Heating, Air Conditioning, and Refrigeration Mechanics and Installers

GREEN OCCUPATION REPORT

For the

Heating, Air Conditioning, and Refrigeration Mechanics and

Installers (SOC 49-9021)

August 2011

1

TABLE OF CONTENTS Table of Contents.................................................................................................................................... 1 Executive Summary................................................................................................................................ 2

Project Objectives:................................................................................................................................ 2 Process Overview: ................................................................................................................................ 2 Project Limitations: .............................................................................................................................. 3 Summary of Findings: .......................................................................................................................... 3

Project Findings ...................................................................................................................................... 5 Task Analysis - Green vs. Traditional: ................................................................................................. 5 Skill Analysis – Green vs. Traditional:................................................................................................. 5 Pre-Employment Preparation and Training:......................................................................................... 6 Employee Training and Certification: .................................................................................................. 7

Recommendations from Subject Matter Experts ................................................................................ 8

Pre-Employment Preparation and Training:......................................................................................... 8 Employee Training and Certification: .................................................................................................. 8

Appendix A - Detailed Presentation of Final Task Lists..................................................................... 9 Appendix B - Green Task Analysis ..................................................................................................... 15 Appendix C - Occupation Data ........................................................................................................... 22

Appendix D - Knowledge, Skills, and Abilities .................................................................................. 26 Appendix E - WorkKeys and Content Validation ............................................................................. 35

Appendix F – Glossary of Terminology.............................................................................................. 38 Appendix G - Skill Descriptions .......................................................................................................... 41

Applied Mathematics Skill ................................................................................................................. 41 Applied Technology Skill................................................................................................................... 46 Business Writing Skill ........................................................................................................................ 52 Listening Skill..................................................................................................................................... 56 Locating Information Skill ................................................................................................................. 59 Reading for Information Skill............................................................................................................. 62 Teamwork Skill .................................................................................................................................. 66 Workplace Observation Skill.............................................................................................................. 70 Writing Skill ....................................................................................................................................... 74

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EXECUTIVE SUMMARY

PROJECT OBJECTIVES: The primary goal of this project was to identify the tasks performed, skills required and training

needed to perform green jobs in the State of Oregon. To accomplish this, researchers gathered

information on specific green jobs; gathered information on similar jobs done in a traditional manner;

and compared occupational data.

PROCESS OVERVIEW: Ten occupations were selected for evaluation.

� Bus and Truck Mechanics and Diesel Engine Specialists (SOC 49-3031) � Carpenters (SOC 49-3031) � Construction and Building Inspectors (SOC 47-4011) � Construction Laborers (SOC 47-2061) � Heating, Air Conditioning, and Refrigeration Mechanics and Installers (SOC 49-9021) � Plumbers, Pipefitters, and Steamfitters (SOC 47-2152) � Production Workers, All Other (SOC 51-9199) � Solar/Photovoltaic Installers (SOC 47-2231) � Water and Liquid Waste Treatment Plant and System Operators (SOC 51-8031) � Wind Turbine Service Technician (SOC 49-9081)

These occupations were identified as having a substantial number of green jobs, or are expected to

have a large number of emerging green jobs. The Oregon Employment Department (OED) also

identified these occupations as having a strong potential for overall employment growth.

The researchers compiled publically available occupational data to create a control profile for each

of the ten occupations. Each control profile represents an occupation as it has traditionally been

performed. The tasks performed, skills required and training needed to perform the occupation in a

traditional manner were identified. The researchers operated under the assumption that the control

profile represents the occupation performed in a less green, or non-green manner. Later analysis and

comparison allowed the researchers to test that assumption.

Several green jobs were identified using OED’s definition of a green job. For the purposes of this

project a green job is defined as:

3

A job that provides a service or produces a product in any of the following categories:

1. Increasing energy efficiency

2. Producing renewable energy

3. Preventing, reducing, or mitigating environmental degradation

4. Cleaning up and restoring the natural environment

5. Providing education, consulting, policy promotion, accreditation, trading and offsets, or

similar services supporting categories 1 through 4

Intensive research and evaluation were conducted for three green jobs in each of the ten

occupations. The green job data was analyzed to identify commonalities and differences between the

green jobs. This analysis allowed the researchers to develop a green profile for each occupation. The

tasks performed, skills required and training needed to perform the occupation in a green manner were

established.

The control profile was then compared to the green profile. Commonalities and differences

between tasks performed, skills required and training needed were identified.

PROJECT LIMITATIONS: Due to the limits of time and budget, the information gathered during this project was limited to

three jobs in each of ten occupations, and research was focused solely on tasks, skills and training.

While this is a solid first step, additional green job evaluations would certainly improve the

identification of commonalities and differences between occupations done in a traditional manner and

green occupations. Additional funding would allow researchers to dig deeper into important

occupational information such as technological advances, material usage, process improvements,

demographic changes, and geographic distribution.

More information would be invaluable to businesses looking to participate in the emerging green

economy, Workforce development organizations, educational institutions, and policy makers.

SUMMARY OF FINDINGS: **This report focuses on Heating, Air Conditioning, and Refrigeration Mechanics and Installers (SOC 49-9021)**

**Overall project findings will be presented in a later report**

4

Heating, Air Conditioning, and Refrigeration Mechanics and Installers are responsible for

installing or repairing heating, central air conditioning, or refrigeration systems, including oil burners,

hot-air furnaces, and heating stoves

The following table outlines the basic commonalities and differences between the Heating, Air

Conditioning, and Refrigeration Mechanics and Installers occupation done in a traditional manner and

done in a green manner.

Heating, Air Conditioning, and

Refrigeration Mechanics and Installers

(SOC 49-9021)

TRADITIONAL Green

TASKS

HVAC Technicians are responsible

for installing, maintaining,

operating, and repairing interior

climate control systems in

residential, commercial and

industrial structures.







SKILLS*

Applied Mathematics: 4

Locating Information: 4

Reading for Information: 5




PREPARATION AND TRAINING

Workers must have long-term on-

the-job training to gain the

necessary skills for this occupation.

However, those with

postsecondary training have a

competitive advantage in this labor

market.




However, those with



market.

EMPLOYEE TRAINING AND

CERTIFICATION

HVAC Technicians may come in

contact with newer technology and

equipment.

HVAC Technicians must stay up to

date on new technology and

equipment.

* The Applied Mathematics, Locating Information, and Reading for Information skill levels were assessed using ACT, Inc.’s WorkKeys system. The

objective was to quantify the foundational skills needed to perform well in the occupation.

5

PROJECT FINDINGS

Heating, Air Conditioning, and Refrigeration Mechanics and Installers (HVAC Technicians) are

responsible for installing, maintaining, operating, and repairing interior climate control systems in

residential, commercial and industrial structures. The process of controlling the interior climate of

man made structures has progressively gotten more energy efficient and environmentally friendly over

the last 30 to 40 years.

TASK ANALYSIS: HVAC Technicians work with a wide variety of heating, cooling and refrigeration systems,

ranging from a small window mounted AC unit to extremely large industrial systems. While the

technology and design of these systems has steadily improved, the tasks performed by the HVAC

Technician have basically remained unchanged. Technologic advances, improved system design,

environmental awareness, governmental regulation, and government incentives have driven the

changes in this occupation.



(SOC 49-9021)

TRADITIONAL Green

TASKS













SKILL ANALYSIS: A small difference was identified in the skill levels needed to properly perform the HVAC

Technician job in a green manner. Due to the limited scale of this project these differences are not

considered statistically significant.

Further research will be needed to truly identify and analyze this skill differential.

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(SOC 49-9021)

TRADITIONAL Green

SKILLS*







* The Applied Mathematics, Locating Information, and Reading for Information skill levels were assessed using ACT, Inc.’s WorkKeys system. The

objective was to quantify the foundational skills needed to perform well in the occupation.

PRE-EMPLOYMENT PREPARATION AND TRAINING: No changes to the preparation and training requirements were noted. Trainers have incorporated

the changes in equipment and technique into their programs without restructuring how they train

HVAC Technicians.

Green HVAC Technicians and traditional HVAC Technicians are often one in the same. Most

Technicians work on multiple systems at many locations. One job may have them installing a state of

the art, high efficiency system and the next might be maintaining a 60-year-old fuel oil furnace.

Green or traditional, they become HVAC technicians by completing an approved apprenticeship

program, or obtaining on-the-job training. Prior to entering a training program, an applicant must

possess very strong foundational skills, and should participate in Career and Technical Education

(CTE) programs.



(SOC 49-9021)

TRADITIONAL Green

PREPARATION AND TRAINING




However, those with



market.




However, those with



market.

7

EMPLOYEE TRAINING AND CERTIFICATION: HVAC Technicians who perform their job in a green manner must maintain a higher level of

knowledge than their traditional counterparts. Green HVAC Technicians must be familiar with a wide

array of climate control systems and their proper application.

Most importantly, HVAC Technicians must continue to learn as new products and processes

emerge.



(SOC 49-9021)

TRADITIONAL Green

EMPLOYEE TRAINING AND

CERTIFICATION

HVAC Technicians may come in

contact with newer technology and

equipment.

HVAC Technicians must stay up to

date on new technology and

equipment.

HVAC Technicians must continue

to learn as new products and

processes emerge.

8

RECOMMENDATIONS FROM SUBJECT MATTER EXPERTS

The researchers met with HVAC Technicians during each of the three evaluation sessions. These

HVAC Technicians made up a Corp of Subject Matter Experts (SMEs).

PRE-EMPLOYMENT PREPARATION AND TRAINING: The SMEs identified a basic understanding of physical science, strong foundational skills, and a

solid work ethic as traits needed before entering into the HVAC Technician Occupation. Practical

work experience was listed as essential to obtaining stable, quality employment. To get that

experience, most of the SMEs had started in an approved apprenticeship program, and participated in

CTE programs.

EMPLOYEE TRAINING AND CERTIFICATION: The SMEs stressed the need for HVAC Technicians to continue learning as new products and

processes emerge. They acknowledged the need for strong foundational skills in order to maintain

career long learning.

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APPENDIX A - DETAILED PRESENTATION OF FINAL TASK LISTS

The Final Task List for the green jobs is shown in the tables below. An arrow (➼) in a skill column means that according to the SMEs

the task on that row requires that skill. The names of the WorkKeys skills have been abbreviated to save space, as follows: Applied

Mathematics (AM), Locating Information (LI), and Reading for Information (RI).

FINAL TASK LIST (First Evaluation conducted April 2011) LI AM RI 1. Follows safety procedures, OSHA regulations, MSDS, and employer instructions by understanding

procedures and regulations, identifying potential safety issues, reporting near misses, properly using personal protection equipment, communicating with other trades people, and using common sense.

➼ ➼ ➼

2. Performs preventative maintenance on tools and equipment. ➼ ➼ 3. Operates boiler/steam heating system by evaluating facility needs and adjusting system to meet those needs

in the most efficient manner. ➼ ➼

4. Operates cooling system (chillers) by evaluating facility needs and adjusting system to meet those needs in the most efficient manner.

➼ ➼

5. Maintains air distribution system by performing preventative maintenance and routine services. ➼ ➼ 6. Repairs air distribution system by replacing faulty components (i.e. pumps, valves, traps, sensors, and

controls). ➼ ➼ ➼

7. Maintains HVAC system controls by performing preventative maintenance and routine services. ➼ ➼ ➼ 8. Repairs HVAC system controls by replacing faulty components (i.e. pumps, valves, traps, sensors, and


9. Tests and adjusts air distribution system by identifying system faults, evaluating severity/source of faults, and developing the best course of action to address faults.

➼ ➼ ➼

10. Identifies and repairs leaks in HVAC systems by locating the area of the leak, determining the best course of action, shutting down the appropriate systems, repairing of replacing the leaking component, returning the system to operation, and evaluating the effectiveness of the repair.

➼

11. Maintains boiler/steam heating system by performing preventative maintenance and routine services. ➼ ➼ 12. Repairs boiler/steam heating system by replacing faulty components (i.e. pumps, valves, traps, sensors, and


13. Maintains cooling system (Chillers) by performing preventative maintenance and routine services. ➼ ➼ 14. Maintains secondary heat distribution system by performing preventative maintenance and routine ➼ ➼

10

services. 15. Tests and adjusts HVAC system controls by identifying system faults, evaluating severity/source of faults,

and developing the best course of action to address faults. ➼ ➼ ➼

16. Maintains other heating systems by performing preventative maintenance and routine services. ➼ ➼ 17. Tests and adjusts other heating systems by identifying system faults, evaluating severity/source of faults,

and developing the best course of action to address faults. ➼ ➼ ➼

18. Repairs other heating systems (heat pumps, gas furnaces, electric furnaces, and electric area heaters) by replacing faulty components (i.e. burners, heating elements, sensors, and controls).

