, etc.
A percentile or level
ca~egory
and
some type of interpretive rating is important to give meaning to the
percentiles or levels.
If tables are longer than one page, place
them in the appendix and refer readers to their location.
C. Forms - Copies of all forms used for responding to, observing, scor­
ing, and rating the work sample need
this section.
to·
be included at the end of
The four types of fonns most often used are:
1. The Task Observation Record identifies all behaviors and work
qualities to be observed and assessed during client performance.
It also includes the rating spaces and information on which to
score and compute performance rate, errors, readministration
outcomes, etc., from the Scoring Tables in part 11 811 of this
section.
2. The Post-Sample Interview is given orally or in written form to
the client at completion of the work sample and is designed to
help obtain immediate feedback on client interest and reaction
to the sample.
3. The response sheet is used by the client when a written reply
or answer is required on a work sample.
4. The overlay, grading sheet(s) or keys are·used in scoring the
response sheet.
V. INSIGHTS
The work sample developer should indicate any consistent client be­
haviors noted during the norming period.
Insights may or may not
have an .affect on the work sample outcome but could, in some way, be
related to work sample performance and to future work performance.
19 The behaviors noted during norming should be listed so that the
work sample administrator will have an idea of the positi-ve or
negative ·behaviors to be observed.
Rating 1evel s should -be estab­
1 ished to help describe: eac·h behavior in terms of its relation to
work sample· performance or outcome and to future training or job
performance.
After the, work sample has been administered and scored, an
evaluator.may gain further insights in terms of the sample•s
strengths -and weaknesses.
It can then be determined what 11 bugs 11
the work sample might have, what it does and does not actually
assess, or what problems to look for and how to correct them.
The
insight section will,allow you to evaluate your work sample in
terms of what it can and cannot do and how to improve on its pres­
ent form.
Finally, the insight section can be used as a depository for
information you feel is -in some,way. necessary to the work sample
but you don • t quite kno.w where to put it in the manual.
For example,
any professional judgments or personal feelings you may have about
the relationship of your work sample or its outcomes to placement
or placement precautions can be entered here.
Exam pte:
V. · · INSIGHTS
The .f.tu.t column o6 .the CU.en.t Ob.6 eJtvation FoJun Jr.e6lec.t6 .the
6a.c.t :tlu.t:t ma.ny vaJU.a.blu Me .involved .in .the peJL6oJuna.nc.e o6
even a. .6-Unpl.e tOOJtk .6a.mpl.e. In oJr.deJL, .tke~te6o.li.e, t:o ma.ke
mea.n.ing6ui. .in.teJtp1td.a.-tion4 o6 obl.>eJtved be.ka.v-i.o}[4 a.nd tOOJtk
.6a.mple outcome& U .t6 ·a.b.6olutely e&.6en.-t.ia.l :t.ha:t .the eval­
uM:oJt make .6t:lr.ong eUoJttA .to va.Lida.:te fr..U .ten;ta.ti.ve .in­
:teJLp!Ld.a.-tioM .- l.t -i..6 .bnpoJt.ta.n.t .to c.hec.k evai.u.atoJt
obl.>eJtvatioM· a.ncl .ten-to.Uve .in.teJtp1Ld.a.-tion6 a.gain.6.t cLi.en:t
6.eeU.ng.6 a.ncl .bt:teJtp!Le-ta.:Uo n.6 • The evaiuM:oJt IAlU1.. «l'ln.t .to
have .in mhtd a. .6eJUU o6 gen:tee bu:t ciUtec.t que.&.tion-6 be6oJte
fUm .6 u.c.k: a..6 :
?0
Example eonti.nued.:
1. How cUd you Lik.e :t:l1.-U .tcL6k genWLU.y? Why cUd you.
Lik.e (M. cU6Uke) :tfU.6 :t:Luk? Would you. be in;teJtu.ted.
in eaJz.ning a Uving doing WOILk Uke .:thi6? When (u.ndeJL
wha..t ei!Lewn6.ta.neu) would. you. do .tk.i...6?
2. Wha..t ~.thing about .the :ttu,k cUd you. Uke?
Why? .
.
Wha:t .~ :tlWtg about .the .tcuk cUd you cU6Uke?
Why?
.
.
.
3. How do, you .think you cUd (peJL6oJtma.nee) on. :t:IU.6 woiLk
.t.a,mple eomp(vz.ed. t1J o.thru? WU:h whom aiLe you. eom­
JXVUn.g yoUIL.6~6? How do you 6eel you. eompaJLe when. you.
eompaJi.e yotJIL6 el6 wLth o.theJL c.U.en;t6? How do you 6eel
yoU. eompa!Le wLth peopte who dO job.t. Lik.e :t:IU.6 6oiL a.
Uving? Why OIL why n.o.t?
4. V.id you l.eaJz.n. an.y.thing about yotJIL6d-6 when you :t:M.ed.
:thi..6 WOILk .t.ample? WfuLt? Will :tha.t me.a.n. an.y:thin.g t1J
you oiL t1J an. empioyeJL when you .t.eek a job? Wha:t?
In. eon.c.l.u6ion, .the .ob.t.eJtva.:tional. a.nd in..teJtpteta.:tional. pa!l.U
o6 :thAA manual aJLe n.o.t ..in.tende.d t1J p1LOv.ide .the eva!ua.t:.oiL
w.Uh. .t.ampl.e an6Welt.6 and naive in;t.Vz.p1Le:ta.:ti.on6 o6 ob.t. eJtva­
:Uon6. Becau6e bi.teJLP'f.et.a.Uon. o6 .t.eoiLu and beha.v.io!Lal.
ob.t.eJtva:Uon. mU6.t depend on. .the .t.k.Ui. o6 .the evalua.hJIL, .thue
.t.wtion6 .t.hould be eon6.:W.eJted a.6 grUd.eU.n.u and .t.oWtee-6 o6
.id ea.6 and no.t a.6 .6 peeiM.c.a.:tion6 and .t..ta.n.daJui.6 • I.t M. hoped
.tha..t :thu e .6 e.c.ti.o n6 have given .the eva.f.u.a.t:DIL an. add.Lti.o nat
txJol arid a me:thod :t1J be U6 ed in WeJtpteta.:tion ILa.theJL .than
pa:.t an(!We/l..6 w ob.t. eJtva:Uon6.
The 6oWt oiL moiLe time .t.eoiLU 6oiL :the woiLk .t.ampl.e .t.hould be
eom]XVLed. wLth .the in.du.6.t1Ua.i. no1Lm6 on. .the le6.t .t.ide o6 .the
T-ime PM6ile on. .the CU.en;t Re.c.oiLd Shee.t (f.{gUILe 2). Thue
no!Lm.6 Welte developed U6in.g a pted.eteJtmined. :ti.me-mo:Uon
.6y.6.tem on anal.y.t.M.. Ba.6ed on many ye.a.M o6 ILUeaJz.eh, in­
dU6.tJU..ai. engineelt.6 have de.teJ!.mi.n.ed. :tha.t .the aveJta.ge woiLkeJL
ea.n peJL6oiLm eeJt..:ta.in mo.tion.-6 in eell.tal.n. amoun.t:.6 o6 :time.
The mo.tion6 ILequilted :f:lJ peJL6oiLm ·one eyele o6 a ILou;tine job
aiLe deteJtmined and .the :time :f:lJ eompie.te on.e unit. M. c.aleu­
la.ted (.6 ee Appendix A) • The, :time .t..ta.nda!Ld 6oiL .the WOILk
.t.ampl.i M. ba.t.ed.. on .the numbeJL o6 .t.e.c.ond6 ILequilted. t1J a.6.6emble
one. U-boU. UndeJL n.o!Lmal eoncLUion6, .a tluLi.ned moUva..ted
empl.oyee wou£.d be a.ble w a.t..t.einb.t.e .one box o6 U-bo.e.t6 in 21
mbw.tu, 15 .6 e.c.o n.d6 (27 ' 15") • A.6 .6 een. on. Ei..gWte 2, :thM.
-iA equal :f:lJ 100%. The 100% 6-igull.e dou n.o:t mean .tha..t .the
woiLkeJL mu.t..t peJL6oiLm a.6 6a.t..t a.6 p0.6.6ible t1J aehieve .the goal
o6 50 tU.t.embled. U-bo.e.t6 in. 2J minuteJ> 1"5 .t.econd-6. Ro..theJL,
.the 100% mea.n6 .tha.t .the woiLkeJt .U ·peJt6olllning a.t an e6ft.ici.en;t
paee -:- a pa.ee he will. be able .t:c ~ .tlvr.Qughou.t .the
. woJifUn.g day. H-ighly mo.ti.va.ted OIL .t.killed WOILkeJt-6 61Lequen.tly
PeltnOILm a.t mpiLe .than 100%; new OIL le.6.6eJL .t.fUUed WOILkeiL6
21 Exampte c.on.U.nued:
below 700%.
In ihoJLt, :the 700% .t>:tandalc.d .i6 a.n a.veJta.ge.
Two 6a.c;WJrA mU6.t be c.o Yi6-i.dell. ed in -i.n.teJr.p1tei:o.:tion o6 .the.
Ffu.t, .i.ru:fu6.tJLy will U6uaU.y c.on6-i.deJL a. 70%
pe~r.f,oJuna.nc.e M :the. rn.UU.mal a.c.c.e.p.ta.bte. level.. [,oiL employment.
