Analysis sessions were used to develop the performance-based skill standards for the CPI technical workers. The skill standards are presented as "performance- based" in that they describe the required knowledge and skills as they are applied. The analysis sessions provided an opportunity for CPI technical workers to provide detailed input about their work and the attributes required to perform their work well. The DACUM process was used with a modification to standard practice to provide improved opportunities to explore required knowledge and skills in greater depth.
Analysis sessions were held in six locations to represent various geographical sections of the country as well as a variety of components of the industry:
Baton Rouge, Louisiana (November 1993)
Cincinnati, Ohio (December 1993)
Berkeley, California* (February 1994)
Newark, New Jersey** (March 1994)
Chicago, Illinois*(April 1994)
Research Triangle Park, North Carolina* (April 1994)
* Separate sessions for CLTs and PTOs
** CLTs only
A total of 83 workers participated in these sessions, 53 of whom were CLTs and 30 of whom were PTOs.
The outcomes of these sessions included:
7 Critical job functions identified for CLTs
6 Critical job functions identified for PTOs
10-15 Tasks identified for each critical job function
10-15 Technical performance-based skill standards identified for each critical job function
20-30 Employability performance-based skill standards identified for each occupation
- Computer skills
- Math and statistics skills
- General plant or laboratory skills
- Communication skills*
- Workplace skills*
* Comparable to the skills identified in the report titled "What Work Requires of Schools from the U.S. Department of Labor.
The data were validated by distributing sets of the information derived from the analysis sessions to about 500 people directly associated with the project or closely connected to CPI technical workers who, in turn, distributed copies to additional concerned individuals. A total of 431 responses were received by September 15, 1994. Many of these responses represented a group consensus, rather than the views of only one individual. All input was reviewed, and additions and revisions made. Importance factors on a scale of 1-5 for each skill standard were collected. This information will be used as a part of Phase II in developing educational responses.