➼ ➼ ➼

19. Maintains traditional air conditioning systems by performing preventative maintenance and routine services.

➼ ➼

20. Operates HVAC system controls by evaluating facility needs and adjusting system to meet those needs in the most efficient manner.

➼ ➼

21. Reads and interprets work orders, plans, and prints to prepare project layout, determine dimensions, materials required, and equipment needs.

➼ ➼

22. Tests and troubleshoots boiler/steam heating system by identifying system faults, evaluating severity/source of faults, and developing the best course of action to address faults.

➼ ➼ ➼

23. Tests and adjusts cooling system (Chillers) by identifying system faults, evaluating severity/source of faults, and developing the best course of action to address faults.

➼ ➼ ➼

24. Repairs cooling system (Chillers) by replacing faulty components (i.e. pumps, valves, traps, sensors, and controls).

➼ ➼

25. Operates secondary heat distribution system by evaluating facility needs and adjusting system to meet those needs in the most efficient manner.

➼ ➼

26. Repairs secondary heat distribution system by replacing faulty components (i.e. pumps, valves, traps, sensors, and controls).

➼ ➼ ➼

27. Operates air distribution system by evaluating facility needs and adjusting system to meet those needs in the most efficient manner.

➼ ➼

28. Repairs traditional air conditioning systems by replacing faulty components (i.e. pumps, condensers, refrigerant, sensors, and controls).

➼ ➼

29. Tests water quality (boiler system, cooling system, secondary heating system, and secondary cooling system) by taking samples and evaluating water content using prescribed procedures.

➼ ➼ ➼

30. Adjusts water quality (boiler system, cooling system, secondary heating system, and secondary cooling system) by measuring the appropriate chemicals, and adding those chemicals to the water contained in the system.

➼ ➼ ➼

31. Reads and interprets maintenance and repair manuals by locating the appropriate manuals, locating the ➼ ➼

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appropriate instructions and procedures, and following the instructions and procedures contained in those manuals.

32. Safely operates construction equipment and machinery (i.e. fork lifts, cranes, mobile elevated work platforms).

33. Tests and adjusts secondary heat distribution system by identifying system faults, evaluating severity/source of faults, and developing the best course of action to address faults.

➼ ➼ ➼

34. Operates other heating systems by evaluating facility needs and adjusting system to meet those needs in the most efficient manner.

➼ ➼

35. Tests and adjusts traditional air conditioning systems by identifying system faults, evaluating severity/source of faults, and developing the best course of action to address faults.

➼ ➼ ➼

36. Inspects and uses hand and power tools by visually inspecting, identifying faults during use, properly using personal protection equipment, and operating tools in a safe manner.

37. Operates traditional air conditioning systems by evaluating facility needs and adjusting system to meet those needs in the most efficient manner.

➼ ➼

38. Fastens and erects materials by using hand tools, power tools, screws, bolts, clips, anchors, pins, glue, and welding.

39. Cleans work areas, machines, or equipment, to maintain a clean and safe job site. 40. Rigs material and equipment for movement by crane by inspecting straps, calculating working load,

attaching tag lines, clearing work area, and disconnecting load. ➼

41. Protects worksite by setting up fencing, barriers, and environment protection. 42. Smooth or sand surfaces to remove ridges, tool marks, glue, or caulking.

FINAL TASK LIST (Second Evaluation conducted June 2011) LI RI AM 1. Follows safety procedures, OSHA regulations, MSDS, and employer instructions by understanding


➼ ➼


➼ ➼

3. Installs ducting by connecting duct segments, attaching ducting to structure, sealing ducting, and insulating ducting.

➼ ➼

4. Fabricates ducting by evaluating system design, measuring sheet metal, cutting sheet metal, and shaping ➼ ➼

12

sheet metal into ducting segments. 5. Installs furnaces (i.e. gas, electric) by mounting furnace to structure, connecting furnace to duct system,

connecting furnace to fuel source (gas, electric), connecting furnace controls, and testing complete system. ➼

6. Installs air conditioning systems by mounting to structure, connecting air conditioning to duct system, connecting air conditioning to power, connecting air conditioning controls, and testing complete system.

➼

7. Installs air quality systems (i.e. de-humidifiers, air scrubbers, filtration systems) by connecting to HVAC system, connecting to power, connecting system controls, and testing complete system.

➼

8. Repairs furnace systems by troubleshooting system, identifying faults, and replacing defective components. ➼ 9. Repairs air conditioning systems by troubleshooting system, identifying faults, and replacing defective

components. ➼

10. Installs ventilation systems by mounting fans, mounting vents, connecting system to power, connecting system controls, and testing complete system.

➼ ➼

11. Recharges air conditioning system refrigerant by installing recovery equipment, opening valves, refilling refrigerant, bleeding system, and properly disposing of used refrigerant.

➼ ➼

12. Evaluates duct system by pressurizing ducting and identifying duct leakage. ➼ 13. Repairs duct leakage by inspecting duct system, identifying leaks, and sealing ducting. 14. Repairs air quality systems (i.e. de-humidifiers, air scrubbers, filtration systems) by inspecting system,

identifying faults, and replacing defective components. ➼

15. Reads and interprets maintenance and repair manuals by locating the appropriate manuals, locating the appropriate instructions and procedures, and following the instructions and procedures contained in those manuals.

➼ ➼

16. Uses hand tools, power tools, and electrical test equipment. ➼ 17. Rigs material and equipment for movement by crane by inspecting straps, calculating working load,

attaching tag lines, clearing work area, and disconnecting load. ➼ ➼

18. Makes minor improvements to building structure by following engineer drawings, reports, and instructions. 19. Cleans work areas, machines, or equipment, to maintain a clean and safe job site. 20. Protects worksite by setting up fencing, barriers, and environment protection. 21. Performs preventative maintenance on tools and equipment. ➼

13

FINAL TASK LIST (Third Evaluation conducted August 2011) LI AM RI 1. Follows safety procedures, OSHA regulations, MSDS, and employer instructions by understanding


➼ ➼

2. Lays out project, determines material and equipment needs by reading and interpreting work orders, plans, and prints.

➼ ➼

3. Fastens HVAC system components by using hand tools, power tools, screws, bolts, clips, anchors, pins, glue, welding, and brazing.

4. Fabricates and installs air distribution systems (i.e. ducting, vents, fans, filters, humidity controls, and sensors) by reading and interpreting project plans, laying out project, fabricating components, and installing system.

➼ ➼

5. Installs heating systems (i.e. gas furnaces, electric furnaces, boiler systems) by reading and interpreting project plans, laying out project, installing system, and testing system for proper operation.

➼ ➼ ➼

6. Installs air conditioning systems by reading and interpreting project plans, laying out project, installing system, and testing system for proper operation.

➼ ➼ ➼

7. Installs HVAC system controls (i.e. control modules, sensors, and thermostats) by reading and interpreting project plans, laying out project, installing system, and testing system for proper operation.

➼ ➼ ➼

8. Reads and interprets maintenance and repair manuals by locating the appropriate manuals, locating the appropriate instructions and procedures, and following the instructions and procedures.

➼ ➼

9. Tests, adjusts, and repairs heating systems (i.e. gas furnaces, electric furnaces, boiler systems) by identifying system faults, developing the best course of action to address faults, and replacing faulty components (i.e. burners, sensors, valves).

➼ ➼

10. Tests, adjusts, and repairs air conditioning systems by identifying system faults, developing the best course of action to address faults, and replacing faulty components.

➼ ➼

11. Tests, adjusts, and repairs HVAC system controls by identifying system faults, determining the best course of action, and replacing faulty components (i.e. control modules, sensors, and thermostats)

➼ ➼

12. Tests, adjusts, and repairs air distribution system by identifying system faults, developing the best course of action to address faults, and replacing faulty components (i.e. ducting, vents, fans, filters, humidity controls, and sensors).

➼ ➼


➼

14. Recharges or replaces refrigerant in cooling systems by installing recovery lines, installing recharging lines, opening system valves, ensuring appropriate system pressure, closing valves, removing recharging lines,

➼ ➼

14

and removing recovery lines. 15. Rigs material and equipment for movement by crane by inspecting straps, calculating working load,

attaching tag lines, clearing work area, and disconnecting load. ➼ ➼

16. Tests, adjusts, and repairs refrigeration systems by identifying system faults, developing the best course of action to address faults, and replacing faulty components.

➼ ➼

17. Installs refrigeration systems by reading and interpreting project plans, laying out project, installing system, and testing system for proper operation.

➼ ➼

18. Cleans work area, tools, and equipment, to maintain a clean and safe job site. 19. Protects worksite by setting up fencing, barriers, and environment protection. 20. Safely operates construction equipment and machinery (i.e. fork lifts, cranes, mobile elevated work

platforms).

21. Inspects and maintains hand and power tools.

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APPENDIX B - GREEN TASK ANALYSIS

The Oregon Employment Department defines a green job as:

A job that provides a service or produces a product in any of the following categories:

1. Increasing energy efficiency

2. Producing renewable energy

3. Preventing, reducing, or mitigating environmental degradation

4. Cleaning up and restoring the natural environment

5. Providing education, consulting, policy promotion, accreditation, trading and offsets, or similar services supporting

categories 1 through 4

SMEs where instructed that work in one or more of these green categories must be an essential part of their job duties. The SMEs

evaluated the final task list to identify which tasks supported the green categories from the definition of a green job.

The Final Task List for the job is shown in the table on the following pages. A check mark (➼) in a category column means that

according to the SMEs the task on that row supports that green category. Category number from the definition above lists the green

categories.

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1. Increasing energy efficiency 2. Producing renewable energy 3. Preventing, reducing, or mitigating environmental degradation 4. Cleaning up and restoring the natural environment 5. Providing education, consulting, policy promotion, accreditation, trading and offsets, or similar services supporting categories 1

through 4

FINAL TASK LIST (First Evaluation conducted November 2010) 1 2 3 4 5 1. Follows safety procedures, OSHA regulations, MSDS, and employer instructions by

understanding procedures and regulations, identifying potential safety issues, reporting near misses, properly using personal protection equipment, communicating with other trades people, and using common sense.

➼

2. Performs preventative maintenance on tools and equipment. ➼ 3. Operates boiler/steam heating system by evaluating facility needs and adjusting system to meet

those needs in the most efficient manner. ➼

4. Operates cooling system (chillers) by evaluating facility needs and adjusting system to meet those needs in the most efficient manner.

➼

5. Maintains air distribution system by performing preventative maintenance and routine services. ➼ ➼ 6. Repairs air distribution system by replacing faulty components (i.e. pumps, valves, traps,

sensors, and controls). ➼ ➼

7. Maintains HVAC system controls by performing preventative maintenance and routine services. ➼ ➼ 8. Repairs HVAC system controls by replacing faulty components (i.e. pumps, valves, traps,

sensors, and controls). ➼ ➼

9. Tests and adjusts air distribution system by identifying system faults, evaluating severity/source of faults, and developing the best course of action to address faults.

➼


➼ ➼

11. Maintains boiler/steam heating system by performing preventative maintenance and routine services.

➼ ➼

12. Repairs boiler/steam heating system by replacing faulty components (i.e. pumps, valves, traps, sensors, and controls).

➼ ➼

13. Maintains cooling system (Chillers) by performing preventative maintenance and routine ➼ ➼

17

services. 14. Maintains secondary heat distribution system by performing preventative maintenance and

routine services. ➼ ➼

15. Tests and adjusts HVAC system controls by identifying system faults, evaluating severity/source of faults, and developing the best course of action to address faults.

➼

16. Maintains other heating systems by performing preventative maintenance and routine services. ➼ ➼ 17. Tests and adjusts other heating systems by identifying system faults, evaluating severity/source

of faults, and developing the best course of action to address faults. ➼

18. Repairs other heating systems (heat pumps, gas furnaces, electric furnaces, and electric area heaters) by replacing faulty components (i.e. burners, heating elements, sensors, and controls).

➼

19. Maintains traditional air conditioning systems by performing preventative maintenance and routine services.

➼ ➼

20. Operates HVAC system controls by evaluating facility needs and adjusting system to meet those needs in the most efficient manner.

➼


➼

22. Tests and troubleshoots boiler/steam heating system by identifying system faults, evaluating severity/source of faults, and developing the best course of action to address faults.

➼

23. Tests and adjusts cooling system (Chillers) by identifying system faults, evaluating severity/source of faults, and developing the best course of action to address faults.

➼

24. Repairs cooling system (Chillers) by replacing faulty components (i.e. pumps, valves, traps, sensors, and controls)

➼

25. Operates secondary heat distribution system by evaluating facility needs and adjusting system to meet those needs in the most efficient manner.

➼

26. Repairs secondary heat distribution system by replacing faulty components (i.e. pumps, valves, traps, sensors, and controls).

➼

27. Operates air distribution system by evaluating facility needs and adjusting system to meet those needs in the most efficient manner.

➼

28. Repairs traditional air conditioning systems by replacing faulty components (i.e. pumps, condensers, refrigerant, sensors, and controls).