A cLient whO c.a.n M.6emble one box of, U-bo.l.:U .in '1.7' 38" .i6
pell.f,Oilmhtg a..t :the 70% level.. and .i6 Uk.el.y .to have .the.
a.b.{L(;ty .w· pell.f,ollm ILoutine benc.h .887 M.t>embly job.t>. If,
ILef,ell.lla.l to M.6embly job.6 .i6 c.oi'Ul.idell.ed M a. 1Le.6uf..t of, .:thi.6
WOILk. .t>a.mpte, .the eva.iua.toiL .t>hould. .6.ta.te :tha..t a. cl..ien.t pe~r.­
f,oitined on a.n i.ndUl!:t/UaU.y noJu1Jed wollk. .t>a.mpf.e and .the
pe~r.c.en:ta.ge of, i.ndU6:tldai. nollm .tha..t he ILea.c.hed. The. .6ec.ond
·f,a.c;toiL .iA .the p1t0f,-i.£.e whlc.h .&u:U.c.o..t;eJ.J c.om.ta.n.t, .i.ncllea.6-i.ng,
oiL de.CJc.ett6ing peitf,oJLmanc.e. The mo.t>.t .impoll.ta.n.t i.w.Uc.a.:tion
Of, a.b.{L(;ty a,nd -i.n.tell.e.6.t [,oiL .the .type of, wollk. :th.i6 cooiLk
.t>a.mpl.e ILepltu en:t.6 .i6 a. J.J.tea.cUly htc.Jtea..&.ing pell.f,ollma.nc.e.
p!Lof,.U.e. ThU6, a, p1tof,ile .t>how.ing a. .t>.tea.dy .incJLeLU e. on f,oUil.
~ 6Mm 40% (34' 00") .to 65% ('1.8' 41").
A decllea..h.ing
p!Lof,.U.e U6uaU.y ·.incUc.a..te.6 a. l.a.c.k. of, -i.n.teJLeJ.J.t, boJtedom, oiL
f,a.:tigue..
.
.
.
.time ptoM.l.e.
11, a. c.Uent :£6 -<.n.t"eltu.ted in M.t>embly job.!> and .t>howtt a. .t>.tea.dy inc.JteLt6 e .in pe~r.f,ollma.nc.e ove~r. .the f,fu.t f,oUil. .tJr..1.a.e6, .the iva£.ua..t.o1L .t>houl.d c.oM.ideJL .t>eveJUJ.i.. .6ub.6equen.t a.cJm..ULi.6­
:tJc.o..U,on6 of, :the wolik. J.Ja.mpte, p!lov-U:Ung a.dt:LU:iona.t. .i.nf,oJr.ITia..ti.on on :the f,oUowing: 1. An eo:tima.te of, .the c.Uent' .6 a.bil.Uy .to peJLf,OILm
:the c..ompetU:.ive level..
'l.. An undell;6:ta.ncLi.ng of, :the
-ta.6fu a:t
c.Uent' .6 a.b.{L(;ty to .imp1tove
bMed on ILepe;ti;Uon.
3. The h:tlt'?fLS.th of, a. cLient' h .t>:ta.te.d .in.teJLe6t:. .in a.-6.6 embly
woJtk. may be. M.6U.6'ed by g.ivbtg a. numbeJL of, a.dcU;tional.
:t:Jvi.ctt..6 .to .t>ee .in :the ptof,-i.:le begw to level ou.t. Con­
.t>.ta.n.t incJr.eLL& e.6 . .in peiz.f,oJuna.nc.e ma.tj .UUU.C.a..te a. Utung
f,oiL :th.ih·· .type ·on wcillk.; dec.Jtett6e6 .in p!Lodu.d.ion may mean
a cU6.in.teJr.e6.t a.f,.teJL :the novelilj o!J :the .tahk. hfL6 WOILn
. of,f,.
.
16 the c...U.en:t .i6 .to be ILec.ommended f,olt. emptoymen.t, :tJta.i.ning,.
oh..- o.the!i .6 M.v.ic.e.-6 M a. Jte.6uU of, .the wollk. .t>amp(.e. ~, .the.
e.va:fua.:toJc. ·may want .to U1l e :the. In.te1Lp1tda.:ti.on Inf,oJUTICLti.on
("F.igu.Jte. 3) .tp :t!wrma.Jt.ize. :the. 1Lea..6on6 · 0o1t .t>u.c..h a. dec..iA.ion.
VI.
DEVELOPMENTAL DATA
A.
Description of AnalYsis -·The work sample developer should indicate
the need which the work sample was designed to fulfill.
The analysis
which led to the selection of the specific tasks should be clarified
22 in this section and the complete analysis should be included in the
APPENDIX.
It is important to include developmental information so
that others using the work sample manual may adopt and modify it to
meet their own specific needs.
This information is also helpful to
others in the selection of work samples for use in their facility •
. Example:
The RAVIO ANNOUNCING WORK SAMPLE «1M devei.oped ant:.eJL a Jtev.iw
on emptoymen;t outlook.6; both loc.a-t. and na.:tionai.. buUca.:ted a
1Lea.6ona,bi.e job ma:Jtk.d nolL peMon6 .in t:.he bll.oadca6t:. n.i.eld. Ant:.eJr.
a job anal..y.6.i6 .6cheduf..e (.6ee APPENVIX A) wa6 c.omptde.d, U un6
appa!te.n:t tha.:t t:.he ;ta.ofu, htvoi.ve.d .in bMadca6t:. woJtk. c.ould be. peJL­
fJoiLmed. by a i.allge numbeJt o!J oWL c..Uen.t6. CoUIL6e6 ILel.at:i.ve. t1J
ILad.i.o announc<.ng Me avail.a.bi.e a.:t oWL i.oc.a.f_ voca..U.onal t:.ec.hni.c..al.
.6c.hooi. and U «n&
tha.:t a RAVIO ANNOUNCING WORK SAMPLE
wouf..d be a U/.) en uf.. expl.o!Lat:.olly e.x.pell..i.e.nc.e nolL c.Uen.t6 who aiLe.
c.oru,i..deJL.ing .tafUng .6uc.h c.oU/l..6e woJtk.
neU
Note:
See Appendix A, page 31
23 B. Norming Method - Identify and describe the norming technique or
procedure used. ·Include industrial norms, standardi-zed statistical
methods, percentile groupings, any of the Methods-Time-Measurement
processes, etc.
If a norm group is used, a description of the norm
group should include:
the type of group normed such as deaf, blind,
orthopedic, staff, students, industrial workers, minority group,
sex, and age;· where the norming took· place; size of norm group; and
any unusual group characteristfcs which may have a bearing on norm­
Norm group information provides a basis for com­
ing outcome.
par·ison of. scores between clients who take the work sample and the
group on which the ·work. s-ample was normed (see Example).
If the
information takes more than one page, it should be appended and
reference given as to its new location.
Example:
B. No~ Me;thod - Mlu:teJL S.ta.rzdtvu:l Va..ta..
B~e :the UXJJtk
.Mm
taU devef..ope.d U6.ing MM:teJL S.ta.nd.aJtd. Va..ta. :tec.hn.iqu.e,
no noJtm gJtou.p pelt -6 e tU:t.6 .<.nvo.t.ved.
e:
OIL
B. NoJtm.ing Me:thod - The .te6.t tU:t.6 o.clrn.i.n.i-6:te~r.ed hJ ea.c.h cU.en:t
:tWO
:tO de.teJLm.in.e ILeU.a.bili.:ty. U6.ing :the .tbne-peJL­
u.n.i:t-hl-a.-6.& emb.te-.&c.oJte, .the ILeU.a.bil.-U:y on :the UXJJtk -6ample
tU:t.6 d e.teJun.ine.d txJ be • 86. ThUll , :the UXJJtk .&ampte a.ppe.alt-6
txJ be ILeLi.a.b.t.e and c.on6L6:tent. The numbeJL on e!LILO/f.-6 peJL
Jta.Ung c.a.:tegoiLy (Above AveM..ge/Compe:tU:i.ve Level.., Avetr.a.ge/
WoiLfMhop Level., oJt Bei.ow AveJLa.ge/Bei.ow (JJoJtk-6hop Level.) tU:t.6
no:t devei.ope.d nJtom :the noJtm gJtou.p. 1ndu.-6:tJU.ai. -6.t.a.nd.aJui6
Welle u.-6ed and :they Me M w:te.d on :the Rec.o-'l.r.Ung Sheet:
:wnu
. Above AveJLa.ge/Com_pe;tU:A.ve Level.
Av eJta.g e/ WoJtfM hop Lev et
Bei.ow Avetr.a.ge/Bei.ow Wo1Lk-6hop Level.
0
1- 2
3 oiL moJte
eJIJLO/fA
e!LILO/f.-6
e/LILO/f.-6
The noJtm-6 u.t.a.bWhe.d Me a.-6 noUoW-6:
RATl 00 ERRORS
Above AveJLa.ge/Compe:tL-Uve Level..
Av eJLag e/ WoJtfM hop Lev ei.
Bei.ow AveJLa.ge/Bei.ow WoJtk-6hop Level.
24 0
1- 2
3-Up
TIME
1:00 - 2:30*
2:31 - 4:30*
4:31 - Up*
Exampte; c.on.t.bu..Led:
Si.n.c.e :the6e notunO WelLe e6.ta.bl.£6hed on oni.q 22 c.Li.en:t6 :r p!Le­
c.a.uti.o n6 mu..6t: be exeJtw ed bq :the eva.i..u.o..t;oJr... It: ,U, YW t;
oni.q a .6ma.U. pop1i.a..ti.on, U .<-& ai...6o a. c.U.ent: and not: a.
noJt.rnal aJr.. Mndom JXl p1i.a..ti.o n. TheJtenoJr..e, Lt .<-& .6ugg u..ted
t:ha.t: :the. evaf.ua:toJr.. c.on.6-<.deiL tiU.6 and e6.ta.bllih h-i& own
no1Lm.6 alL add .tD :the6e noJun.6 -in oJtdeiL :to ha.ve a livtgeiL a.nd
moJr..e pe!Lti.nent: popu£.a.ti..on.