➼

29. Tests water quality (boiler system, cooling system, secondary heating system, and secondary cooling system) by taking samples and evaluating water content using prescribed procedures.

➼ ➼

30. Adjusts water quality (boiler system, cooling system, secondary heating system, and secondary cooling system) by measuring the appropriate chemicals, and adding those chemicals to the

➼ ➼

18

water contained in the system. 31. Reads and interprets maintenance and repair manuals by locating the appropriate manuals,

locating the appropriate instructions and procedures, and following the instructions and procedures contained in those manuals.

32. Safely operates construction equipment and machinery (i.e. fork lifts, cranes, mobile elevated work platforms).

33. Tests and adjusts secondary heat distribution system by identifying system faults, evaluating severity/source of faults, and developing the best course of action to address faults.

➼

34. Operates other heating systems by evaluating facility needs and adjusting system to meet those needs in the most efficient manner.

➼

35. Tests and adjusts traditional air conditioning systems by identifying system faults, evaluating severity/source of faults, and developing the best course of action to address faults.

➼

36. Inspects and uses hand and power tools by visually inspecting, identifying faults during use, properly using personal protection equipment, and operating tools in a safe manner.

37. Operates traditional air conditioning systems by evaluating facility needs and adjusting system to meet those needs in the most efficient manner.

➼

38. Fastens and erects materials by using hand tools, power tools, screws, bolts, clips, anchors, pins, glue, and welding.

39. Cleans work areas, machines, or equipment, to maintain a clean and safe job site. 40. Rigs material and equipment for movement by crane by inspecting straps, calculating working

load, attaching tag lines, clearing work area, and disconnecting load.

41. Protects worksite by setting up fencing, barriers, and environment protection. ➼ 42. Smooth or sand surfaces to remove ridges, tool marks, glue, or caulking.

FINAL TASK LIST (Second Evaluation conducted June 2011) 1 2 3 4 5 1. Follows safety procedures, OSHA regulations, MSDS, and employer instructions by



3. Installs ducting by connecting duct segments, attaching ducting to structure, sealing ducting, and ➼

19

insulating ducting. 4. Fabricates ducting by evaluating system design, measuring sheet metal, cutting sheet metal, and

shaping sheet metal into ducting segments.

5. Installs furnaces (i.e. gas, electric) by mounting furnace to structure, connecting furnace to duct system, connecting furnace to fuel source (gas, electric), connecting furnace controls, and testing complete system.

6. Installs air conditioning systems by mounting to structure, connecting air conditioning to duct system, connecting air conditioning to power, connecting air conditioning controls, and testing complete system.

7. Installs air quality systems (i.e. de-humidifiers, air scrubbers, filtration systems) by connecting to HVAC system, connecting to power, connecting system controls, and testing complete system.

8. Repairs furnace systems by troubleshooting system, identifying faults, and replacing defective components.

➼

9. Repairs air conditioning systems by troubleshooting system, identifying faults, and replacing defective components.

➼

10. Installs ventilation systems by mounting fans, mounting vents, connecting system to power, connecting system controls, and testing complete system.

11. Recharges air conditioning system refrigerant by installing recovery equipment, opening valves, refilling refrigerant, bleeding system, and properly disposing of used refrigerant.

➼ ➼

12. Evaluates duct system by pressurizing ducting and identifying duct leakage. ➼ 13. Repairs duct leakage by inspecting duct system, identifying leaks, and sealing ducting. ➼ 14. Repairs air quality systems (i.e. de-humidifiers, air scrubbers, filtration systems) by inspecting

system, identifying faults, and replacing defective components. ➼

15. Reads and interprets maintenance and repair manuals by locating the appropriate manuals, locating the appropriate instructions and procedures, and following the instructions and procedures contained in those manuals.

16. Uses hand tools, power tools, and electrical test equipment. 17. Rigs material and equipment for movement by crane by inspecting straps, calculating working

load, attaching tag lines, clearing work area, and disconnecting load.

18. Makes minor improvements to building structure by following engineer drawings, reports, and instructions.

19. Cleans work areas, machines, or equipment, to maintain a clean and safe job site. ➼ 20. Protects worksite by setting up fencing, barriers, and environment protection. ➼

20

21. Performs preventative maintenance on tools and equipment.

FINAL TASK LIST (Third Evaluation conducted August 2011) 1 2 3 4 5 1. Follows safety procedures, OSHA regulations, MSDS, and employer instructions by


2. Lays out project, determines material and equipment needs by reading and interpreting work orders, plans, and prints.

➼ ➼

3. Fastens HVAC system components by using hand tools, power tools, screws, bolts, clips, anchors, pins, glue, welding, and brazing.

➼

4. Fabricates and installs air distribution systems (i.e. ducting, vents, fans, filters, humidity controls, and sensors) by reading and interpreting project plans, laying out project, fabricating components, and installing system.

➼

5. Installs heating systems (i.e. gas furnaces, electric furnaces, boiler systems) by reading and interpreting project plans, laying out project, installing system, and testing system for proper operation.

➼

6. Installs air conditioning systems by reading and interpreting project plans, laying out project, installing system, and testing system for proper operation.

➼

7. Installs HVAC system controls (i.e. control modules, sensors, and thermostats) by reading and interpreting project plans, laying out project, installing system, and testing system for proper operation.

➼

8. Reads and interprets maintenance and repair manuals by locating the appropriate manuals, locating the appropriate instructions and procedures, and following the instructions and procedures.

➼

9. Tests, adjusts, and repairs heating systems (i.e. gas furnaces, electric furnaces, boiler systems) by identifying system faults, developing the best course of action to address faults, and replacing faulty components (i.e. burners, sensors, valves).

➼ ➼

10. Tests, adjusts, and repairs air conditioning systems by identifying system faults, developing the best course of action to address faults, and replacing faulty components.

➼ ➼

11. Tests, adjusts, and repairs HVAC system controls by identifying system faults, determining the best course of action, and replacing faulty components (i.e. control modules, sensors, and thermostats)

➼ ➼

12. Tests, adjusts, and repairs air distribution system by identifying system faults, developing the ➼ ➼

21

best course of action to address faults, and replacing faulty components (i.e. ducting, vents, fans, filters, humidity controls, and sensors).


➼ ➼

14. Recharges or replaces refrigerant in cooling systems by installing recovery lines, installing recharging lines, opening system valves, ensuring appropriate system pressure, closing valves, removing recharging lines, and removing recovery lines.

➼ ➼

15. Rigs material and equipment for movement by crane by inspecting straps, calculating working load, attaching tag lines, clearing work area, and disconnecting load.

16. Tests, adjusts, and repairs refrigeration systems by identifying system faults, developing the best course of action to address faults, and replacing faulty components.

➼ ➼

17. Installs refrigeration systems by reading and interpreting project plans, laying out project, installing system, and testing system for proper operation.

➼

18. Cleans work area, tools, and equipment, to maintain a clean and safe job site. ➼ 19. Protects worksite by setting up fencing, barriers, and environment protection. ➼ 20. Safely operates construction equipment and machinery (i.e. fork lifts, cranes, mobile elevated

work platforms).

21. Inspects and maintains hand and power tools.

22

APPENDIX C - OCCUPATION DATA The information contained in this section was obtained from the Oregon Employment

Department’s www.QualityInfo.org web site and depicts occupational projections from 2008 through

2018. Additional occupational information and changes to occupational projections can be viewed at

www.QualityInfo.org.

Occupational Description for Heating, Air Conditioning, and Refrigeration Mechanics and Installers (SOC 49-9021)

Install or repair heating, central air conditioning, or refrigeration systems, including oil burners,

hot-air furnaces, and heating stoves

Regional Employment Projections for Heating, Air Conditioning, and Refrigeration Mechanics and Installers

Employment Projected Annual Openings Region

2008 2018 Change % Change

Growth Replacement Total

Oregon Statewide 2,771 2,867 96 3.5% 10 45 55

Multnomah / Washington 719 747 28 3.9% 3 12 15

Clackamas 596 626 30 5.0% 3 10 13

Marion / Polk / Yamhill 348 361 13 3.7% 1 6 7

Lane 258 266 8 3.1% 1 4 5

Crook / Deschutes / Jefferson 185 191 6 3.2% 1 3 4

Morrow / Umatilla 131 135 4 3.1% 0 2 3

Benton / Lincoln / Linn 129 142 13 10.1% 1 2 4

Clatsop / Columbia / Tillamook 108 117 9 8.3% 1 2 3

Jackson / Josephine 91 96 5 5.5% 1 2 2

Douglas 39 41 2 5.1% 0 1 1

Coos / Curry 33 34 1 3.0% 0 1 1

Klamath / Lake 30 30 0 0.0% 0 1 1

Gilliam / Hood River / Sherman / Wheeler / Wasco 18 20 2 11.1% 0 0 1

Baker / Union / Wallowa 18 17 -1 -5.6% 0 0 0

Grant / Harney / Malheur 18 19 1 5.6% 0 0 0

Existing workers permanently leaving their occupation cause replacement openings. Many additional job openings occur due to job changes within occupations.

23

State of Oregon License Information for Heating, Air Conditioning, and Refrigeration Mechanics and Installers

License License Authority Web Site

Refrigeration Piping Mechanic Class 5b (Clb) www.bcd.oregon.gov/programs/boiler.html

Solar Heating & Cooling System Installer (Stl) www.bcd.oregon.gov/programs/plumbing.html

Wages for Heating, Air Conditioning, and Refrigeration Mechanics and Installers

---------------- 2010 Wages ----------------

Percentiles (hourly wages) Region

10th 25th 50th (median) 75th 90th

Avg. Hourly ($/hr.)

Avg. Annual

Oregon Statewide $12.70 $16.06 $21.37 $26.38 $30.78 $21.44 $44,612

Multnomah / Washington 11.30 20.44 25.56 29.80 35.29 24.47 50,898

Marion / Polk / Yamhill 13.55 16.01 18.48 21.68 24.83 18.78 39,056

Benton / Lincoln / Linn 10.16 14.18 17.22 21.01 23.33 17.36 36,118

Lane 13.08 16.44 21.19 25.23 28.35 20.84 43,358

Coos / Curry 10.71 11.69 13.90 16.25 22.98 14.90 30,997

Jackson / Josephine 11.29 15.12 17.69 21.84 26.59 18.37 38,209

Crook / Deschutes / Jefferson 13.68 15.13 18.95 24.94 29.28 20.50 42,637

Morrow / Umatilla 14.15 17.00 23.33 27.89 31.06 22.73 47,270

Grant / Harney / Malheur 11.46 19.03 21.23 24.08 27.32 20.55 42,730

Clackamas 14.14 16.71 21.80 26.80 30.32 21.87 45,484

Industries of Employment for Heating, Air Conditioning, and Refrigeration Mechanics and Installers

Industry Ownership 2008 Employment

Total, All Industries All 2,771

Total, All Industries Private 2,527

Construction Private 1,931

Specialty Trade Contractors Private 1,927

Building Equipment Contractors Private 1,927

Manufacturing Private 68

24

Industry Ownership 2008 Employment

Fabricated Metal Product Manufacturing Private 27

Architectural and Structural Metals Manufacturing Private 27

Machinery Manufacturing Private 27

Wholesale Trade Private 185

Merchant Wholesalers, Durable Goods Private 80

Hardware, and Plumbing and Heating Equipment and Supplies Merchant Wholesalers Private 64

Wholesale Electronic Markets and Agents and Brokers Private 100

Retail Trade Private 168

Furniture and Home Furnishings Stores Private 66

Home Furnishings Stores Private 66

Miscellaneous Store Retailers Private 22

Other Miscellaneous Store Retailers Private 22

Non-store Retailers Private 80

Direct Selling Establishments Private 75

Health Care and Social Assistance Private 47

Hospitals Private 45

General Medical and Surgical Hospitals Private 45

Other Services (except Public Administration) Private 65

Repair and Maintenance Private 65

Commercial and Industrial Machinery and Equipment (except Automotive and Electronic) Repair and Maintenance Private 57

Total, All Industries Federal 43

Transportation and Warehousing Federal 27

Postal Service Federal 27

Total, All Industries State 113

Educational Services State 26

Colleges, Universities, and Professional Schools State 22

Public Administration State 79

Justice, Public Order, and Safety Activities State 43

Total, All Industries Local 83

Educational Services Local 49

Elementary and Secondary Schools Local 27

25

Educational Requirements for Heating, Air Conditioning, and Refrigeration Mechanics and Installers Workers must have long-term on-the-job training to gain the necessary skills for this occupation.

However, those with postsecondary training have a competitive advantage in this labor market.

Schools and Training Providers for Heating, Air Conditioning, and Refrigeration Mechanics and Installers

Northwest College of Construction 8111 NE Holman St. Portland, OR 97218 Phone: (503) 256-7300 Programs of Training:

� Heating, Air Conditioning, Ventilation & Refrigeration Maintenance Technology/Technician

Linn-Benton Community College 6500 Pacific Blvd SW Albany, OR 97321 Phone: (541) 917-4999 Programs of Training:


Tillamook Bay Community College 4301 Third St. Tillamook, OR 97141 Phone: (503) 842-8222 Programs of Training:


Portland Community College 12000 SW 49th Avenue Portland, OR 97219-7132 Phone: (503) 244-6111 Programs of Training:


Apprenticeship Division 800 NE Oregon Street Portland, OR 97232 Phone: (971) 673-0761 Programs of Training:

� Heating, Air Conditioning & Refrigeration Technology/Technician (ACH/ACR/ACHR/HRAC/HVAC/AC Technology)

26

APPENDIX D - KNOWLEDGE, SKILLS, AND ABILITIES

The information contained in this section was obtained from O*Net (http://online.onetcenter.org).

O*Net has replaced the Dictionary of Occupational Titles as the U.S. Department of Labor’s repository

for general occupational information. Additional occupational information and changes to this

information can be viewed at http://online.onetcenter.org.

Knowledge

O*Net recognizes 33 individual knowledge areas. The following list contains all 33 knowledge

areas and is presented in order of importance to the Heating, Air Conditioning, and Refrigeration

Mechanics and Installers.

� Mechanical — Knowledge of machines and tools, including their designs, uses, repair, and

maintenance.

� Customer and Personal Service — Knowledge of principles and processes for providing

customer and personal services. This includes customer needs assessment, meeting quality

standards for services, and evaluation of customer satisfaction.

� Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their

applications.

� Building and Construction — Knowledge of materials, methods, and the tools involved in the

construction or repair of houses, buildings, or other structures such as highways and roads.

� Public Safety and Security — Knowledge of relevant equipment, policies, procedures, and

strategies to promote effective local, state, or national security operations for the protection of

people, data, property, and institutions.

� Education and Training — Knowledge of principles and methods for curriculum and training

design, teaching and instruction for individuals and groups, and the measurement of training

effects.

� Engineering and Technology — Knowledge of the practical application of engineering science

and technology. This includes applying principles, techniques, procedures, and equipment to the

design and production of various goods and services.

27

� Design — Knowledge of design techniques, tools, and principals involved in production of

precision technical plans, blueprints, drawings, and models.

� English Language — Knowledge of the structure and content of the English language including

the meaning and spelling of words, rules of composition, and grammar.

� Physics — Knowledge and prediction of physical principles, laws, their interrelationships, and

applications to understanding fluid, material, and atmospheric dynamics, and mechanical,

electrical, atomic and sub- atomic structures and processes.

� Sales and Marketing — Knowledge of principles and methods for showing, promoting, and

selling products or services. This includes marketing strategy and tactics, product demonstration,

sales techniques, and sales control systems.

� Administration and Management — Knowledge of business and management principles

involved in strategic planning, resource allocation, human resources modeling, leadership

technique, production methods, and coordination of people and resources.

� Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic

equipment, and computer hardware and software, including applications and programming.

� Chemistry — Knowledge of the chemical composition, structure, and properties of substances and

of the chemical processes and transformations that they undergo. This includes uses of chemicals

and their interactions, danger signs, production techniques, and disposal methods.

� Transportation — Knowledge of principles and methods for moving people or goods by air, rail,

sea, or road, including the relative costs and benefits.

� Law and Government — Knowledge of laws, legal codes, court procedures, precedents,

government regulations, executive orders, agency rules, and the democratic political process.

� Production and Processing — Knowledge of raw materials, production processes, quality control,

costs, and other techniques for maximizing the effective manufacture and distribution of goods.

� Clerical — Knowledge of administrative and clerical procedures and systems such as word

processing, managing files and records, stenography and transcription, designing forms, and other

office procedures and terminology.

� Personnel and Human Resources — Knowledge of principles and procedures for personnel

recruitment, selection, training, compensation and benefits, labor relations and negotiation, and

personnel information systems.

28

� Geography — Knowledge of principles and methods for describing the features of land, sea, and

air masses, including their physical characteristics, locations, interrelationships, and distribution of

plant, animal, and human life.

� Psychology — Knowledge of human behavior and performance; individual differences in ability,

personality, and interests; learning and motivation; psychological research methods; and the

assessment and treatment of behavioral and affective disorders.

� Economics and Accounting — Knowledge of economic and accounting principles and practices,

the financial markets, banking and the analysis and reporting of financial data.

� Biology — Knowledge of plant and animal organisms, their tissues, cells, functions,

interdependencies, and interactions with each other and the environment.

� Telecommunications — Knowledge of transmission, broadcasting, switching, control, and

operation of telecommunications systems.

� Communications and Media — Knowledge of media production, communication, and

dissemination techniques and methods. This includes alternative ways to inform and entertain via

written, oral, and visual media.

� Foreign Language — Knowledge of the structure and content of a foreign (non-English) language

including the meaning and spelling of words, rules of composition and grammar, and

pronunciation.

� Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and

influences, human migrations, ethnicity, cultures and their history and origins.

� Food Production — Knowledge of techniques and equipment for planting, growing, and

harvesting food products (both plant and animal) for consumption, including storage/handling

techniques.

� Therapy and Counseling — Knowledge of principles, methods, and procedures for diagnosis,

treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and

guidance.

� Philosophy and Theology — Knowledge of different philosophical systems and religions. This

includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact

on human culture.

29

� Medicine and Dentistry — Knowledge of the information and techniques needed to diagnose and

treat human injuries, diseases, and deformities. This includes symptoms, treatment alternatives,

drug properties and interactions, and preventive health-care measures.

� Fine Arts — Knowledge of the theory and techniques required to compose, produce, and perform

works of music, dance, visual arts, drama, and sculpture.

� History and Archeology — Knowledge of historical events and their causes, indicators, and

effects on civilizations and cultures.

Skills

O*Net recognizes 35 individual skill areas. The following list contains all 35 skill areas and is

presented in order of importance to the Heating, Air Conditioning, and Refrigeration Mechanics and

Installers.

� Installation — Installing equipment, machines, wiring, or programs to meet specifications.

� Troubleshooting — Determining causes of operating errors and deciding what to do about it.

� Repairing — Repairing machines or systems using the needed tools.

� Equipment Maintenance — Performing routine maintenance on equipment and determining

when and what kind of maintenance is needed.

� Operation Monitoring — Watching gauges, dials, or other indicators to make sure a machine is

working properly.

� Quality Control Analysis — Conducting tests and inspections of products, services, or processes

to evaluate quality or performance.

� Active Listening — Giving full attention to what other people are saying, taking time to

understand the points being made, asking questions as appropriate, and not interrupting at

inappropriate times.

� Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of

alternative solutions, conclusions or approaches to problems.

� Operation and Control — Controlling operations of equipment or systems.

� Judgment and Decision Making — Considering the relative costs and benefits of potential

actions to choose the most appropriate one.

30

� Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations

to make improvements or take corrective action.

� Reading Comprehension — Understanding written sentences and paragraphs in work related

documents.

� Speaking — Talking to others to convey information effectively.

� Complex Problem Solving — Identifying complex problems and reviewing related information to

develop and evaluate options and implement solutions.

� Equipment Selection — Determining the kind of tools and equipment needed to do a job.

� Time Management — Managing one's own time and the time of others.

� Active Learning — Understanding the implications of new information for both current and future

problem solving and decision-making.

� Coordination — Adjusting actions in relation to others' actions.

� Social Perceptiveness — Being aware of others' reactions and understanding why they react as

they do.

� Systems Evaluation — Identifying measures or indicators of system performance and the actions

needed to improve or correct performance, relative to the goals of the system.

� Mathematics — Using mathematics to solve problems.

� Instructing — Teaching others how to do something.

� Systems Analysis — Determining how a system should work and how changes in conditions,

operations, and the environment will affect outcomes.

� Writing — Communicating effectively in writing as appropriate for the needs of the audience.

� Learning Strategies — Selecting and using training/instructional methods and procedures

appropriate for the situation when learning or teaching new things.

� Persuasion — Persuading others to change their minds or behavior.

� Service Orientation — Actively looking for ways to help people.

� Management of Personnel Resources — Motivating, developing, and directing people as they

work, identifying the best people for the job.

� Negotiation — Bringing others together and trying to reconcile differences.

� Technology Design — Generating or adapting equipment and technology to serve user needs.

� Operations Analysis — Analyzing needs and product requirements to create a design.

31

� Management of Material Resources — Obtaining and seeing to the appropriate use of

equipment, facilities, and materials needed to do certain work.

� Science — Using scientific rules and methods to solve problems.

� Management of Financial Resources — Determining how money will be spent to get the work

done, and accounting for these expenditures.

� Programming — Writing computer programs for various purposes.

Abilities

O*Net recognizes 52 individual ability areas. The following list contains all 52 ability areas and is

presented in order of importance to the Heating, Air Conditioning, and Refrigeration Mechanics and

Installers.

� Near Vision — The ability to see details at close range (within a few feet of the observer).

� Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It

does not involve solving the problem, only recognizing there is a problem.

� Finger Dexterity — The ability to make precisely coordinated movements of the fingers of one or

both hands to grasp, manipulate, or assemble very small objects.

� Perceptual Speed — The ability to quickly and accurately compare similarities and differences

among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be

presented at the same time or one after the other. This ability also includes comparing a presented

object with a remembered object.

� Visualization — The ability to imagine how something will look after it is moved around or when

its parts are moved or rearranged.

� Extent Flexibility — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.

� Manual Dexterity — The ability to quickly move your hand, your hand together with your arm, or

your two hands to grasp, manipulate, or assemble objects.

� Multi-limb Coordination — The ability to coordinate two or more limbs (for example, two arms,

two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve

performing the activities while the whole body is in motion.

� Trunk Strength — The ability to use your abdominal and lower back muscles to support part of

the body repeatedly or continuously over time without 'giving out' or fatiguing.

32

� Arm-Hand Steadiness — The ability to keep your hand and arm steady while moving your arm or

while holding your arm and hand in one position.

� Control Precision — The ability to quickly and repeatedly adjust the controls of a machine or a

vehicle to exact positions.

� Deductive Reasoning — The ability to apply general rules to specific problems to produce

answers that make sense.

� Flexibility of Closure — The ability to identify or detect a known pattern (a figure, object, word,

or sound) that is hidden in other distracting material.

� Inductive Reasoning — The ability to combine pieces of information to form general rules or

conclusions (includes finding a relationship among seemingly unrelated events).

� Information Ordering — The ability to arrange things or actions in a certain order or pattern

according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures,

mathematical operations).

� Oral Comprehension — The ability to listen to and understand information and ideas presented

through spoken words and sentences.

� Oral Expression — The ability to communicate information and ideas in speaking so others will

understand.

� Selective Attention — The ability to concentrate on a task over a period of time without being

distracted.

� Speech Clarity — The ability to speak clearly so others can understand you.

� Speech Recognition — The ability to identify and understand the speech of another person.

� Static Strength — The ability to exert maximum muscle force to lift, push, pull, or carry objects.

� Visual Color Discrimination — The ability to match or detect differences between colors,

including shades of color and brightness.

� Far Vision — The ability to see details at a distance.

� Speed of Closure — The ability to quickly make sense of, combine, and organize information into

meaningful patterns.

� Written Comprehension — The ability to read and understand information and ideas presented in

writing.

� Hearing Sensitivity — The ability to detect or tell the differences between sounds that vary in

pitch and loudness.

33

� Reaction Time — The ability to quickly respond (with the hand, finger, or foot) to a signal (sound,

light, picture) when it appears.

� Auditory Attention — The ability to focus on a single source of sound in the presence of other

distracting sounds.

� Category Flexibility — The ability to generate or use different sets of rules for combining or

grouping things in different ways.

� Depth Perception — The ability to judge which of several objects is closer or farther away from

you, or to judge the distance between you and an object.

� Gross Body Coordination — The ability to coordinate the movement of your arms, legs, and

torso together when the whole body is in motion.

� Gross Body Equilibrium — The ability to keep or regain your body balance or stay upright when

in an unstable position.

� Mathematical Reasoning — The ability to choose the right mathematical methods or formulas to

solve a problem.

� Memorization — The ability to remember information such as words, numbers, pictures, and

procedures.

� Speed of Limb Movement — The ability to quickly move the arms and legs.

� Stamina — The ability to exert yourself physically over long periods of time without getting

winded or out of breath.

� Time Sharing — The ability to shift back and forth between two or more activities or sources of

information (such as speech, sounds, touch, or other sources).

� Written Expression — The ability to communicate information and ideas in writing so others will

understand.

� Dynamic Strength — The ability to exert muscle force repeatedly or continuously over time. This

involves muscular endurance and resistance to muscle fatigue.

� Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of

ideas is important, not their quality, correctness, or creativity).

� Number Facility — The ability to add, subtract, multiply, or divide quickly and correctly.