The noJr..m gMup U..6ed :to devei.op no1Lm.6 nolL tiU.6 t.OOJr..k. .&ample
:the inc.ombtg c.Li.ent: po pui.a.:Uo n at: :the Saginaw Vo..U.ey
Re.ha.bil1..ta.:ti.on Cent:eJt, "Saghza.w, Mlc.fUgan. · The noJr..m gMup
t.U:t.6 U.6ed. nolL .6evell.ai. Jr..ea.6on6. One., U wa.6 Jr..ei..a.Uvel.y ea..61J
:to ob:ta1.n .6 c.oJr..e6 nMm :th.i6 po pu.£.a.:ti..o n; :t1AxJ , :the. po puf.o.;ti.o n
P'UJV..i.de6 a wi.d.e Jr..£tnge ;[n ..tell.m.6 On age, OC.C.Upa;ti.ona£. expe­
.!Uenc.e and educ.a.:tWnai. ba.c.kgJr..Ound; and .tlvr.ee., :the. popuf.o.;ti.on
.{A :the. 0 nl.!:J }XJ p1i.a..ti.o n ac.:l:uiLf..ltj p!LO duci.ng .the
h lamp in
oUIL c.onmu.n.U:y.
t.U:t.6
n-U
TheiLe. Welte. 22 cLi..e.n:t.6 t:ut:ed £t.6 a noJr..m gMup; :thue. cU.eMA
have. ei:theJt a mental, phq.&-i..c.ai. oJr.. emo:tional d1...6£tbi.U.:tlj a.nd
Welte. ILe.nCWLed. .tD DUlL .a.ge.nc.q bq :the. Sa.ghlaw Voca.:tiona£. Relut­
b..iLU:a.:tio n S eiLV.i..c.e6 0 n .i.e. e nOJr.. e.va.lua..:tio n. The ag e Jr..a.ng e. «kt6
nJr..om 16 :to 49 !:Jeafl..6 old. · The educ.ttti.onal. ba.c.kgMund Jr..ltnge.
r.<n6 6Jr..om a t:e.nt:h glla.de. .tD c.o.U.ege-ptU-6 educ.a.:tion, B.S. de.­
gJr..ee, · pl.u6 ttdcUt.i..onai. gJr..£tduat:e el.a.6.6e6. The oc.c.upa;ti..ona.i..
c.a.t:egoJUe6 nOlL mo.&t; Jr..ei:f:ent; job.& bcl..ucJ.ed :the no.U.Ow-ing:
n
2 Mec.ha.n.i.c.&
r Te.a.c.heiL
3 M.& embly
u.ne WoJr..k.eiL.6
1 s e.c.Jr..eti:Vt!:f
1 Clell.k. TqpUt:
9 &tu.de.n:t.6
2 CalL. Wa6 h Att.enda..n:t6
1 BU.6. Boy
1 Sale6 CleJtk.
1 NeveiL Empf.oqed
at: letU;t; .6ix. mon:th-6
V.i6abili:Ue6 U..6ed tD ju..6.ti6y Jr..e­
nOJr.. c.Li.en:t6 U..6 ed in noJLmbtg :
AU. c.Li.ent6 Welte Saginaw Jr..U.ident6 nOlL
at: :the .t.ime on. t:e6:ting.
n lWl£tl.6 Welte
£t.6
nOlloW.6
3 Emo ti.o nal
11 Men.ta.l Re;tMc:la:Uo n
2 Me.n:ta.t IUne6:6 ·
6 Phq.&i..c.a.l - -i.nc.lud-i.ng:
(See AppencUx c I
Note:
See Appendix C, page 34
25 1 P£tJr..£tpte.g~
3 Ba.c.k. InjuJr.y
7 Heald. fa.U.U!Le
1 L0.6.6 on NoJunal. U.6e On LoWelL
Umb.6
C. Reliability- List and describe the reliability studies which have
been initiated.
Give reference to type and size of sample groups.
Indicate the results of such studies and
the results.
int~rpret
the meanings of
If the results necessitate more than one page, appen­
dix them and refer to their new location.
Example:
c. VII.
- ru.t-Jr.etu.t Jr.eU.a.bili.:ty ·L.ttU, .iruUc.a..ted a.t
• 863 one noJtm gJr.oup. 1.t appea!L6 .tha.t :the IAXJJr.k .6ampl.e
1.6 Jr.eU.a.bl.e (.6 ee AppencUx. E).
ReUa.b~
CONSTRUCTION
A. Diagrams and/or Photographs - Three-dimensional drawings and/or
photographs, black and white preferred, or color, as needed, showing
specifications and measurements of the work sample equipment should
·-
be included to emphasize work sample size, color, if necessary for
administration, and equipment location at the work station.
Drawings
indicating work sample measurements should also be drafted to aid as
construction diagrams for the work sample.
Scaled cutaway views of
the top and sides of the work sample, and its major parts and equip­
ment would aid in construction, repair and periodic maintenance.
B. Materials List - A construction materials list should be compiled to
help locate and purchase the correct type and amount of construction
parts and materials.
Information including part names, quantities,
purchase order numbers; shipping weights, sizes. and descriptions
such as color, grade, etc., purchase source and address, and total
quantity price are necessary.
If equipment and parts are ordered
from a catalog or require shipping, it would be advisable, in terms
.of scheduling reorder time, to approximate how 1ong it took to
receive the order once it was placed.
26
Exampte
VII.
CONSTRUCTION A. V-i.a.gJLam ­
FiguJLe 1 - I nU;.,ia,f_ WOJz.k. Sam pte Layout (page 6 )
F,[guJLe 2 - WoJtk. Sa.mpte Layout P!U.oJt t:1J Taping (page 75)
B. Ma;te!L-i.at6 lli.t - The ma:te!Ual.&. JteqtviJLe.d
ANNOUNCING WORK SAMPLE Me a..6 6oU.OW6 :
w eompte.te
THE RAVIO
1. One (7) Sony Model. TC-110 Ca..6.6efte Re.eoJtdeJL w.i:th miclto­
phone. $109.95
·
2. One ( 1) C-30 Audio-Ca..6.6efte blank :tape ( 75 minute& pe!L
.6ide). $1.00
3. One ( 1) JtoU "Seo.teh" t:JI.a..n.6pt:Vten.t :tape, 1%" ·x 150"
(20.83 yaJLd-6). $.61
..
4.
One (7) :tablet o6 Pe.nwoJL:thy Legal Pad- M1654, 50 .6heet6,
8% 11 X 11'r.. $. 36
·
5. Fi6.teen (75) .to .:twen.ty (20) .6e.gmmt6 on .6:ta.ndaJtd new6 .tete­
.type (U. P.I. oJt A. P.). Eaeh .6e.gment .6houhl be a.t lea.6.t !Jive
(5) line& and no.t moJte .than 6i6.teen ( 75) -in leng.th. To:ta.l
.6 ho utd be a.t l e.tU.t one hu.ncllte.d ( 10 0) line& • Ea.c.h .6 e.gmen.t
.6houhl be pllu.tie eoa.te.d t:JJ pteven.t WeaJL and .teaJL. MU6.t -i.n­
ci.ude a;t letL6.t nin.teen (75) line6 on wea.:thell new-6 and a.t
le.tU.t .:twen.ty (20) line& on .6poJL.t6 new6. In adcU.ti.on, .:twen.ty­
!Jive (25) line& o!J .6:ta..te-Jtegion.ai. new6 and !JoJt.ty (401 Une6
on in.telr..YIO..tioria.l-na.:tion.ai. ne.w6 mu6.t be ..i.ncluded -in :the wt:d.
Teie:type .6houhl be ehanged pe!LiocUctLUy .to updtLte new6 Uem6
U6ed.
6. (2) eommelte-i.a..t .&c.Jtip:U on nJtOm .&ix;bJ-nive (65) .to ~h:ty6ive (85) tOOW -in leng.th eaeh. Etieh .&hordd ..i.nclude a
bu.-6-i.n.e.&.& name and U:.6 loc.a.:ti...on, a..6 well a..6 p1r.0moti..ona.l ma:te­
JUD.i., .to .6..imui.a..te an adveltfuemen.t a.& !Jound on .the Jtadio.
Can be 6ic:ti.onal oJt Jteai but mU6.t be .typed.
Tt00
7. TtOO (2) ad Ub .6.ta.tion I.V. 1 .6 (W'tU.ten noJtm). Shordd eont.a.in
.&:ta.ti..on C£LU. le:tteM, .time o!J day and 6Jte.queney a.t which
.&:ta.:ti.on ope!La.te6. . The !JoJtma..t .&houtd be -in6oJcJna.l, .&hnpty gi.v.i.ng
a de.&CJLip.tive .&:ta..temen:t o!J .the .&:ta..tion (app1Wx.-inn.tety 25 t00Jtd6
.to.tal).
8. Two ( 2) numb elL 2 lead pen.c.ili (.6haJtpene.d).
$. 10
9. One (7) We.&.tc.iox. Model. 20291 etec.:t!Uc. alaJun cloek..
10.
One (7) RAVIO ANNOUNCING WORK SAMPLE SCORING FORM.
27
$2.99
Example c.orvti.nu.ed:
11.
·
One ( 1) RAVIO ANNOUNC100 WORK SAMPLE Manual.
The ell:ti..ma..ted c.o.6t on .:thL6 t001Lk. .6ampte .i6 a.pp1r.oUma.:tei.y
$115. 00; howevell, ma.;teJli..aL6 nny ailtea.dy be a.vail.a.ble a.t
a. na.cALU.y wfU.c.h c.oui.d JLeduc.e the· c.o.6t.
C. Assembly Instructions - Special assembly instructions, tool settings
or detailed measurements may be necessary for proper work sample
construction.
The order in which the work sample parts are put to­
gether may also require description.
Such information should be
detailed and well described if the construction is to be accurate.
Exampte:
c. A.6.6embl.y Tn.6tlr.uc.il.on.6 - The 314'' neJr.JrJd.u Welle. c.ut with a.
plpe c.utt.ell b/Lom !UgU 318" w.i.de cUameteJL c.oppell .tu.b.i.ng.
They Welle then !Learned on both e.nd.6 a.nd .the. ord.6i.d.u Welle.
nil.ed :to JLemove .6haJLp edgu and bUM6.
·
.The l.a.yout 1.00..6 made on one p.ie.c.e on 1I 8" a.1Lt noa.m JtubbeJr.
24" x 48" (F~UJLe 4 I. The pf.a.c.ement on the boxu &4tt6 out­
lined and thue ou:tU.nu a..6 well a.6. the namell on the. boxu
Welle .6P'Lfl.yed w.i.th bl.ue ptU.nt ovell .6tenc..it6. The. noa.m L.a.y­
out mat W:t6 nMtened :to the ®!Lk. .ttible wUh. Jtubbell c.eme.n:t.
The 6o.U0wing .6:toJLagelp!Lue.n:t.a.tion boxu Welle c.on.6.:tJw.c.;ted:
FoWL W'l.a..6.6embl.ed u.,.boU boxu (F.i.gWLe 5)
Ei.ve fXVL:(l>.. p1Lf!Ae.MLLti.on· boxu (FigWLe 6)
3. FoWL M.6embl.ed U-boU boxu (F,{gWLe 7)
1.
z..
AU .6:toJLa.gelp1LUe.nta:tion boxu Welle C.On.6tltueted on 114
.i.nc.h, th!Lee pty in:te!U..oJL ptytrood. The ®od ~ c.rd a.nd
then .6a.nded un.:tU. .6mooth; all. boxe6 Welle then l%.6.6 embled
w.i.th wiU.te gl.ue a.nd :ta.c.k.-6. · The U-boU Jta.c.k-6 (FigWLe. 5 C)
Welle made by .6 pUW.ng a.. p.ine 2 x 4 a.nd then planing U :to
the a.pp!Lop!Via;te c:Lime.Mion-6 • . The a.-6.6 embl.ed boxu Welle nfut
c.ovelled wUh. wood .6e.a.i..ell, !.landed a.nd :0hul.lly ~h pain:ted
wU:h .tJ1Jo c.oa.:IA on -Ught bl.ue .i.nte!Uo!L enamel.. The. j.i.g
(FigtpLe 8) «tU made on ha!Ldwood (B) a.nd nibell boaJr.d (A a.nd
C) a.nd nMtened :togethell Ul.l.i.ng white. gl.ue. A 1I 8" p.ie.c.e
on noam JLubbell LQU c.emented on the bot;tom on t:he. j.i.g.
(Start a new page for the BIBLIOGRAPHY Section)
28 VIII.
BIBLIOGRAPHY · Information used in your manual which should be cited for reasons
of credit or interest is to be listed in a separate BIBLIOGRAPHY
· Section utilizing the Publication Manual of the American Psycho­
logical Association, Second Edition.
Example:
V111.
Bibtiog~phy
Lonqu-U.t, L. & Varo-i..6, R• . Adjut:.:tment To Wo1tk: A
P.6yc..holog.ic.a.l V-i.ew o6 Mlin '.6 PJtoblem& In a. Wo!tk
OJr.len:teti Soc.litjj. New· Yo1tk: Appteton-Ce¥1iiiily­
CIL06U, 1969.
s. WoJtk a.nd Huma.n Beh.a.v.ioJt.
AtheJLtcn Plte.M, 1968.
Nen6, w.
Ro.6en.tha..i., N.
~e.n.
12-33.
New YoJtk:
The. Oc..c..u.ptti.onal Ouftook Handbook In
Outlook Qu.a.Jt.t~, 1972, 16,
Oc..c..u.~nat
­
Thorna..6, S. W. n1alge.6.te.d FollrM..t a.nd Con.te.n.t on a. WoJtk
Sample. Ma.
• Menomonie., W-i.6c..on.6ht: Mite;aa:e:6
Ve.vdOpmen:t CenteJL, 1974.
on
The. V-i.c.:tuma.Jty 06 Oc..c..u.pU;.i.onal
WaMiiJigton,
GoveJtnmen:t PJUn.t:,ing 066-i.c..e., 1965.
U.s·. Ve.pvr..:tmen:t
Labolt.
Tlii.e6, TfWul EcUti.on, VaLL 1 a.nd 11.
V. C.:
U.S. Ve.pcvr;tnien:t on La.bolc.. Oc..c..u.~nal Ou:ti.ook Handbook,
1972-73 EcUti.on. CJJa.t,liln9iOn, V.C.: GoveJLnme:n:t
PJUn.t:,ing onn-i.c..e., 7972.
(Start a new page for the APPENDIX Section)
29 APPENDIX
The length and type of information to be
append~d
is described at the
appropriate points throughout the manual. When using the APPENDIX
Section, cite the title, APPENDIX, and the page number in your TABLE OF
CONTENTS and on the first page of appended..information at the back of
the manual, and enter all necessary information in this section in the
order it is cited in the manual.
If the APPENDIX contains more than
one entry (e.g., job analysis sheets, scoring tables, reliability infor­
mation, etc.), each entry should be listed· by letter and title in the
TABLE OF CONTENTS.
Example: APPENVIX •
A.
. . . . . . . . . . . . . .. . . •
.
B.
Job Ano.i.y.biA
Re.ru:Ung Level. Ve.teJtmi.na.:tion Study
C.
WoJLk Sample NoJun Ruu.U;6
30 • • • • • • • 31 Exam pte.
Appendix A.
U.S. Department of Labor
Manpower Administration
Estab. &Sched. No.
OMB 44-R0722 000-15-1-1 JOB ANALYSIS SCHEDULE
1. Estab. Job Title
THE RADIO ANNOUNCING WORK SAMPLE
---~~~~~~~~~~~~~~-----------------------
2. Ind. Assign. ~---~Ra~d~i~o_a~n~d~·~T~.V~·~br~o~a~d~·----------------------------------------3. S.I.C. Code(s) and Title(s)
4832 Radio Broadcasting
4. JOB SUMMARY:
0
.,....
QJ
"'C
0
u
~
,., s..
ex:
"'C
0
::3
c..-c
:::scu
5.
Coordinates
over radio.
microphone,
plays tapes
WORK PERFORMED RATINGS: Worker Functions
P.
People
D
Data
0~
S..IO
~
information for broadcasting
Reads script material into
introduces guests and programs,
and records.
......
T
. Things
QJ
ct:CX:
4
1
1­
::3~
7
Work Field
Information_ G-iving
Code
282
M.P.S.M.S.
Radio Services
Code
862
6. WORKER TRAITS RATINGS:
GED
1 2 3 4 (5) 6
SVP
1 2 3 4 (5) 6 7 8 9
Aptitudes
G!V!N1S!P!Q1K4F4M4E~C5
Temperaments
.,_.
QJ
en
QJ
Inte-rests
-la (1b) 2a 2b 3a· 3b 4a 4b
Phys. Demands
(S) L M H
....... c ~
......
...... 1-- .
0
c
.
"0­
s:::
.....
D F I (J) M (P) R s T· (V)
(Sa) 5b
v 2 3 4 (5) 6
Environ. Cond. (I) 0 B 2 3 4 5 6 7
MA 7-36
31
7.
8.
General Education
a.
Eleme~tary
b.
College
High School
None
Courses
Courses·
Vocational Preparation
Courses
a.
College
b.
Vocational Education
c.
ApprenticeshiP---'-.N;.;.;o:;.;.n.;.;::e;.._--'---------------------------------­
d.
In-Plant Training __;N:..:.:o:..:.n.;.;::e;.._______________________----__.;....._
None
e. On-The-Job Training
1 year
Courses
--------------------
·1 month to 6 months depending on previous
experience.
f.
9.
Performance on Other Jobs
None
_...;~~--------------------------
Experience _ __,;_N.;.;: o. ;.;n.; ; .e_______________________________
10. Orientation
1 month
-~~~~----------------------------------
11. Licenses, etc.
Thi:rd class F.C.C. Radiotelephone Operator
.
.
12. Relation to Other Jobs and Workers
This is an
Promotion: From. entry job
Transfers:
to NEWS DIRECTOR, MUSIC DIRECTOR
From ____:.N.:.:o:. :.:n:.: e__________ to
_________________
--~N..;.;:o;.;.;n;.;;e
..
Supervision Rece··ived:
Supervision Given:
STATION MANAGER None 13. Machines, Tools, Equipment, and Work Aids Equipment: Transmitter
Controls ~ meters and gauges which indicate the functioning level
of transmitter sending sfgnal. Broadcast Control Studio -·console
consisting-of dials, microphone, tape players switches, and wires
connecting all necessary broadcast components; tape recorders; tapes;
records; turntable; program log (schedule); scripts; teletype machines.
14. Materials and Products:
None
32
15. Description of Tasks:
1. Reads script into microphone: Reads advertisements, news teletype,
public service announcements, and other items of information from
script book into microphone for broadcast {25%).
2. Plays records and tapes: Follows Program Log to play records
and prerecorded commercials, programs and interviews for airing
over radio. Selects proper materials from files and cabinets
to play by turntable or tape player (25%).
3. Organizes news programs: Tears updated Teletype from news
copy machines and selects newsworthy stories to produce
five minute newscasts. Chooses international, national, state
and local news according to station format. Proofreads and marks
teletype to insure correct pronunciation and timing during broad­
cast (20%).
4. Tapes programs for later broadcasts: Records programs from
network telecasts. to play over station at scheduled time.
Tape records interviews with local personalities, and commer­
cials for future broadcasts (15%).
5. Introduces programs and guests: Does ad lib introductions
for tapes and records to be played. Identifies radio station
by call letters and frequency numbers periodically to meet
F.C.C. requirements. Introduces and interviews guests (10%).
6. Monitors transmitter controls: ·Checks gauges and meters on
control panel.~o insure proper functioning of transmitter and
other electronic components (5%).
16. Definition of Terms Program Log - Listing of each tape, re­
corded or live segment according to schedule. Name of
segment corresponds to exact times during.broadcasts.
Teletype - Continues information fed from the wire service(s)
to a machine located at the station. Contains weather and
sports as well as news stories.
17. General Comments
None
18. Analyst Kevin M. Boland
Date 11/14/74 Editor
Joe Piccari
Date 11/29/74 Reviewed B y - - - - - - - Title, Org. _ _ _ __
National Office Reviewer
--~------------------------------~----
33
Appew.U:x. C WORK SAMPLE NORM RESULTS Educa..tlon:
Ex..
NumbeJL on yeo.JrA
V.i6abili;t:.y:
OCCUPATION
8th gJUl.de 8
c.oUege 12
E Emoti.onal.
p Phy~.ic.at
MR Menta.t ·Re:tLvula..tion
1
TRIALS
11
RATING
SUBJECT
AGE
EVUC.
V1SABILITY
1
33
12
E
Mec.ha.nic.
1:52
1:51
M
2
28
12
p
Mec.haJU.c!
1:57
1:51
M
3
26
10
p
A.6.6em. Une 2:01
1:56
M
4
41
12
P.