� Originality — The ability to come up with unusual or clever ideas about a given topic or situation,

or to develop creative ways to solve a problem.

34

� Spatial Orientation — The ability to know your location in relation to the environment or to know

where other objects are in relation to you.

� Glare Sensitivity — The ability to see objects in the presence of glare or bright lighting.

� Wrist-Finger Speed — The ability to make fast, simple, repeated movements of the fingers,

hands, and wrists.

� Rate Control — The ability to time your movements or the movement of a piece of equipment in

anticipation of changes in the speed and/or direction of a moving object or scene.

� Response Orientation — The ability to choose quickly between two or more movements in

response to two or more different signals (lights, sounds, pictures). It includes the speed with which

the correct response is started with the hand, foot, or other body part.

� Peripheral Vision — The ability to see objects or movement of objects to one's side when the eyes

are looking ahead.

� Sound Localization — The ability to tell the direction from which a sound originated.

� Night Vision — The ability to see under low light conditions.

� Explosive Strength — The ability to use short bursts of muscle force to propel oneself (as in

jumping or sprinting), or to throw an object.

� Dynamic Flexibility — The ability to quickly and repeatedly bend, stretch, twist, or reach out with

your body, arms, and/or legs.

35

APPENDIX E - WORKKEYS AND CONTENT VALIDATION Recommendations Regarding Validation

In developing the WorkKeys system, including WorkKeys assessments and job profiling, ACT

has and will continue to be guided by professional documents such as the Standards for Educational

and Psychological Testing (1999; developed by the American Education Research Association,

American Psychological Association and National Council for Measurement in Education), the

Principles for the Validation and Use of Personnel Selection Procedures (2002, Society for Industrial

and Organizational Psychology); and the Uniform Guidelines on Employee Selection Procedures

(1978), which has been adopted by the Equal Employment Opportunity Commission (EEOC) and

various other federal agencies (Ref: 29 C.F.R. Part 1607). ACT believes that use of the WorkKeys

assessments that is consistent with ACT’s guidelines will meet the standards set forth in the

professional standards.

An effective selection system and its components can predict an applicant’s likelihood of success

for a particular job. To be legally defensible against charges of disparate treatment or adverse impact,

an employer must be able to establish a credible link between the job and the measures used to select

employees. In other words, the validity of a test for selection purposes is generally based upon (1) the

development of the test, and (2) the relationship between the test and the job.

Validation is a process of determining whether the procedure or instrument is effective in

distinguishing individuals who will perform well on the job from those who will not perform well on

the job. The Guidelines support using one of the following strategies:

Content validation: requires evidence that the selection procedure is representative of the content

of the job

Criterion-related validation: requires statistical evidence of the relationship between performance

on a selection procedure and job performance

Construct validation: requires evidence of the relationship between a construct measured by the

selection procedure and the related work behavior(s) for the job

Validation is not determined by only testing job incumbents and comparing their scores to the

profile. Though this may be useful for determining individual employee training and development

36

needs, it is not thorough enough to qualify as validity evidence according to the professional standards

contained in the Guidelines, Standards, and Principles. While there are many reasons for this, it is

primarily because there needs to be a way to compare test scores for a group of incumbents to their job

performance before drawing a conclusion.

WorkKeys Test Development

The development of the WorkKeys assessments was guided by professional standards for testing

contained in the Guidelines, Standards, and Principles. For example, the items on the WorkKeys

assessments go through a series of screens before the test development process is completed. Below is

a description of characteristics of the WorkKeys tests to ensure that they are job related and fair to test

takers:

A. The assessments are criterion-referenced (they use job requirements as the reference).

B. The test specifications are well defined.

C. People who are familiar with various work situations and have insight into the use of a

particular skill in different employment settings write the items.

D. Items measure a particular workplace skill.

E. Prior to construction of the released assessment, content and fairness experts review the

items to determine possible differences in responses among racial groups and between men and

women.

F. Statistical analyses at the item and test level are conducted to monitor the performance of

various subgroups. For example, a DIF (Differential Item Functioning) analysis, a statistical procedure

for identifying bias for specified groups (e.g., race, gender) is run for each item.

Paper-and-pencil tests that are intended to replicate a work behavior are most likely to be

appropriate when work behaviors are performed in paper-and-pencil form (e.g., editing and

bookkeeping). Paper-and-pencil tests of effectiveness in interpersonal relations (e.g., sales or

supervision), or physical activities (e.g., automobile repair), or ability to function properly under

danger (e.g., firefighters) generally are not close enough approximations of work behaviors to show

content validity. For these behaviors, a different validity strategy would be more appropriate.

37

In order to demonstrate the content validity of a test of job knowledge, the following requirements

must be met. There must be a defined, well-recognized body of information and knowledge, and the

information must be prerequisite to performance of the required work behaviors. The work

behavior(s) to which each knowledge is related should be identified on an item-by-item basis. The test

should fairly sample the information that is actually used by the employee on the job, so the level of

difficulty of the test items should correspond to the level of difficulty of the knowledge as used in the

work behavior. Additional technical information regarding the development of the WorkKeys

assessments is available from ACT.

Relationship Between WorkKeys and the Job

The WorkKeys system employs the content validation strategy to show the WorkKeys

assessments reflect the content of the job. This allows employers, regardless of their size, to establish

legally defensible validity evidence. First, WorkKeys test items are developed from samples of a

variety of work situations so items on the assessment reflect situations that might be found on the job.

Next, the job profiling process establishes a link between tasks performed on the job, the WorkKeys

skills needed to perform the tasks, and the skills and skill levels measured with the WorkKeys

assessments.

During job profiling, groups of subject matter experts are convened to describe the tasks

performed on the job and the skills required for completing the tasks. SMEs are knowledgeable about

the job and are representative of the job incumbents in terms of such characteristics as age, race,

gender, national origin, and religion. Using definitions and sample items that match the specifications

of the assessment, they then match the levels of skill needed for the job with the levels of skill

measured by the WorkKeys assessments.

In order to establish a legally defensible employment selection system, as described by the

Guidelines, employers must conduct a job analysis to establish both critical work behaviors and the

knowledge, skills, and abilities needed for fulfilling these work behaviors. The WorkKeys job

profiling procedure was developed to meet this requirement by determining the critical tasks of a job

(based on Importance and Relative Time Spent ratings) and their skill requirements. This is an

essential component of the WorkKeys system.

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APPENDIX F – GLOSSARY OF TERMINOLOGY WorkKeys Skills Applied Mathematics Observation Applied Technology Reading for Information

Business Writing Teamwork Listening Workplace Observation

Locating Information Writing Job Profiling A procedure to determine the most critical tasks for a job and to determine the

WorkKeys skills and skill levels required to perform these tasks. Job Profile The result of conducting one or more job profiling sessions, which shows the

most critical tasks for a job and the WorkKeys skills and skill levels required to perform a job.

Profiler An individual who has completed ACT's WorkKeys Job Profiling training

program successfully. An ACT authorized profiler has been trained to: (1) Facilitate the job profiling process while using the SkillPro® software (2) Generate a report of the profile results

SME Subject matter experts are employees currently performing the job or

people knowledgeable about the job being profiled (e.g., supervisors or people who have been recently promoted from the job).

Profiling Session A focus group meeting facilitated by an ACT authorized job profiler. The job

profiler meets with SMEs to perform a task analysis and skill analysis. Initial Task List Prior to the profiling session, the profiler develops an Initial Task List using

information compiled from databases (e.g., Dictionary of Occupational Titles and O*NET), job-related documentation (e.g., job descriptions, resources from similar job profiles, training materials), and information gathered from the tour of the facility.

Task Analysis A task analysis consists of three parts:

(1) The job profiler meets with the SME group to tailor (i.e., add, edit, and delete tasks) the Initial Task List, making sure that the Final Task List accurately and completely describes the job.

(2) The SMEs independently rate each task for Importance and Relative Time Spent. (Definitions are shown below.)

(3) The profiler calculates the criticality of each task using the SME ratings, and sorts the task statements by placing the most critical tasks at the beginning of the list. The SMEs review and confirm the order of the tasks. The product of the task analysis is the Final Task List.

Importance The importance of the task to the job.

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Relative Time The amount of time spent performing a task relative to the amount of Spent time spent on all the other tasks. Criticality The extent to which a task is critical to the job. To calculate Criticality, the

profiler multiplies the mean Relative Time Spent rating by the mean Importance rating for each task. These ratings represent aggregate information rather than information reached by the consensus of the SMEs.

Final Task List A list specifying the critical tasks for a job in statements that have been

reviewed and edited by SMEs and then placed in criticality order using SME ratings.

Skill Analysis A skill analysis occurs after a task analysis is completed and consists of two

parts: (1) The SME group identifies the on-the-job behaviors (i.e., tasks from the Final

Task List) that are associated with the WorkKeys skills under consideration. (2) The SME group compares detailed descriptions of the WorkKeys skill levels

to the tasks that require the specified skill. The job profiler seeks to bring the group to a consensus regarding the skill levels required at job entry and for effective performance.

Entry-Level Following the Uniform Guidelines on Employee Selection Procedures (1978),

WorkKeys defines entry as an employee’s first day performing the job. The entry-level skill requirements are recommended for use as cutoff scores on the related WorkKeys assessments.

Effective Effective performance is the point at which an employee performs Performance competently without continuous supervision. Effective performance Level levels are provided for use as training goals. Replication Replication sessions are additional profiling sessions with different groups of

SMEs. Replication sessions are used to make sure that the results are consistent from one group to another, especially when there are a large number of incumbents on the job.

Reconciliation When SME groups do not agree on skill requirements (generally for job entry)

the profiler meets with representative SMEs from each group to resolve the differences in a reconciliation session.

Profile Report A summary generated by the profiler that includes the Final Task List, detailed

descriptions of the session discussions of each skill, and recommendations for using the results.

Assessment A test used to evaluate individuals' performance in a skill area. Scores on the

WorkKeys assessments can be compared to the WorkKeys skill levels identified

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in a profile. The difference between the profiled level and a score indicates the need for training.

Skill Gap When the profiled skill level is higher than the assessment score, the difference

is referred to as a “skill gap.”

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APPENDIX G - SKILL DESCRIPTIONS

APPLIED MATHEMATICS SKILL WorkKeys Applied Mathematics is the skill people use when they use mathematical reasoning and

problem-solving techniques to solve work-related problems. Employees may use calculators and

conversion tables to help with the problems, but they still need to use math skills to think them

through.

There are five levels of difficulty. Level 3 is the least complex and Level 7 is the most complex.

The levels build on each other, each incorporating the skills assessed at the previous levels. For

example, at Level 5 employees need the skills from Levels 3, 4, and 5. Examples are included with

each level description.

When deciding what level of the Applied Mathematics skill employees need for the tasks they do

at work, consider the following questions:

How is the information presented? That is:

� Is it presented in the same order that it is needed?

� Is it necessary to change the order that the information is in before the math can be

performed?

Is all the information needed for solving the problems provided? That is:

� Is all the information presented in the right form?

� Is it necessary to do some calculations to get some of the important information?

� Does the problem require a formula?

� Does the information need to be taken from a graphic?

What kind of mathematical operations do employees perform? That is:

� Can the math problem be completed in one step?

� Does the problem need to be done in several steps?

� Is it necessary to convert measurements from one form to another, either within or between

systems of measurement?

Applied Mathematics Level 3

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Level 3 problems can easily be translated from a word problem to a math equation. All the needed

information is presented in a logical order and there is no extra information given.

When employees use Level 3 Applied Mathematics skills on the job, they can:

� Solve problems that require a single type of mathematical operation. They add or subtract

either positive or negative numbers (such as 10 or -2). They multiply or divide using only

positive numbers (such as 10).

� Change numbers from one form to another. For this they use whole numbers (such as 10),

fractions (such as ), decimals (such as 0.75), or percentages (such as 12%). For example,

they can convert to 80%.

� Convert simple money and time units (for example, hours to minutes and vice versa).

For example, at this level employees can add the prices of several products to reach a total, and they

can make the correct change for a customer.


At Level 4, tasks may present information out of order and may include extra, unnecessary

information. A simple chart, diagram, or graph may be included.

When employees use Level 4 Applied Mathematics skills on the job, they can use the skills

described at Level 3, and they can:

� Solve problems that require one or two operations. They may add, subtract, or multiply using

several positive or negative numbers (such as 10, -2), and they may divide positive numbers

(such as 10).

� Figure out averages (such as ), simple ratios (such as ), simple proportions (such as

cases), or rates (such as 10 mph). For this they use whole numbers and decimals.

� Add commonly known fractions, decimals, or percentages (such as , .75, or 25%).

� Add three fractions that share a common denominator (such as + + ).

� Multiply a mixed number (such as 12 ) by a whole number or decimal.

� Put the information in the right order before they perform calculations.

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For example, at this level, employees can figure out sales tax or a sales commission on a

previously calculated total, and they can find out rates of use or business flow.