A.6.6fon. Line
2:11
2:38
M
5
35
13
p
s ec.Jte;bvr.y
·2:29
2:38
A
6
29
12
p
M.6em. Une 2:40
2:46
A
.1
25
12
E
Cl.eJr.k
2:58
2:49
A
8
18'
11 (SEd)
MR
·student
3:10
3:00
A
9
17
11 (SEd)
MR
S.tu.de.n:t
3:16
. 3:20
A
10
18
72 (SEd)
MR
St:ude.n:t
3:32
. 3: J s
A
11
17
11 (SEd)
MR
S.tu.dent
3:47
3:38
A
72
16
10 (SEd)
MR
S:tu.de.n:t
3:52
. 3:42
.A
:73·
35
12+
MR
Teac.he~t
4:09
3:45
A
14
17
H
MR
S.tu.den:t
4:15
. 4:20
A
15
21
10
MR
Call. Wat,h
4:22
4:05
. A.
16
16
10 .(SEd)
MR
stud~
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34 .
REFERENCES
American Psychological Association.
Washington, D.C.: Author, 1974.
Publication Manual (Second Ed.)
Thomas, S. W. Suggested Format and Content of a Work Sample Manual,
Materials Development Center, Menomonie, Wisconsin, 1974.
Pages 1, 3, 5, 6, 7, 8, 10, 14, 20, 24, 26, 28, 29
Botterbusch, K. Stout U-Bolt Assembly Work Sample, Materials Develop­
ment Center, Menomonie, Wisconsin, 1974.
Pages 1, 2
Bussard, P. E. Mail Sorting By Zip Code, Wood County Workshops, Inc.,
Marshfield, Wisconsin, 1973.
Page 1
Ogren, K. E. Ogren Automobile Washing Work Sample, Duluth Sheltered
Workshop, Duluth, Minnesota, 1974.
Pages 3, 4
Schneck, G. R. Schneck Arc Welding Work Sample, Ind. School Dist. #1,
Anoka, Minnesota, 1971.
Pages 4, 24
Bogle, M. W. ·The Bogle Fish Lamp Assembly Work Sample, Saginaw Valley
Rehabilitation Center, Saginaw, Michigan, 1973.
Page 12
Hill, S. Hill Medical Terminology Training Assessment Sample, Mercer
County Association for the Retarded, Sharon, Pennsylvania, 1974.
Page 14
Daubl, J. L. Daubl Microscopic Analysis Work Sample, University of
Wisconsin-Stout, Menomonie, Wisconsin, 1975.
Page 15
Perkins, E. D. The Order Picking Work Sample, United Cerebral Palsy
Association of Philadelphia and Vicinity, Philadelphia, Pennsylvania,
1973.
Page 17
Leino, G•. L. Hurley Upholstery Job Sample, Look-Up Workshop, Inc.
Hurley, Wisconsin, 1973.
Pages 23, 27
Boland, K. M. The Radio Announcing Work Sample, Gunderson Clinic L.T.D.,
LaCrosse, Wisconsin, 1974. ·
35 TABLE OF CONTENTS
Section Heading
I•
INTRODUCTION
A.
B.
C.
D.
E.
II.
VI.
...........• • . . ..... .
5
.................... .......
11
Client Orientation
Practice Session
Performance Session
.
Criteria
Tables
Forms
DEVELOPMENTAL DATA.
.. • • • • • ... ..... • •
....... ........
.
l4
15
Description of Analysis
Norming Method
Reliability
CONSTRUCTION
A.
B.
C.
VII I.
3
INSIGHTS • • • • • • • • • • • •
A.
B.
C.
VII.
• • • • • • • • • • • • • • • • • •
Prerequisites
Work Sample Conditions
Administration Equipment
Setup and Breakdown
SCORING
A.
B.
C.
v.
Title
Assessment. Description
Job listing
Related Jobs
Validity
ADMINISTRATION • • • • •
A.
B.
C.
IV.
......... ........... . . ... ..
INSTRUCTIONS TO THE EVALUATOR
A.
B.
C.
D.
Ill.
Page
.................... .......
19
Diagrams and/or Photographs
Materials List
Assembly Instructions
BIBLIOGRAPHY ••
APPEND IX • • • •
............ .... .....
...... .
..........
.
• •
..
25
26
I•
INTROOUCT ION
A.
Title- STOUT U-BOLT ASSEMBLY WORK SAMPLE
B. Assessment Description - The purpose of the STOUT U-BOLT ASSEMBLY
WORK SAMPLE is to provide vocational evaluators with an accurate
device for assessing the client's ability, interest, and work
personality necessary to perform on low level bench assembly and
related jobs.
The STOUT U-BOLT ASSEMBLY WORK SAMPLE consists of four separately
timed trials in which the client fastens nuts, straps, and ferrules
on 200 U-bolts (50 per trial). The use of separately timed trials
enables the evaluator to obtain at least four performance measures
of a routine task and to compare these measures with the industrial
standards given in this manual. The work sample was designed to
be fairly lengthy and to be very routine, so that client behaviors
indicating boredOm, frustration tolerance, and fatigue may be
observed.
·
C. Job Listing- The job analysis performed on this work sample
resulted in assigning a Data-Peop.le-Things (OPT) code of .887 to
the sample. In the Dictionary of Occupational Titles (D.O.T.}
classification system, an .887 job requires "no significant rela­
tionship" with data or people and a minimal relationship with
things (i.e., physical objects) (U.S. Department of Labor, 1965).
All .887 jobs are in the Handling Worker Trait Group (WTG) and
require little or no previous training. Work activities consist
of "performing routine, non-machine tasks involving little or no
latitude for judgement (U.S. Department of Labor, 1965, Vol. 11,
p. 360).'' Workers who are employed in these jobs need to have
"physical stamina; an inclination toward routine, repetitive acti­
vities; some dexterity with the fingers and hands • • • and the
ability and willingness to follow directions (ibid, p. 360). 11 Some
of the assembly jobs in this WTG are given below:
1.
2.
3.
4.
s.
737.887
733.887
739.887
731.887
715.887
Assembler (Ammunition)
Assembler (Pen and pencil)
Assembler Dressmaker Form (Model and pattern)
Assembler, Toy Voices (Toys and games)
Dial Brusher (Watch and clock)
"In 1970, approximately 865,000 assemblers were employed in manu­
facturing plants; the great majority were in plants that made·
fabricated metal products, electrical and nonelectrical machinery
and motor vehicles (U.S. Department of Labor, 1972, p. 529). 11 About
half of all assemblers are women who are typically employed as
bench assemblers "because such work is relatively light and often
involves handling delicate objects (ibid p. 529)~ 11 Men are employed
as floor or line assemblers where the work is physically harder.
"Information from a limited number of union-management contracts
indicated that wages ranged from $2.15 to $3.75 an hour in 1970
(ibid, p. 530).'' It is estimated that there will be 44,000 average
annual openings to 1980. The occupational outlook is described as
follows:
Moderate long-run increase despite continuing automation of·
assembly processes. Employment sensitive to changes in busi­
ness conditions and national defense, particularly in plants
that produce automobiles, aircraft and other durable goods
(Rosenthal, 1972, p. 31).
D. Related Jobs- Examples of other handling jobs which are not assembly
jobs are:
371.887
421.887
788.887920.887
920.887
1.
2 •·
3-
4.
5.
Cook, .He1per (Hote1 and rest.) I Farm Hand, General (Agric.) 11 last Puller, Hand (Shoe and boot) Dental Floss Packer (Surgical appl.)
Tobacco Wrapper (Tobacco)
As may be seen from the above examples, jobs in this WTG include
packaging, laboring, and jobs in assisting higher skilled workers.
Although this ·work sample is designed for .887 bench assembly jobs,
the evaluator may be able to extend the results to cover additional
handling. jobs. ·
E. Validity- Construct validity was investigated by correlating an
earlier version of this work sample with the Finger Dexterity and
Manual Dexterity·aptitudes of the General Aptitude Test Battery.
Four trials of the work sample and the GATB Dexterity aptitudes
were administered to 54 (20 male and 34 female) college students.
Pearson r correlations between the number of minutes to complete
each trial and the dexterity aptitudes were as follows:
Trial
1
2
3
4
Total
Finger Dexterity
Manua1 Dexterity
....
.429~
.235
.271*
.219
.420**
• 504-lrl:
.424** .252~':
• 267~·~
•455-1..-k The results imply that the STOUT U-BOLT ASSEMBLY·WORK SAMPLE is
a good measure of manual dexterity and a fair to poor measure of
finger dexterity.
2
I I.
INSTRUCTIONS. TO THE EVALUATOR
A. Prerequisites- No tests or other work samples are required prior
·to the adrriini strati on of this work sample. However, the evaluator ·
should be aware.of any upper extre!l}ity handicaps.which·would inter­
fere with the range of motions required in this work sample.
Because the administration instructions differ slightly for right
and left handed clients, it is important to determine the handedness
of the client prior to administration.
B. Work Sample Conditions- The work sample should be set up indoors
in a well lighted area. The client sits during administration and
is not required to wear any special clothing or use any safety equip­
ment.
It is important that the evaluator follow the instructions carefully.
Each time the work sample is administered, the instructions.should
be read (NOT RECITED) to insure that administration.will be identical
for each client. During the orientation to the work sample, the
evaluator and client should both stand near the work sample. Jhe
orientation does not have to be read verbatum by the evaluator; all
the information should be presented in a casual and relaxed manner.
If the client appears confused, provide elaborations or additional
explanations or examples. Answer any questions during and after
the orientati.on. The evaluator is to sit facing the work sample
while giving the administration instructions to the client. The
client is to stand behind him so that he can clearly see the evalua­
tor's motions. If the client is unable to stand, he should sit
to one side of the eval!Jator. Following the evaluator's demonstra­
tion, the client sits and practices the assembly until he completes
three successive correct assemblies. During this practice trial
the evaluator should ascertain if the client understands how the
task is performed. The evaluator should watch closely for deviations
from the standard procedures and make whatever corrections are
necessary. The client then disassembles all assembled practice
units so that there are 50 U-bolts in the first box.
The norms for this work sample were developed using the Master
Standard Data method of predetermined time study~ These industrial
standards assume that the sample is set up, administered,. and timed
in the exact manner described in this manual. Each trial is timed
separately and begins after the client has learned·how to assemble
the U-bol ts and after the boxes have been <fr·ranged for assembly.
For each trial the evaluator is to start timing the client when
his left hand touches the first unassembled U-bolt; timing is to
be stopped when the 50th completed assembly is placed in the box.
The industrial standards don't include allowances for activities
such as moving the boxes and walking to a time clock. IF THE EVALUA­
TOR WISHES TO USE THE INDUSTRIAL STANDARDS PRESENTED IN THIS MANUAL,
HE MUST CAREFULLY AND ACCURATELY TIME ONLY THE ACTUAL ASSEMBLY PROCESS.
3
C. Administration Equipment- The following equipment i.s required prior
to administration:
1.
2.
3.
4.
5. 6. ]. 8. 9. 10. 11. 12. 13. 14. One foam rubber mat with layout as indicated in Figure 4
Five parts presentation boxes (Figure 6)
Four unassem~led U-bolt boxes (Figure 5)
Four assembled U-bolt boxes (Figure 7)
Jig securely-fastened to work table (Figure 8}
Two hundred U-bolts, 50 in each unassembled U-bolt box
Four hundred straps in the parts presentation box in front of the jig Eight hundred hex nuts, 400 each in two of the parts presenta­
tion boxes to the immediate left and right of the strap box
Four hundred ferrules, 200 each in two parts presentation boxes
to the immediate left and right of the nut boxes
One steady work table at least one foot longer on each side of
the layout (Figure 4) and six inches wider
One chair or ·shop stool having a difference of from nine to
eleven inches between the seat of the chair and the working
surface of the table
One timing device accurate to 1/10 of a second
One copy of this manual
Client Record Sheet (Figure 2) and Client Observation Form
(Figure 3)
D. Setup and Breakdown- Prior to administration the evaluator should
check the placement (see Figure 4) of all boxes and contents (see above)
of the parts presentation boxes and the unassembled U-bolt boxes. The
hardware should be checked to make sure that the threads on all U-bolts
are not damaged.
The client must not disassemble any U-bolts until he has completed all
four trials. The assembled U-bolts may then be checked for errors prior
to disassembly. There are several ways to disassemble the U-bolts and
the method used depends upon the evaluation unit:
(1) a parallel inspection-disassembly work sample could be esta~lished
in which another client disassembles the U-bolts and records
errors;
(2) upon completion of fo;~r trials, the client could feYe•·se the
process and disassemble the U-bolts; or
(3) the evaluator or evaluator aide could perform the disassembly
process.
4
Ill.
ADMINISTRATION
A.
Client Orientation-
Note to Evaluator: This orientation is to be presented to ·ea·:h client
before administering the STOUT U-BOLT ASSEMBLY WORK SAMPLE. The material
does not have to be read verbatum. However, all info~mation should be
covered. Deliver the presentation in an informal manner and pause to
answer questions as necessary. The purpose of this orientation is (1} to
inform the client about assembly and similar jobs which are related to
this work sample and (2) to inform the client of specific traits or charac­
teristics on which he is being evaluated.
The STOUT U-BOLT ASSEMBLY ,WORK SAt~PLE that you wi 11 be taking
in a few minutes will help you and me to find out several things
about you. One of the things that it will tell us is how well
you can do on assembly jobs and how well you like this type of
work.
·
Let me tell you a few things about these assembly jobs. Many
of the things we commonly use are put together in factories
by people called "assemblers" •. These people put together small
or large parts to make things such as: television sets, radios,
toys and dolls, and household items such as: mops, brooms, and
picture frames. If you were employed in one of these assembly
jobs,' you would work inside a factory and be close to other
people doing jobs like yours. You would probably sit at a
bench and use small tools such as screwdrivers, drills, soldering
guns, and wrenches to put things together. Often the parts would
be brought to you in boxes or on a conveyer belt. In many assem­
bly jobs you would only complete one part of the finished product.
You would pass this along to the next worker so he could fini~
·
his part. Your foreman would carefully supervise your work and
other peop 1e ca11 ed 11 in spector s 11 wou 1d check i t carefu 11 v for
mistakes. People don't have to have a lot of education to become
assemblers, but they have to be good with their hands, be able
to do the same thing over and over again, enjoy working near
.other people, and to carefully follow directions. Sometimes
people who do well in assembt'y jobs get promoted to more advanced
jobs. Some may become foremen or inspectors themselves and
others become assemblers who work on very complicated equipment.
The evaluator is then to tell the client of nearby factories that hire
assemblers or related jobs; what the wages are; what the working condi­
tions are; and how many of these jobs are available. If no assembly
jobs are available, give information about related jobs in the Handling
Worker Trait Group (.887), such as packaging, dishwashers, cook helper,
and custodians.
5
This work sample will tell us other things about
you besides ho~ well you like assembly work. It
will help us to find out hoN well you can move your
hands and how well you can use your fingers. After
you take this work sample, both of us will know how
long you can do the same thing without getting mad
at the job, bored, or tired.
Do you have any questions?
If the client has no questions, the evaluator begins to read the instruc­
tions and demonstrate the work sam;>le.
B.
Practice Session ­
Evaluator's Note: Read :he following instructions to the client and
demonstrate the operations .3s described. Determine if the client is
right or left handed before beginning. (See Figure 1 for a diagram of
the assembled U-bolt.)
The evaluator stands in front of chair.
INTRODU~TION
Your task will be to take the U-bolts in these four
boxes (Point to the stack of boxes) and to fasten
these riuts (Point), straps (Point), and ferrules
(Point) onto the U-bolts. Pay close attention be­
cause you will be asked to asse~ble these exactly
as I will show you.
The evaluator uses tw•:> harids to lift the first box of unassembled U-bolts
~nd places it in the space indicated on the left side of the work area.
With his right hand, he lifts the empty box and places it in the space
indicated on the right side of the work area.
Please stand behind me and look over my shoulder
whi 1e I. show you how to do it.
The evaluator sits in chair.
INSERT
Reach into this box and pick up one U-bolt with your
left hand (Reach and pick up U-bolt at bottom with
left thumb and forefinger). Turn it so that the
U-BOLT
6
IN JIG
FIRST
NUTS
FIRST
STRAP
FERRULES
SECOND STRAP SECOND
NUTS
threads are pointing up. (Rotate wrist while
moving left arm toward jig) and place it in the jig.
Using both hands at the same time; reach into the
two nut boxes and pick up one nut in each hand.
{Simultaneously, move the left and right hands toward
nut boxes. Pick up one nut with thumb and fore­
finger of each hand.) With your thumbs and fore­
fingers start one nut on each side of the U-bolt
(start the two nuts simultaneously). After the
nuts are started, turn them down ·as far. as you can;
spin the left nut with your left thumb and the right
nut with your right forefinger. (Spin the nuts
using inside of thumb and forefingers.)
Use your right (Say 11 1eft 11 if client is left handed)
hand to rE:lach into the box, directly in front of
you, pick up one strap, and place it on the U-bolt.
{Pick up strap with thumb and fingers.}
Next with both hands at the same time reach into
these boxes and pick up one ferrule in each hand.
(Reach toward ferrule boxes. Pick up one ferrule
with thumb and forefinger of each hand.) Place one
ferrule on each side of the U-bolt. {~se thumb and
forefinger to place the ferrules simultaneously on
the ends of the U-bolt.)
Reach into the strap box with your right hand (~
11
left 11 if client is left handed), pick up one strap
and place it on the U-bol t. (Pick up strap with
thumb and fingers.)
Using both hands at the same time, reach into the
nut boxes and pick up one nut in each hand·. ( Simul­
taneousfy, move right and left hands toward nut boxes.
Pick up one nut with thumb and forefinger of each
7
hand.) Start one nut on each side of the U-bolt
with your thumbs and forefingers. (Start nuts
simultaneously and turn these down.) Be sure to
tighten the nuts so that the unit does not rattle.
(Tighten nuts simultaneously using thumb and fore­
finger to twist nuts against strap.)
REMOVE
COMPLETED
ASSEMBLY
Lift the completed assembly out of the jig with
your right thumb and fingers and place it in this
box. AT THE SAME TIME, use your left hand to reach
into the box on the left, pick up another U-bolt
and place it in the jig. (Simultaneously, remove
completed assembly with right hand and place it in
the box. Reach with left hand, grasp and position
the second U-bolt in the jig.)
This completes one assembly.
Are there any questions?
Pause, answer questions.
Just so I 1 m sure you know how to assemble the U-bolts,
let me show you again.
Repeat sequence exactly as above.
Answer questions.
The evaluator stands up.
Now you try it.
Please sit here.
After client is sitting, the evaluator says:
You may begin whenever. you are ready.
The evaluator carefully observes that the client follows proper sequences,
holds the parts correctly, and completes three correct assemblies in a ·
row before stopping him~ During this time the evaluator is observing the
client 1 s dexterity and speed of learning. He records the number of
8
assemblies required to reach the criterion of three correct in a row.
Then he says:
Now that you have learned to assemble these U-bolts,
please take them apart so that I can begin timing
you.
Wait for the client to disassemble U-bolts.
C.
Performance Session ­
TIMING
INSTRUCTIONS
I am going to see how long it takes you to assemble
these four boxes of U-bolts. You will be timed
separately on each box. Please try to work at a
good pace. Put yo~r left hand on the first U-bolt
and wait until I say begin.
The evaluator pauses, checks to see if the client has left hand on
first U-bolt.
Begin.
START TIMING
The evaluator observes the clientbto see if he has started promptly
and if he is using the correct.procedure. At various times during the
assembly the evaluator observes the client for the behaviors.
TIMING FOR EACH BOX IS STOPPED WHEN THE CLIENT PLACES THE 50TH COMPLETED
ASSEMBLY IN THE BOX.
The evaluator records the.number of minutes and seconds taken to complete
the trial. He moves the boxes himself or instructs the elient how to
move them. He then repeats the t1ming process, recording the minutes
and seconds taken to complete all four trials.