Level 5 tasks require several steps of logic and calculation. For example, at this level employees

may complete an order form by totaling an order and then computing tax.


described at Levels 3 and 4, and they can:

� Decide what information, calculations, or unit conversions to use to find the answer to a

problem.

� Look up a formula and change from one unit to another in a single step within a system of

measurement (for example, converting from ounces to pounds).

� Look up a formula and change from one unit to another in a single step between systems of

measurement (for example, converting from centimeters to inches).

� Calculate using mixed units, such as adding 3.50 hours and 4 hour 30 minutes.

� Divide negative numbers (such as -10).

� Identify the best deal by doing one- and two-step calculations and then comparing the

results to determine the solution that meets the stated conditions.

� Calculate perimeters and areas of basic shapes like rectangles and circles.

� Calculate percent discounts or markups.


Level 6 tasks may require considerable translation from verbal form to mathematical expression.

They generally require considerable setup and involve multiple-step calculations.


described at Levels 3, 4, and 5, and they can:

� Use fractions with unlike denominators, reverse percentages, or multiply two mixed

numbers.

� Rearrange a formula before solving a problem (for example, 8X = 20 � X = ).

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� Look up and use two formulas to change from one unit to another unit within the same

system of measurement (for example, 1 cup = 8 fluid ounces; 1 quart = 4 cups).

� Look up and use two formulas to change from one unit in a system of measurement to a

unit in another system of measurement (for example, 1 mile = 1.61 kilometers;

1 liter = 0.264 gallons).

� Find mistakes in problems that belong at Levels 3, 4, and 5.

� Find the best deal and use the result for another calculation.

� Find the area of basic shapes (rectangles and circles) when it may be necessary to

rearrange the formula, convert units of measurement in the calculations, or use the result in

further calculations.

� Find the volume of rectangular solids.

� Calculate multiple rates (such as by comparing production rates or pricing plans).


At Level 7, the task may be presented in an unusual format and the information presented may be

incomplete or implicit. Tasks often involve multiple steps of logic and calculation.


described at Levels 3, 4, 5, and 6, and they can:

� Solve problems that include nonlinear functions (such as rate of change) and/or that

involve more than one unknown.

� Find mistakes in Level 6 problems.

� Convert between systems of measurement that involve fractions, mixed numbers,

decimals, or percentages.

� Calculate multiple areas.

� Calculate volumes of spheres, cylinders, or cones.

� Set up and manipulate complex ratios or proportions.

� Determine the better economic value of several alternatives by using graphics or by finding

a percentage difference or a unit cost.

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� Apply basic statistical concepts such as measures of central tendency (e.g., mode, median,

and weighted mean).

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APPLIED TECHNOLOGY SKILL WorkKeys Applied Technology is the skill people use when they solve problems with machines

and equipment found in the workplace. This skill includes four areas of technology: electricity,

mechanics, fluid dynamics, and thermodynamics. Employees need to know the basic principles of

each area, as described below.

Electricity involves the flow of electrons. Employees need to know how electrical current moves

through a circuit or a system and how electricity affects a circuit or system. For example, they need to

know how to control current and resistance.

Mechanics involves the way solid things move and how leverage, force, friction, and momentum

affect that motion. Employees need to solve problems with simple machines, complex machines, and

mechanical systems.

Fluid dynamics involves the way fluids (liquids and gases such as water and air) move through

systems. Employees need to use this knowledge to solve problems with plumbing, hydraulics, or

pneumatics (compressed gas).

Thermodynamics involves the movement of heat. Employees need to know which substances warm

up quickly when heated and which ones warm up more slowly. For example, air heats faster than

water. They also need to know how specific heat works. That is, they need to know how different

materials hold heat for different amounts of time. They need to solve problems with refrigeration,

heating, air conditioning, and phase changes.

Applied Technology Skill Continued

The Applied Technology skill focuses on reasoning, not math. Therefore, employees do not need

to make calculations or use formulas to solve problems.

When employees use the Applied Technology skill, they may:

� Analyze a problem by identifying the problem and its parts.

� Decide which parts of a problem are important.

� Decide on the order to follow when dealing with the parts of the problem.

� Apply existing tools, materials, or methods to new situations.

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There are four levels of difficulty. Level 3 is the least complex and Level 6 is the most complex.

The levels build on each other, each incorporating the skills assessed at previous levels. For example,

Level 5 includes the skills used at Levels 3, 4, and 5. Individual situations may involve only one area

of technology, but each skill level requires employees to know the basic principles of all four areas at

that skill level.

When considering the level of Applied Technology skill needed for the tasks employees complete

on the job, you should think about the complexity of the system and the physical principles involved.

You might consider the following questions:

How complex is the system? That is:

� Is the system one simple object or several objects working together?

� Are tools or test equipment involved?

� How much extra information is included?

How complicated is the troubleshooting task? That is:

� How many components of the system are involved?

� Are the underlying principles elementary or complex?

� Is more than one area of technology involved?

Applied Technology Level 3

Level 3 tasks are straightforward because the situations include the following characteristics:

� They involve one simple system (such as a sprinkler) that generally has two to five

components.

� They show clear physical symptoms and usually have only one variable.

� They include all the needed information.

� They use only basic technical terms (such as loosen, temperature, and flow).

When employees use Level 3 Applied Technology skills on the job, they can:

� Identify how basic tools (such as hammers and wrenches) work.

� Identify how simple machine parts work (such as how turning a screw clockwise drives it

into wood).

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� Apply basic principles to solve problems involving a simple system (for example, friction

creates heat).

� Solve basic problems (for example, using heat to loosen a metal nut stuck to a bolt or using

a rubber washer to stop a leak at a hose connection).

� Identify the clear physical symptom (such as an oil leak, a stopped shaft, or warm coils)

that points to the potential source of a problem.

� Identify the best solution after getting rid of clearly unsuitable options.


Level 4 tasks are moderately complex because the situations include the following characteristics:

� They can involve two or more simple systems that work together (such as a timer and

sprinkler) or one moderately complex system (such as plumbing for a sink). These

systems have up to ten components.

� They can involve one or two variables.

� They present all the information that is needed but may contain extra information.

� They include less common technical terms that are defined (such as heat exchanger and

circuit breaker).

When employees use Level 4 Applied Technology skills on the job, in addition to the skills at

Level 3, they can:

� Understand the operation of moderately complex tools (such as gear pullers) and

diagnostic equipment (such as continuity testers).

� Understand the operation of moderately complex machines and systems. These can

include appliances, pulley-driven equipment, or piping systems that carry more than one

fluid. For example, they can find the drive wheel shown on a diagram of a tape player.

� Apply less obvious basic principles to solve problems within physical systems (moving air

cools a warm object).

� Solve moderate problems such as installing a valve to manage oil flow or using a block to

improve the leverage of a pry bar.

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� Eliminate physical symptoms that do not point to the source of a problem by choosing

which information is important and ignoring information that is clearly extra.

� Identify the best solution after getting rid of other unsuitable options.


Level 5 tasks can be moderately complex or of advanced difficulty because the situations include

the following characteristics:

� They can involve two or more simple tools or systems that affect each other or a complex

system (such as the plumbing in a house) that includes several components (such as drains,

hot and cold water lines, and valves). These systems perform somewhat complex

operations and generally have more than ten components.

� They can involve two or three variables.

� They may require the use of technical knowledge (for example, condensing coils should be

warm and evaporating coils should be cool) and often include extra information.

� They use technical terms, which may be clearly defined or whose meaning may be implied

in the context and illustrations.

When employees use Level 5 Applied Technology skills on the job, in addition to the skills at

Levels 3 and 4, they can:

� Understand the operation of moderately complex tools (such as cutting torches and drill

presses) and diagnostic equipment (such as ohmmeters, micrometers, or thermometers) and

choose the best tool for the task.

� Understand the operation of complex machines and systems, such as gasoline engines,

dishwashers, freezers, and building electrical systems.

� Apply two or more principles of technology (within one area or in two or more areas) as

they interact in moderately complex systems (heat from friction causes components to

expand).

� Solve moderate and advanced problems, such as how to change the speed of pulley-driven

machines, protect electric circuits from overload, place fans in the best position, or find a

problem in a hydraulic cylinder.

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� Eliminate physical symptoms that do not lead to the source of a problem by choosing

which information is important and ignoring extra information. To do this, it is necessary

to use clues to find the source of a problem. For example, the smell of hot rubber near a

conveyor might indicate a loose drive belt.

� Identify the best solution after getting rid of other suitable options.


Level 6 tasks are advanced because the situations include the following characteristics:

� They involve complex tools or systems (such as the water system of a new subdivision)

with more than ten components and they include large amounts of information.

� They present a variety of possible sources of problems that are subtle and difficult to

diagnose.

� They may involve many variables at the same time.

� They require the use of technical, although not job-specific, knowledge (for example, how

an electromagnetic relay operates) and contain considerable extra information.

� They use technical terms, which may be clearly defined or whose meaning may be implied

in a complex context and illustrations.

When employees use Level 6 Applied Technology skills on the job, in addition to using the skill at

Levels 3, 4, and 5, they can:

� Understand the operation of complex tools (such as an arc welder or compound miter saw)

and diagnostic equipment (such as an oscilloscope) and choose the best tool for the task.

� Understand the operation of complex machines and their components (for example,

hydraulic lifts, automobiles, and water treatment facilities).

� Apply two or more principles of technology (within one area or in two or more areas) as

they interact in complex systems. For example, fluids, like refrigerant, are often subjected

to phase changes in order to move greater amounts of heat.

� Solve advanced problems where a variety of mechanical, electrical, thermal, or fluid faults

could be the reason for the problem.

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� Eliminate physical symptoms that do not lead to the source of a problem by choosing

which information is important and ignoring extra information. To do this, it is necessary

to use less obvious clues to find the source of a problem. For example, discolored oil may

mean a faulty gasket is allowing moisture into an engine.

� Test possible hypotheses to ensure the problem is diagnosed correctly and the best solution

is found. This is necessary when systems have difficult problems that could be caused by a

variety of mechanical, electrical, thermal, or flow faults.

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BUSINESS WRITING SKILL WorkKeys Business Writing is the skill people use when they write an original response to a

work-related situation. Components of the Business Writing skill include sentence structure,

mechanics, grammar, word usage, tone and word choice, organization and focus, and development of

ideas.

The main requirement of workplace writing is clarity. Employers want their employees’ written

communications to be direct, grammatically correct, and easy to read. Careless errors may lead the

reader to believe there are also errors in the facts, and the writer loses credibility and trustworthiness.

WorkKeys Business Writing requires standard business English, defined as writing that is direct,

courteous, grammatically correct, and not overly casual.

There are five skill levels. Level 1 is the least complex and Level 5 is the most complex. At each

new level, employees demonstrate more competent writing skills than those used at the previous levels.

For example, Level 3 builds upon the skills used at Levels 1 and 2. With the increased skills at each

level, the writing that employees produce communicates more clearly and smoothly as they move to

Level 5. At the same time, errors become less frequent and less serious.

When you evaluate a job to see what skill level employees need for completing their tasks,

consider the following questions:

� To what extent do the ideas need to be developed? Should the writing include relevant

supporting examples and details, or should there just be a focus on the main ideas

themselves?

� How important is the writing style? Does the writing have to flow smoothly, or can it be

choppy as long as the writer’s thoughts are successfully communicated?

� Is it necessary to have a professional tone? Does the writing need to be formal, or is it all

right to be casual?

� How important are the writing mechanics and grammar? Is it important for all the

grammar, punctuation, and spelling to be correct, or are errors acceptable as long as the

ideas get across?

Business Writing Skill Continued

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When measuring the WorkKeys Business Writing skill, we focus on the writing a person can

produce without help from a dictionary, a spelling or grammar checker, another person, or any other

aids. As you decide which writing skills employees need on the job, you need to consider what kind of

writing they must produce.

� The assigned skill level will be higher if the writing must be polished and well developed,

but the writer does not have the chance to get help from a dictionary, a spelling or grammar

checker, another person, or any other aids.

� The assigned skill level will be lower if the final product must be polished and well

developed, but the writer has the chance to use writing aids.

� The assigned level will also be lower if the important thing is to convey the information,

and what the writing looks like is not as important.

After this skill description, the skill levels are described individually. Sample responses are also

provided, and each sample is followed by an explanation of why the response is at the specified level.

Business Writing Level 1

Employees with Level 1 skills can write responses in English. However, a large number of errors

make the response very difficult to understand.

When employees use Level 1 Business Writing skills on the job, they produce writing:

� That consists of incomplete sentences the majority of the time.

� That includes a large number of major grammatical, mechanical, and word usage errors

that interfere with communication.

� That has rude or overly casual language, tone, and style that may be inconsistent with

standard business English.

� That has no organization.

� That attempts to communicate their ideas but provides little or no development or support.