9
JIG AND
PARTS
ASSEMBLY
l=U-BOLT 2=STRAP 3=FERRULE
4=.NUTS .
Figure 1
10
NO GIVEN SCALE
IV.
SCORING
A. Criteria - The time score for each trial is the number of minutes
and seconds required to assemble the 50 U-bolts in that trial. These
are recorded in the time score column on the Client Record Sheet (Figure 2).
These scores are then plotted on the time profile at the bottom of
Figure 2. The "Time to Complete Task" column contains the minutes and
seconds; the time scores are plotted according to these numbers. Figure
2 (Client Record Sheet) can be used to plot the time profile when more
than four trials are administered. Although this form allows for five
separate administrations of four trials each, there is no set number
of administrations; this depends upon the abilities and interests of
the client. In using the Client Record Sheet, the times in minutes and
seconds are entered for each trial and for each administration are
recorded in the grid at the top of the sheet. These are then plotted
on the graph.
During the administration of the work sample, the evaluator should-make
numerous relevant observations about the client 1 s work personality
(Neff, 1968; Lofquist and Dawis, 1969). These observations must be
handled with extreme caution, and the evaluator should constantly check
his observations against: (1) observations made in similar situations,
(2) observations made in dissimilar situations, (3) observations made by
other evaluators, and (4) the feelings and interpretations of the client.
A serious problem arises in three and four above \<lhen co.'1111Unicating to
other evaluators and to the client. It is for this reason that simple
definitions must be set down, contexts described, possible interpretations
suggested, and this information communicated clearly with depth and with
feedback to and from other evaluators and the client. Since it is not
wise to mix observations and interpretations, the Client Observation
Form (Figure 3) was developed to help overcome these pro~lems and to help
acco.~plish the goal of accurate, objective work personality assessment.
It is particularly important to observe the client during evaluation and
then to discuss his performance as it relates to his emotional state,
general health, and tension. For example, a client will not perform
optimally if he is not in good health. A client may, however, incorrectly
state that he did not feel well during the administration of the work
sample. Such statements should be carefully considered and checked for
accuracy either by readministration of this work sample or by observation
of the client in other similar situations.
It must be emphasized that it is easy for the evaluator to become 11 carried
awa1" in his observations and in his interpretation of these observations
An observation noted only once may be atypical and not typical. It is for
this reason that the last column in the form is headed "Possible lnterpre­
tations11; it is the responsibility of the evaluator to support· or refute
these tentative interpretations by being aware of nonverbal communications,
observation in similar and dissimilar situations, client functioningwith ·
a different evaluator and by indepth client questioning.
11
STOUT U-BOLT ASSEMBLY WORK SAMPLE
Client Record Sheet
Client
Date First
Name ------------------------~Administered~_____________E.valuator____________~Times in Minutes and Seconds
First
Fourth
Second
Third
Administration Administration Administration Administration
TRIAL
Fifth
Administration
1
2
.
3
4
Date
~
~
.;:
A;4or
...
~~
~Cj
t
~I
...
•l
/:o
~,
~
~
q;~
19 1 11 11
8 11
20 1
21 1 1511
22 1 1911
23 1 23 11
24 1 2611
25 1 30"
26 1 34"
27 1 38"
28 1 41 11
110
105
100 ---------------------------------------------------------------------------
95
90
85
8o
75
70 --------------------------------------------------------------------------65
30 1 49"
31 1 52 11
32 1 , 5611
60
55
50
45
35 1
35
29 1 45 11
34 1
411
36 1 811
37 I 11 11
40
30
25
38 1 1511
39 1 1911
20
4o•
22"
10
41
2611
1
Time Profile
15
5·---------------------------------------------------------------------------------­
Trial
Administration
1 2 34
1 2 3 4
1 2 3 4
1 2 3 4
First
Second
Third
Fourth
Figure 2
12
2 3 4
Fifth
Client Observation Form- STOUT U-BOLT ASSEMBLY WORK SAMPLE
Client:------------------------­
Date:
Evaluator:
The following items are some of the behaviors which can be observed during the assembly of the work sample:
(1) appearance, (2) attendance and punctuality, (3) stamina, (4) gross body movements, (5) work rhythm,
(6) fatigue, (7) manipulation, (8) attention, (9) tension, and (10) interest.
Behavior and
Positive
__,
\.A)
.,....
ul
c.,
(D
\.A)
Situational Factors
bservations
Neqative
Possible Interpretations
(hypotheses)
B. Tables- The table required for the recording and converting of the
time scores is presented in Figure 2.
C. Forms- The Client Observation Form (Figure 3} contains.three major
headings: Behavior and Observations, Situational =actors, and Possible
Interpretations. The Behavior and Observations headings contains two
columns for critical observations of a positive or negative nature.
Definitions or illustrations are given to suggest types of statements to
·be entered in these two columns.
The Situational Factors column is to re~ind the evaluator to always be
alert to and skeptical of factors that may bring .3bout atypical function­
ing on this work sample, especially in the behaviors listed in the
first two columns. In recording data in this column the evaluator
should be aware of factors affecting the results which may not be
obvious in the immediate situation. Thus, the evaluator will be con­
cerned about and ask discerning questions about the following: (1)
interest and life goals and how they relate to this particular work.
sample; (2) pressures from home, friends, and other important peo~le
in the client's life; (3) adequacy of rest and nutrition; (4} recent
tra~matic experiences; and (5) fatigue from a previous work sample
or test.
The Interpretation Information Form is provided for the evaluator's
use. This form should be completed by the evaluator after this work
sample is completed and the client demonstrates adequate ability. This
form ~s primarily used as a guideline in making decisions concerning
the client in relation to his performance on this work sample.
V. INSIGHTS
The last column of the Client Observation Form reflects the .fact that
many variables are involved in the performance of even a simple work
sample. In order, therefore, to make meaning~ul interpretations of
observed behaviors and work sample outcomes it is absolutely essential
that the evaluator make strong efforts to validate his tentative inter­
pretations. It is important to check evaluator observations and tenta­
tive interpretations against client feelings and interpretations. The
evalua':or will want to have in mind a series of gentle but direct ques­
tions before him, questions such as:
1. How did you like this task generally? Why did you like (or
dislike) this task? Would you be interested in earning a
living doing work like this? When tunder what circumstances)
would you do this?
2. What particular thing about the task did you dislike? Why?
What particular thing about the task did you like? Why?
3. How do you think you did (performance) on this work sample
compared to others? With whom are you co.~paring yourself?
How do you feel you compare when you compare yourself with
other clients? How do you feel you compare with people who do
jobs like this for a living? Why or why not?
4. Did you learn anything about yourself when you took this work
sample? What? Will that mean anything to you or to an employer
when you seek work? What?
14
In conclusion, the observational and interpretational part~ of this
manual are not intended to ~rovide the evaluator with sample answers
and naive interpretations of observations •. Because interpretation of
scores and behavioral observation must depend on the skill of the
evaluator, these sections should oe considered as guidelines and sources
of ideas and not as specifications and standards. It is hoped that
these sections have given the evaluator an additional tool and a method
to be used in interpretation rather than pat answers to observations.
The four or more time scores for the work sample should be compared with
the industrial norms on the left side of the Time Profile on the Client
Record Sheet (Figure 2). These norms were developed using a predetermined
time.:...motion system of analysis. Based on many years of research, indus­
trial engineers ha'le determined that the average worker can perform
certain motions in ·certain amounts of time. The motions required to
perform one cycle of a routine job are determined and the time to c~
plete one unit is calculated (see Appendix A). The time standard for
this work sample is based on the number of seconds required to assemble
one U-bolt. Under normal conditions, a trained motivated employee would
be able to assemble one box of U-bolts in 21 minutes, 15 seconds (21' 15 11 } .
As seen on Figure 2, this is equal to 100%. This 100% figure does not
mean that the worker must perform as fast as possible to achieve the
goal of 50 assembled U-bolts in 21 minutes 15 seconds. Rather, the 100%
means that the worker is performing at an efficient pace- a pace he will
be able to maintain throughout the working day." Highly motivated or
skilled workers frequently perform at more than 100%; new or lesser skilled
workers below 100%. In short, the 100% standard is an average.
VI. DEVELOPMENTAL DATA
A. Description of Analysis - Because this work sample was developed
using Master Standard Data techniques, no norm group per se was involved.
'
B.
Norming Method - Master Standard Data
C. Reliability- The inmediate test-retest reliability of the work
sample was estimated on an earlier version of this work sample by
interco•·relating the time scores of 54 college students on four trials.
The means, standard ,deviations, and ?earson r correlations for each
trial \o/ere as follows:
lntercorrelations*
Trial
Mean
Standard Deviation
2
4
1
1
2
3
4
26.592
24.944
24.500
23.759
.890
3-579
3.444
3-580
3-173
*
P.~-01
.828
.871
for all correlations
These results indicate that the work sample is highly reliable when trials are administered in rapid succession. 15 .no
.827
.907
Two fa~tors must be considered in interpretation Jf the time profile.
First, industry will usually consider a 70% performance as the minimal
acceptable level for employment. A client, who can assemble one box
of U-bolts in 27' 38" is performing at the 70% level, most likely has
the abilHy to perform routine bench .887 assembly jobs. If referral
to assembly jobs is considered as a result of this work sample, the
evaluator should state that a client performed on an industrially
normed work sample and the percentage of industrial ·norm that he reached.
The second factor is the profile, indicating constant, increasing,
or decreasing performance. The most important indication of ability
(and interest) for this type of work. is a steadily increasing perfor­
mance profile. Thus, a profile showing a steady increase on four trials
from 40% (34' 00") to 65% (28 1 41 11 ) . A decreasing profile usually
indicates a lack of interest, boredom, or fatigue.
If a client is interested in assembly jobs and shows a steady increase
in performance over the first four trials; the evaluator should consider
several subsequent administrations of the work sample. This will pro­
vide additional information on the following:
1. An estimate of the client's ability to perform tasks at the
competitive level.
2. An understanding of the client's ability to improve based on
repetition.
3. The strength of a client's stated interest in assembly work may
be determined by giving a number of additional trials to see if
the profile begins to level out. Constant increases in perfor­
mance may indicate a liking for this type of work; decreases
in production may mean a disinterest after the novelty of the
task has worn off.