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Employees with Level 2 skills can write responses that are generally understandable. When

employees use Level 2 Business Writing skills on the job, they can produce writing:

� That has some complete sentences, although some sentences may be simple or repetitive.

� With enough correct mechanics, word usage, and grammar to convey an idea, although

many errors may somewhat interfere with comprehension.

� That has rude or overly casual language, tone, and style that may be inconsistent with

standard business English.

� With some organization, but with an unclear focus. They use few or no transitions.

� With ideas that are generally understandable but that are not expanded.


Employees with Level 3 skills can write clear responses. The writing may include incorrect

structure, some errors in grammar and punctuation, and adequate development, although the ideas may

be limited.

When employees have Level 3 Business Writing skills on the job, they produce writing:

� With most of the sentences complete. Some variety and complexity are attempted.

� With few mechanical, grammatical, and word usage errors so that the response is

adequately conveyed, but may be repetitive. Spelling is generally correct.

� With style and tone that are generally consistent with standard business English. The

writing may have somewhat casual language, but does not contain rude language.

� That exhibits some organization but that may lose focus at some point. Transitions are

simple.

� That has adequate development of ideas, but which may be limited in depth and

thoroughness. Supporting examples tend to be general and details are relevant, but they

may be repetitive.

BuSiness Writing Level 4

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At Level 4, employees write responses that are clear, with almost no errors. When employees

have Level 4 Business Writing skills on the job, they produce writing:

� With all sentences complete and generally varied in length and complexity.

� With very few mechanical, grammatical, and/or word usage errors. These do not interfere

with communication. Word usage is precise and varied.

� With style, tone, and language that are consistent with standard business English (the

writing contains no rude or overly casual language).

� That is organized and maintains consistent focus. Transitions are effective, if not

especially varied.

� That has most of the ideas developed well with relevant supporting examples and details.


At Level 5, employees write responses that are clear, precise, and generally free of errors. The

writing communicates in a professional, courteous manner.

When employees have Level 5 Business Writing skills on the job, they produce writing:

� That uses complete sentences that are varied in length and complexity.

� With few or no errors in grammar an/or mechanics. Any errors present do not interfere

with communication. They write with word usage that shows considerable precision and

variety.

� With style, tone, and language that are consistent with standard business English (the

writing contains no rude or overly casual language).

� That is smoothly organized and that maintains clear and consistent focus from beginning to

end. Transitions are varied and effective, creating a seamless flow of ideas.

� That has well-developed ideas elaborated on with relevant supporting examples and

specific details. The writing shows insight, perception, and depth.

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LISTENING SKILL WorkKeys Listening is the skill people use when they receive verbal information in the workplace

to relay to another person. To require the Listening skill, tasks must include the following:

� Work-related information is given verbally to an employee.

� The employee writes down the information.

� The written information is given to another person, who must be able to act upon it as

required.

There are 5 levels of difficulty. Level 1 is the least complex and Level 5 is the most complex. At

each new level, employees need to demonstrate more competency than at previous levels. For

example, at Level 1, employees need to write down a few pieces of straightforward information. As

the individuals’ skills move toward Level 5, the messages they relay will include:

� Primary information, so the person who receives the message can act on it.

� Supporting information that further explains the message.

� The correct relationships among the pieces of information.

At Level 5, additional information about the speaker’s tone or attitude may also be included.



How difficult is the message to understand?

� How many people are talking?

� Is the message short and straightforward?

� Does the message include a lot of information?

� Are there many subtle cues?

How complicated is the task?

� How much information do employees have to include in one message?

� How important is it for employees to provide complete and accurate information?

� Do employees need to provide information about the tone or attitude of the speaker?

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Listening Level 1

When employees use Level 1 Listening skills on the job, they can:

� Write down at least one piece of primary information that is correct.

� Write down the gist of the situation (a minimal grasp of the message) or include clues to

sources of further information.

Listening Level 2


� Write down one or more pieces of primary information that are correct, but they may also

include primary information that is incorrect.

� Write down a correct sketch of the situation, including both the gist of the situation and

clues to sources of further information.

Listening Level 3


� Write down most of the primary information and what is present is correct, but the

message may be missing one or two pieces of primary information.

� Correctly show the relationships among the pieces of primary information so that the

reader can take appropriate action without getting more information.

Listening Level 4


� Write down all the primary information and it is correct.

� Include some supporting information that is correct or, if incorrect, does not interfere with

the central message.

� Correctly show the relationships among the pieces of primary information.

Listening Level 5


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� Correctly write down all of the pieces of primary information.

� Use accurate and relevant supporting information to convey insight into the particular

situation that the message represents. This may include information regarding the

speaker’s tone or attitude.

� Accurately show the relationships among pieces of information in the message.

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LOCATING INFORMATION SKILL The WorkKeys Locating Information skill is the skill people use when they work with workplace

graphics such as charts, graphs, tables, forms, flowcharts, diagrams, floor plans, maps, and instrument

gauges. Employees use this skill when they find information in a graphic or insert information into a

graphic. They also use it when they compare, summarize, and analyze information found in related

graphics.

There are four levels. Level 3 is the least complex and Level 6 is the most complex. At

each new level, employees need more demanding skills in addition to the skills used at the previous

levels. For example, Level 5 includes the skills used at Levels 3, 4, and 5. At

Level 3, employees look for information in simple graphics and fill in information that is missing from

simple graphics. At Level 6, employees may use the information in one or more complex graphics to

draw conclusions and make decisions. The complexity can also increase as the quantity and/or density

of the information increases.

When considering the level of Locating Information skill needed for the tasks employees complete

on the job, you should think about the difficulty of both the graphics and the task. You might consider

the following questions:

How difficult are the graphics? That is:

� How many graphics are used?

� Are the graphics simple or complicated?

� Do the graphics use elementary, common language or do they include unfamiliar technical

terms or symbols?

� How many extra details are included?

How complicated is the employee’s task when using the graphics? That is:

� Is it only necessary to use information that is stated clearly?

� Does the information in the graphics need to be summarized or compared?

� Is the information in the graphics used to draw conclusions or make decisions?

Locating Information Level 3

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Level 3 workplace graphics are elementary. They may be simple order forms, bar graphs, tables,

flowcharts, maps, instrument gauges, or floor plans. At Level 3, employees use one graphic at a time.

When employees use Level 3 Locating Information skills on the job, they can:

� Find one or two pieces of information in a graphic.

� Fill in one or two pieces of information that are missing from a graphic (for example, they

might fill in a bill number on a form).


Level 4 workplace graphics are straightforward. They may be basic order forms, diagrams, line

graphs, tables, flowcharts, instrument gauges, or maps. At Level 4, employees may work with one or

two graphics at a time.

When employees use Level 4 Locating Information skills on the job, they can use the skills

described at Level 3, and they can:

� Find several pieces of information in one or more graphics.

� Understand how graphics are related to each other (for example, they might use a parts

table and shipping ticket together).

� Summarize information from one or more straightforward graphics (for example, they

might find how many oak trees in an inventory table are taller than four feet).

� Identify trends shown in one or more straightforward graphics (for example, they might

use a line graph to find how sales of a product change from one month to another).

� Compare information and trends shown in one or more straightforward graphics.


Level 5 workplace graphics are complicated. The graphics are sometimes in a less common

format (such as a three-dimensional bar graph). They may be detailed forms, tables, graphs, diagrams,

maps, or instrument gauges. At Level 5, employees may work with one or more graphics at a time.


described at Levels 3 and 4, and they can:

� Sort through distracting information (that is, information in a graphic that may not be

useful for the current task).

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� Summarize information from one or more detailed graphics (for example, they might find

the maple trees in an inventory table that are taller than four feet, are less than $50, and are

in the sales region).

� Identify trends shown in one or more detailed or complicated graphics (for example, they

might use a detailed line graph to find how sales of five separate products changed form

March to July).

� Compare information and trends from one or more complicated graphics.


Level 6 workplace graphics are very complicated. They contain large amounts of information and

may have challenging formats (such as a wiring diagram, airplane control chart, or contour map).

They may be very detailed graphs, charts, tables, forms, maps, and diagrams. At Level 6, employees

may work with one or more graphics at a time, and connections between the graphics may be subtle.


described at Levels 3, 4, and 5, and they can:

� Draw conclusions based on one complicated graphic or several related graphics.

� Apply information from one or more complicated graphics to specific situations (for

example, using multiple schedule forms and clinic maps, they might find times for several

people to visit doctors, clinicians, and labs in various parts of a large hospital).

� Use the information to make decisions (for example, they might use handling forms,

facility maps, and storage guidelines to figure out where to put a product that is highly

flammable and/or corrosive).

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READING FOR INFORMATION SKILL WorkKeys Reading for Information is the skill people use when they read and use written text in

order to do a job. The written texts include memos, letters, directions, notices, bulletins, policies, and

regulations. It is often the case that these workplace communications are not necessarily well written

or targeted to the appropriate audience. Reading for Information materials do not include information

that is presented graphically, such as in charts, forms, or blueprints.


The levels build on each other, each incorporating the skills assessed at the preceding levels. For

example, at Level 5, employees need the skills from Levels 3, 4, and 5. The reading materials at Level

3 are short and direct. The material becomes longer, denser, and more difficult to use as readers move

toward Level 7. The tasks also become more complex as readers move from Level 3 to Level 7. At

Level 3, readers begin by finding very obvious details and following short instructions. At the more

complex levels, tasks can also involve more application and interpretation.

When you consider what level of Reading for Information skill is needed for the tasks employees

complete on the job, you might consider the following questions:

How difficult are the materials? For example:

� Are the sentences short, simple, and clear; or are they complex and possibly even

confusing?

� Do the materials use only common words; or do they include difficult words, jargon, and

words used in unfamiliar ways?

� How much extra information is included?

How complicated is the task? For example:

� Is it only necessary to use information that is stated clearly?

� Is it necessary to draw conclusions based on the reading materials before using the

information?

� Do the employees need to apply the information to a situation exactly like the one

described in the materials or to one that is quite different?

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Reading for Information Level 3

Level 3 reading materials include basic company policies, procedures, and announcements. They

are short and simple, with no extra information. Employees read the materials to find out what they

should do. All the information they need is stated clearly and directly, using easy words and

straightforward sentences.

When employees use Level 3 Reading for Information skills on the job, they can:

� Pick out the main ideas and clearly stated details.

� Choose the correct meaning of a word when the word is clearly defined in the reading.

� Choose the correct meaning of common everyday and workplace words (such as employee,

timecard, office).

� Choose when to perform each step in a short series of steps.

� Apply instructions to a situation that is the same as the one they are reading about (such as

knowing what button to push first after reading instructions on how to run a copy

machine).


Level 4 reading materials include company policies, procedures, and notices. They are

straightforward, but have longer sentences and contain a number of details. These materials use

common words, but do have some harder words, too. They describe procedures that include several

steps. When following the procedures, employees must think about changing conditions that affect

what they should do.

When employees use Level 4 Reading for Information skills on the job, in addition to using Level

3 skills, they can:

� Identify important details that may not be clearly stated.

� Use the reading material to figure out the meaning of words that are not defined for them.

� Apply instructions with several steps to a situation that is the same as the situation in the

reading materials.

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� Choose what to do when changing conditions call for a different action. For example, they

can follow directions that include “if-then” statements.


At Level 5, policies, procedures, and announcements have many details. The information that

employees need to finish a task is stated directly, but it is hard to understand because of the way it is

worded. The materials include jargon, technical terms, and acronyms or words that have several

meanings. The employee must consider several factors in order to identify a course of action that will

accomplish their goals.

When employees use Level 5 Reading for Information skills on the job, in addition to using the

skills described at Levels 3 and 4, they can:

� Figure out the correct meaning of a word based on how the word is used.

� Identify the correct meaning of an acronym that is defined in the document.

� Identify the meaning of a technical term or of jargon that is defined in the document.

� Apply technical terms and jargon and relate them to stated situations.

� Apply straightforward instructions to a new situation that is similar to the one described in

the material.

� Apply complex instructions that include conditionals to situations described in the

materials.


Level 6 materials include elaborate procedures, complicated information, and legal regulations

found in all kinds of workplace documents. They use complicated sentences with difficult words,

jargon, and technical terms. Most of the information is not clearly stated.


skills described at Levels 3, 4, and 5, they can:

� Identify implied details.

� Use technical terms and jargon in new situations.

� Figure out the less common meaning of a word based on the context.

� Apply complicated instructions to new situations.

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� Figure out the principles behind policies, rules, and procedures.

� Apply general principles from the materials to similar and new situations.

� Explain the rationale behind a procedure, policy, or communication.


At Level 7, the reading materials are very complex. The information includes a lot of details, and

the concepts are complicated. The vocabulary is difficult. Unusual jargon and technical terms are

used, but they are not defined. The writing often lacks clarity and direction. Readers must draw

conclusions from some parts of the reading and apply them to other parts.


skills at Levels 3, 4, 5, and 6, they can:

� Figure out definitions of difficult, uncommon words based on how they are used.

� Figure out the meaning of jargon or technical terms based on how they are used.

� Figure out the general principles behind the policies and apply them to situations that are

quite different from any described in the materials.

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TEAMWORK SKILL WorkKeys Teamwork is the skill people use for choosing behaviors and actions that both lead

toward the accomplishment of work tasks and support the relationships between team members. A

team is defined as any workplace group with a common goal and ownership of shared

responsibility in achieving that goal.

There are four levels of difficulty. Level 3 is the least complex and Level 6 is the most complex.

At Level 3, employees have a number of teamwork-related skills already in place. The levels build on

each other, each incorporating the skills assessed at the preceding levels. For example, Level 5

includes the skills used at Levels 3, 4, and 5.

Skill levels depend on two things: the complexity of the work situation and the task that the

employee is asked to perform. When you think about what level of Teamwork skill is needed for the

tasks that employees complete on the job, consider the following:

� How clear are the goals and consequences of the team’s actions?

� How available are the resources needed (e.g., time, people, and supplies)?

� How many problems and alternative solutions exist?

� How challenging is it for team members to work toward the goals?

Teamwork Level 3

At Level 3, the employee is faced with simple work situations involving a single, recognizable

problem, goals and consequences are clear, resources are readily available, and the team members get

along well.

When employees use Level 3 Teamwork skills on the job, they can:

� Recognize team goals that are clear.

� Show acceptance of team goals by working cooperatively with other team members.

� Identify recognizable problems and their causes.

� Persist in solving problems, seeing them through until completion.

� Accept membership in the team, such as by supporting and soliciting the input of others.

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� Demonstrate a positive attitude, respond appropriately to praise, and give positive

feedback.

� Display trust in other team members by asking for help or showing confidence that the

team will complete the task.

� Be dependable in completing their tasks correctly and on time.

Teamwork Level 4

At Level 4, the employee must deal with work situations that involve several problems or sources

of difficulty. The goals and consequences are not altogether clear, some resources may not be

available, and/or team members have competing concerns.


� Use the skills described at Level 3.

� Organize and schedule tasks.

� Generate alternatives to solve problems or accomplish tasks.

� Show a commitment to quality by their desire to do a good job.

� Be sensitive to customer needs by effectively interpreting both verbal and nonverbal

communication.

� Take direction from team members and respond to feedback in a way that furthers team

relations and task accomplishment.

� Demonstrate respect for other team members by asking honest questions and accepting

feedback appropriately.

� Show an appreciation for the diversity among team members by recognizing and

respecting individual differences.

Teamwork Level 5

At Level 5, the work situations involve many subtle and competing problems, team goals and

consequences are unclear, resources are limited, and/or team relationships are uncertain due to team

members’ competing concerns and needs.


� Use the skills described at Levels 3 and 4.

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� Exhibit good decision-making and analyzing skills that indicate an ongoing process of

identifying problems, proposing alternatives, examining the likely consequences of

reasonable alternatives, selecting the best course of action, and monitoring the operation.

� Delegate responsibility by weighing opinions and ideas and assigning responsibilities in

ways that reflect the talents and needs of each team member.

� Show leadership by both giving direction to other team members and taking direction from

them as the situation demands.

� Empower other team members by making each other responsible for reaching the goal and

considering all points of view.

� Display initiative by doing what is required and showing willingness to try new tasks or

methods.

� Be properly assertive in explaining personal beliefs honestly and with sincerity.

Teamwork Level 6

At Level 6, the work situations involve complex problems and sources of difficulty, team goals

and/or consequences conflict, resources are limited or not available, and/or team relationships are

changeable due to team members’ varying levels of commitment, cooperation, or disagreement.


� Use the skills described at Levels 3, 4, and 5.

� Identify and organize the various parts of a problem or task, order them, and determine

who will be responsible for them.

� Create and revise team goals by moving from one objective to another, depending on the

situation.

� Coordinate multiple parts of a task (which include materials, staffing, transportation, time,

and different types of personalities) to help the team meet its goals.

� Be flexible in the roles they play on the team using active listening, questioning, and

directing behaviors.

� Resolve conflict among team members by using supportive behavior and language, and by

giving negative feedback in a constructive manner.

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� Build team cohesiveness by helping to create a feeling of unity within the team.

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WORKPLACE OBSERVATION SKILL WorkKeys® Workplace Observation is the skill that employees use to visually observe a

workplace event, notice details, and remember instructions, procedures, processes, and demonstrations

in order to generalize to workplace situations that may be similar or very different from what was

observed. Employees must pay careful attention to steps that are followed, to safety procedures, and to

quality-control standards.

There are five levels. Level 1 is the least complex and Level 5 is the most complex. The levels

build on each other, each incorporating the skills assessed at the previous levels. For example, Level 5

includes the skills used at Levels 1, 2, 3, 4, and 5. The skill level is determined by the complexity of

the situation being observed and the task(s) that employees are asked to do based on their observations.

At Level 1, employees must be able to recall information from a short, straightforward sequence with

few details, no distractions, and obvious differences from the standard. For example, they may need to

identify the next step in a series of steps. At Level 5, employees must be able to generalize

information from a complex situation to new situations in order to make accurate predictions or

anticipate changing variables. Distractions and differences are difficult to recognize.

A DVD shows examples of situations that belong at each skill level. When you consider what

skill level is needed for the tasks that employees complete on the job, think about the following things:

How complex is the procedure being observed and remembered?

� Is it logical or illogical, familiar or new, commonplace or unique, straightforward or

complicated?

� How much information is involved, and are the procedure’s parts independent or

interactive?

� How much distracting information is there?

� Are extra details likely?

� How difficult is it to detect differences, discrepancies, or changes?

How difficult is the task that employees are asked to do?

� How much generalizing is the employee required to do? Are they identifying the next step

in a straightforward process or are they determining how a change will affect an outcome?

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� How subtle are the details or differences in the procedure to be noticed by employees? Are

these differences significant?

� Are employees required to apply instructions, demonstrations, procedures, or processes to

other situations?

� Do employees need to take changing conditions into account to choose the best course of

action?

Workplace Observation Level 1

At Level 1, employees follow a short, straightforward, and simple procedure with each step clearly

shown. The task is performed in a routine and predictable manner. There are no distractions and

differences are obvious. There are a few details, but no unnecessary details.

When employees use Level 1 Workplace Observation skills on the job, they can:

� Repeat a short, straightforward demonstration, process, pattern, or procedure

� Recognize an incorrect step (wrong order or not in process)

� Identify the next step in a series of steps

� Put steps in correct order

� Identify a missed or incorrect step

� Match placement or identify misplacement of components (e.g., follow instructions for

putting phone cord in proper location when packing a box)


At Level 2, employees interpret a straightforward procedure, but there is a condition (if – then or

cause-effect). Several possible things may happen and a specific response is provided for each one.

There are obvious and easily disregarded distractions. There are a few extra details and differences.


� Recognize cause and effect in a straightforward demonstration, process, pattern, or

procedure

� Filter out obvious distractions

� Identify the cause of a particular effect (e.g., alarm sounds when pressurized air is

released)

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� Recognize what to do next in a situation given a single condition

� Indicate action to be taken when there is an incorrect step identified


At Level 3, employees watch complex procedures that include several tasks that may occur at the

same time, interact, and change from one situation to another. More than one condition (if-then or

cause-effect) may be present. Several important details are presented, but a few are not clearly

prompted. Some distractions may make remembering details difficult. The employee may be asked to

apply information observed to other similar situations. Steps may seem similar, but differ based on

varying factors. A few differences may be present that are not clear.


� Identify course of action to take given more than one condition

� Distinguish steps that seem similar but are different based on varying factors

� Maintain attention to significant details with little prompting

� Recognize when steps can be combined and when they must be kept distinct

� Combine steps to achieve desired result

� Identify differences and/or details that are not clear

� Select, interpret, and integrate the steps, in the correct order, within a complex process

� Apply information to a similar situation


At Level 4, employees must analyze and determine the basic principles before a process can be

generalized to a new situation. Several conditions are present that may influence the course of action.

Strong distractions compete for attention. Some steps may not be demonstrated (i.e., inferred). Some

of the differences are difficult to notice.

When employees use Level 4 skills on the job, they can:

� Make inferences from situational cues in a demonstrated process or procedure

� Derive steps that are missing from a partial or non-explicit pattern, process or procedure

� Apply complicated instructions to new situations

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� Decide which conditions apply to a new situation

� Determine the general principle underlying the condition, process, or procedure

� Determine what comes next (e.g., tiling a floor and figuring out the next placement in the

pattern)

� Break down a given process and apply results to unfamiliar processes to complete a task or

diagnose a problem

� Use situational cues to determine steps to be taken


At Level 5, employees evaluate a new situation with multiple conditions and then choose the best

course of action. General principles may be difficult to determine and may need to be applied

differently in order to achieve a desired outcome. The situation requires innovation and the level of

abstraction may be high. Distractions are present that appear to be relevant but are not. Differences

are difficult to recognize and/or evaluate.

When employees use Level 5 skills on the job, they can:

� Determine the best course of action by applying principles to a new situation and/or when

the information is not complete.

� Make accurate predictions based on what has been observed (e.g., what is the likely result).

� Consider the implications of a process or procedure and how they will affect outcomes.

� Prioritize appropriately (identify aspects of process that should be given priority under

certain circumstances, identify parts of the process that can be omitted in different

circumstances)

� Identify ways to improve the process

� Evaluate whether something is or is not a distraction

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WRITING SKILL The WorkKeys Writing skill is the skill people use when they write messages to relay workplace

information between people.


At each new level, employees need to demonstrate more competency than they do at the previous

levels. For example, Level 3 builds upon the skills used at Levels 1 and 2. With the increased skill

required at each level, the writing that employees produce communicates more clearly as they move to

Level 5.



� How important are the writing mechanics and grammar? Is it important for all the

grammar, punctuation, and spelling to be correct, or are errors acceptable as long as the

message gets across?

� How important is the writing style? Does the writing have to flow smoothly, or can it be

choppy if the message is communicated?

� Is it necessary to have a professional tone? Does the writing need to be formal, or is it all

right to be casual?

When measuring the WorkKeys Writing skill, we focus on the writing a person can produce

without help from a dictionary, a spelling or grammar checker, another person, or any other aids. As

you make your decision about the writing skills employees need on the job, you need to consider what

kind of writing they must produce.

� The assigned level will be higher if the writing must be polished and formal, but the writer

does not have the chance to get help from a dictionary, a spelling or grammar checker,

another person, or any other aids.

� The assigned level will be lower if the final product must be polished and formal, but the

writer has the chance to use writing aids.

� The assigned level will also be lower if the important thing is to convey the message, and

what the message looks like is not as important.

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Writing Level 1

Level 1 writing is in English. The writing attempts to communicate information, but a large

number of errors make it very difficult to understand.

When employees use Level 1 Writing skills on the job, they produce writing:

� That consists of incorrect sentence structures the majority of the time.

� That includes a large number of major mechanical, grammatical, and word usage errors.

� That has rude or overly casual language that is not consistent with standard business

English.

� That has no organization.

Writing Level 2

Level 2 writing is generally understandable. When employees use Level 2 Writing skills on the

job, they produce writing:

� That has some correct sentence structure, although some sentences may require further

clarification.

� With enough correct mechanics, word usage, and grammar to convey an idea, although

many errors may interfere with comprehension.

� That may use casual language or slang rather than standard business English.

� That contains information that is on topic but lacks connections that would make it flow

easily.

Writing Level 3

Level 3 writing is clear. The writing may include incorrect sentence structure and a few errors in

grammar and punctuation.

When employees use Level 3 Writing skills on the job, they produce writing:

� With most of the sentences complete.

� With few mechanical, grammatical, and word usage errors so that the information is

adequately conveyed.

� That may be more casual than standard business English but never uses slang or is rude.

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� That exhibits some organization but may have inappropriate transitions and/or some

information out of logical order.

Writing Level 4

Level 4 writing is clear, with almost no errors. When employees use Level 4 Writing skills on the

job, they produce writing:

� With all sentences complete.

� With very few mechanical, grammatical, and/or word usage errors.

� That is professional in tone and consistent with standard business English most of the time.

� With adequate writing style but that may be somewhat choppy.

� That exhibits good organization with only minor transition or logical order problems.

Writing Level 5

Level 5 writing is clear, precise, and free of errors. The writing conveys the information in a

professional, courteous manner.

When employees use Level 5 Writing skills on the job they produce writing:

� That uses correct, complete sentences that are varied, smooth, and polished.

� That has no mechanical, grammatical, or word usage errors.

� That has a businesslike, courteous, and professional tone and uses language that is highly

consistent with standard business English.

� That has a smooth, flowing style.

� That presents the information in a logical order. For example, they may rearrange the

information so that the important part comes first.

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