If the client is to be recommended for employment, training, or other
services as a result of this work sample, the evaluator may want to use
the Interpretation Information (Figure 3) to summarize the reasons for
this decision •.
16 STOUT U-BOLT ASSEMBLY WORK SAMPLE
Interpretation Information Form
Name~--------------------- Date~------------------ Evaluator
-------------------
Work Sample Tasks - Assemble the following parts ·in the following sequence onto
aU-bolt: two hex nuts, one strap, two ferrules, one strap, and two hex nuts.
Tighten final two nuts with fingers. Remove assembly from jig with right hand
and place in container while simultaneously reaching with left hand for next
U-bolt. Four boxes of 50 U-bolts each (200 U-bolts total) are assembled. No
tools are used.
Task Requirements- Bench assembly jobs in the Handling (.887) Worker Trait
Group have the following job requirements: (1) speed and stamina to keep pace
for 8 hour day, (2) ability to learn job in short period of time, (3) sufficient
manual and finger dexterity to manipulate parts and use common tools~
Education (or training) requirements
___ No
----- Yes
_...;~-Possibility
Physical (strengths, dexterity, or
disabilities, limitations) requirements
for improvement
--- No
--- Yes
____ Possibility for improvement
Insights
___ No
___ Yes
Need for work adjustment
If "yes'' please justify:
Behavior Precautions: This section should be used to note any behavior
which might affect the outcome.of your recommendation. Particular work
environments or work needs (close supervision, isolated work area, etc.)
could be stated and qualified here.
Client Interests:
On-the-job training available'?
First job choice
Yes
No
Second job choice
Yes
No
Third job choice
Yes
No
Is job choice availaole in client's locale'?
17 Yes
No
-
Where
--- Yes Past training and/or work related experience
___ No
If "yes" please explain: Work Sample Outcome:
Number of trials administered
---
Standard reached on first trial
.%
Standard reached on last trial
%
General rating of client ability in this job area:
1
2
Above /l.ver age
Below Average
Average
4
Poor
Explain:
Jobs which best match the description of the work sample duties (tasks)
in order of their relationship. This information can be obtained from
a job analysis form or the DOT.
1.
Job title and DOT number
2.
Job title and DOT number
3.
Job title and DOT number
18 VII.
A.
CONSTRUCTION
Diagrams
LAYOUT
Boxes are within a 12'' radius
of the center of the jig.
UNASSEMBLED
U-BOLT
BOX
ASSEMBLED U-BOLT BOX EMPTY
U-BOLT
BOX
EMPTY ASSEMBLED BOX I
12 11
UNASSEMBLED
U-BOLT
BOX
$
Figure 4
19 ASSEMBLED U-BOLT BOX UNASSEMBLED ..
. U-BOLT
BOX
.
SECTION
A
v
.
PCS.
L
T
H
A
2- i\''x~4''xa;;'"
s
2 -8~'xvi'x3''
c 2-7~;'xl~x1~2''.
,,
~,.
7o
D
Figure 5
20 1.11
14
7 ~4 II X
11
•
SCALE: ..
SECTION
SCALE: 1~= 1"'
1./i
1- 8 '2 X
8
1 ".
SCALE:
lr.''=l"
SECTION C
PARTS
PRESENTATION
BOX
E
!£h
.!:.
T
1 -
5"
X !t;t•
8"
X
F
,­
G
2 -
9" top
S" bottom
X It;'•
H
1 -
7"
X
SIDE
BOTIOH
SCALE:
1" = 1"
Figure 6
21
~II
~II
.!!
X 2"
X
7" top
5" bottom
X 3 3/4" top
2" bottom
X 3 3/4"
ASSEMBLED. U-BOLT ~t BOX 'it:::z=====~
~
J:... ,
2 - 7~
J
.I
K
1
1
1- 8 / X 1''
:14 X 71''
~
,
SECTION D SECTION E
FRONT
BOTTOM
SCALE:
I"= I"
Figure 7
22
7
'
'' 71'r
2-s~x~x·
;,2
>
SCALE : /'4"= 1
.~
lL ,, #
1
X ~'' X
J2
SEE
A
B
DETAIL A
/"> PC$2.-4!1~Xl/.t
. ,,/A
II
~~1"'
~v
~
_/
~~
~
SCALE:
A
(Part C)
L
SCALE : f'/ = 111
Figure 8
23
l
2!!
II
II
X
~
2-2 2"
43
1 41 ''X '' x ~
II
B
C
~ ~
DETAIL
BELOW.
~t= 1''
-
~xlJ4x2
61
B.
Materials List- The STOUT U-BOLT ASSEMBLY WORK SAMPLE consists of
200 U-bolts, 800 nuts, 400 ferrules, 400 straps, a jig, and. storage/
presentation boxes. There are four unassembled U-bolt boxes, three
parts bins, and four assembled U-bolt boxes. All materials in the work
sample are common hardware items and should be readily available, thus
making it possible for evaluation units to make an exact reproduction
of the work sample.
Hardware
The specifications for the hardware are as follows:
Part Name
Description
Dimension~
1. U-bol t
standard U-bo~t
coarse threaded
5/16
14
11
X
-
2
1
No. Required
for Assembly
Total No.
Required*
200 X
3/8••
threaded
2. Hexagon Nut
3-
Strap standard hexagon nut
coarse threaded Ferrules
4
800 2
400 3/411 long, 3/811
2
400
inside diameter
TOTAL
9
1,800
zinc plated bar with 3/4 X 3 1/16
2 holes 1/811 from
X 1/811 each end, ho 1es 3/8•• X
4.
5/1611
5/811
rigid copper tubing C. Assembl Instructions - The 3/411 ferrules were cut with a pipe cutter from rigid 3 8 11 inside diameter copper tubing. They were then reamed on both ends and the outsides were filed to remove sharp edges and burrs. The layout was made of one piece of 1/811 art foam rubber 24 x· 48 11 (Figure 4).
The placement of the boxes was outlined and these outlines as well as the
names of the boxes were sprayed with b 1ue paint over· stenci 1s. The foam
layout mat was fastened to the work table with rubber cement.
The following storage/presentation boxes were constructed:
1.
2.
3.
Four unassembled U-bolt boxes (Figure 5)
Five parts presentation boxes (Figure 6)
Four assembled U-bolt boxes (Figu~e 7)
All storage/presentation boxes were constructed of 1/4 inch, three ply interior plywood. The wood was cut and then sanded .unti 1 smooth; all boxes were then assembled with white glue and tacks •. The U-bolt racks (Figure 5,C) were made by splitting a pine 2 x 4 and then planing it to the appropriate dimensions. The assembled boxes were first covered with wood sealer, sanded and finally brush painted with two coats of light blue interior enamel. The jig (Figure 8) was made of hardwood (B) and fiber board (A and C) and was fastened together using white glue. A 1/8~· piece of foam ·rubber was cemented on the bottom of the jig.
24
VIII.
BIBLIOGRAPHY
Lofquist, L. and Dawis, R. Adjustment to ~ork: A psychological view
of man's problems in a work oriented society. New York: Appleton­
Century-Crofts, 1969.
Neff, W. S.
Work and human behavior.
New York:
Atherton Press, 1968.
Rosenthal, N. The occupational outlook handbook in
Outlook Quarterly, 1972, .!.§., 12-33 •.
brief~
Occupational
Suggested Format and Content of a Work Sample Manual, Materials Development
Center, Menomonie, Wisconsin, 1974.
U.S. Department of labor. The dictionary of occupational titles.
and 11. Washington, D.C.: Government Printing Office, 1965.
Vols. 1
U.S. Department of Labor. Occupational outlook handbook 1972-73 edition.
Washington, D.C.: Government Printing Office, 1972.
25 APPENDIX A M.S.D. ANALYSIS SHEET
Code
Stout U-Bo1t Assembly
Department or Activity
Operation Assemble U-Bol t, Nuts, Ferrules, and Straps
11
Conditions All supply boxes 12 from the subject
Prepared By: R.O.
Seq.
Date: 4-4-73
Approved By:
Description
1 Get (1) U-Bolt from supply box
2 Remove from box and place in jig
3 Get (2) Nuts from supply boxes
4 Remove from boxes and place to U-Bolt
5 Engage (2) Nuts to U-Bolt
6 Run down Nuts to bottom of U-Bolt
7 Grasp (2) Nuts
8 Secure to U-Bolt
9 Get (1) Strao from supply box
10 Remove from box and place to U-Bolt
11 Place Strap down on U-Bolt
12 Get (2) Ferrules from supply boxes
13 ~emove from boxes and place on U-Bol t
14
15
16
17
. 18
19
Sheet
Data
Code Time
012S1 17
P12L1 21
012H, 38
P12C? 51
RHF
9
8
UL
8
02S2
11
EF
012H1 25
P12L2 36
P2G
5
012H2 38
P12L? 36
Place Ferrules down on U-Bolt
Get (1} Strap from supply box
Remove from box anc place on U-Bolt
Get (2) Nuts from supply boxes
Remove fro.n l:oxes and place on U-8o1 t
Engage {2) Nuts to U-Bolt
20 Run down Nuts to Strap
21 Grasp {2) Nuts
22 Secure to U-Bolt
P2G
5
012H1 25
P12L, 36
o12H 2 38
P12C 2 57
RHF
9
8
UL
8
02S 2
EF
11
23 Get U-Bolt assembly
24 Remove from· jig
25 IAsi de assembly to assembly box
02S1
P2G
P12G
8
5
13
Total:
Items 23, 24, and 25 are done simultaneously to items 1 and 2.
_
708 1Mll 1 s = .4248 min.
%Allowance
= 25.5 sec.
Total Allowed
= 141.24 pcs/!in.
Std. Time
Prod. Per Hour
26
GENE GAGNON_ and ASSOCIATES
of._·_
Freq.
Total
1
17
21
38
57
18
160
8
11
25
36
1
1
1
2
20
1
1
1
1
1
1
1
1
1
1
1
1
2
5
1
1
5
38
36
5
25
36
38
57
18
40
8
11
-
-
-
-
708