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The McCroskey Vocational Quotient System (MVQS)Critical Variables Values Handbook for Analyzing Jobs

By

Billy J. McCroskey, PhD, CRE-D. CRV-D, CRC-R, ABVE-DConsultant: Kenneth L. Dennis, PhD, LP, LMFT, CRC, CRV-D

(C) Copyright 2003-2014 by Vocationology, Inc., All rights reserved. Ph: 763-560-7072

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The McCroskey Vocational Quotient System (MVQS)Critical Variables Values Handbook for Analyzing Jobs.

The McCroskey Vocational Quotient System (MVQS) Worker Trait Factor Critical Variables (CV) Theory for Job-Person Matching

Basic Tenants of MVQS Worker-Trait-Factor Critical Variables Theory:In keeping with Parson's Informal and the Formal Minnesota Theory of Work Adjustment . . .,1. The Nature of Man is Good. If employable, he or she will work within his or her given vocational assets and limitations.2. Given the opportunity, workers will move toward maximizing their Individual Vocational Potential and Earning Capacity,

as measured by their VQ, through reasonable career development over time.3. Earning Capacity is a function of overall job difficulty in terms of mental, physical, work context and environmental condition job

demands/worker trait requirements tempered by Age, Education, Past Relevant Work History, Successful Job Tenure, the Acquisition of Transferable Skills through General and Specific Work Experience, and the Laws of Supply and Demand.

4. Worker Earnings, in a specific job, change over time as a function of the length of Job Tenure in that job.5. Maximum Vocational Potential and Earning Capacity are measurable through VQ Analysis. It is best ascertained through

systematic MVQS Vocational Analysis of individual vocational functioning on the 24 Most Vocationally Significant, Critical Worker Trait-Level Requirement/Job Demand Levels, typically required by jobs for an individual to be successfully employed in such work.

6. The 24 most Vocationally Significant Critical Worker Traits are founded on 124 Elements, each with their own critical values. Critical Worker Trait Triangulation employing multiple independent Elements and consideration of reasonable accommodation yield reliable, valid job-person matching results.

7. Pre and Post effects of training, transferable skills development, as well as the adverse impact of injuries and disability on employability and earning capacity, are reflected in VQ changes over time.

8. Occupational Density in terms of variety of specific job types, number of workers within and across specific job types, current employment and yearly openings for specific job types within a given specific labor market area, increases in direct proportion to People Density within that specific labor market.

MVQS Specific Vocational Analysis Assumptions:1. If there is no reliable evidence to the contrary, the levels of individual functioning are assumed to fall at the 50th %ile of

vocational functioning relative to General Adult Working Population Norms. Thus, in the absence of relevant Medical, Psychiatric, Psychological or other reliable restrictions to the contrary, the Average Worker Profile on the MVQS 24 Critical Worker Trait Variables is assumed as the starting point for reliable MVQS Vocational Analysis. Additional relevant information may be ascertained through use of the highly reliable Vocational Diagnosis and Assessment of Residual Employability (VDARE) Maximum Least Demonstrated (MLD) Process, reliable Functional Capacities Assessment or Evaluation (FCA or FCE), or based on reliable, valid vocational tests and/or work samples. Other sources of useful information include relevant data obtained from High School Grades, Vocational Technical College, or other College transcripts, which reflect vocational assets and/or limitations.

2. Unless specifically restricted by reliable evidence, the Average Worker can tolerate work situations requiring any, or all, of the 11 Temperaments, either singularly, or in any of the 146 possible Worker Temperament Trait combinations required by any of the 12,975 Occupations described in the McDOT Dictionary of Occupational Titles - 6th Ed. Revised Updated & Extended (McCroskey, 2003).

3. Critical Worker Trait Variables are modifiable from Middle Average based on reliable, valid test results, school grades, college transcripts, functional capacities evaluation, and relevant medical, psychiatric or psychological reports containing relevant vocational functioning/restrictions data, which the Vocational Analyst translates into vocational assets or limitations, as the case may be, relative to functional levels of Job Requirements on one or more of the 24 Critical Worker Traits.

4. Worker Temperaments are modifiable in a downward direction, if specifically restricted by a reliable source, with specific relevant knowledge of the individual's vocational temperaments.

5. Worker Earnings in jobs tend to increase over time as a function of successful Job Tenure in those jobs.6. The Critical Values for Critical Worker Trait Variables listed on the next 21 pages are provided as starting point

indicators, with, or without, assumed reasonable accommodation. They may require further adjustment based on reliable evidence and reasoned clinical judgment by qualified experts.

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The 24 Critical Worker Traits, 11 Critical Temperament Traits and Related Trait Elements Used in VDARE Job-Person Matching

The 24 Critical Worker Traits

There are 24 Critical Worker Trait Variables, which have been found to be most vocationally significant in the prediction of labor market access and earning capacity. We cover 144+ variables in this book. The first 24 trait-level variables, where the most reliable job-person matching occurs, represent composites of element-level variables. Under Critical Variables Theory, it is possible to determine which element variables are most critical in predicting a given worker's employment and earning capacity potential profile. Those are included in the Critical Variables presented here. Significant traits from Reasoning (R) to Strength (PD1) are covered in individual chapters in the VDARE Transferable Skills Job-Person Matching Program (McCroskey. 2012). The remaining variables are grouped and covered in chapters in the VDARE Manual in the VDARE Program (McCroskey, 2014) under these headings:

1. PHYSICAL DEMANDS (HAJ Traits)2. ENVIRONMENTAL CONDITIONS (HAJ Traits)3. PREDICTIVE VARIABLES (based on HAJ Traits)4. WORKER ABILITIES (O*Net Elements)5. WORK CONTEXT) (O*Net Elements)6. TEMPERAMENTS (HAJ Tolerances)7. HANDBOOK FOR ANALYZING JOBS (HAJ Worker Trait Elements)

MVQS Tools - Part 1: MVQS, VDARE and/or Volcano Job Identification Part 1 - is for locating and adding Past Relevant Work History to the MVQS Critical Variable (CV) Vocational Analysis inputs (Steps 1 and 2). It is also used to identify occupational expectancies such as Estimated Yearly Openings, Current Employment and Earning Capacity (Step 3) in the relevant County, State, Territory, or National Labor Market Area of interest. The Rehabilitation Economist Program covers 3,298 US and Canada Labor Market Areas. The McCroskey Dictionary of Occupational Titles - 2012 (McDOT; McCroskey, 2012) is the primary source of Occupational Requirements, Crosswalks and Related Information.

Yearly Openings and Current Employment Estimates are based on USDOL SOC Ratio data used in MVQS 2014 Prediction Matrices (McCroskey & Dennis, 2014). MVQS Matrices were originally based on Data Mining and Data Fusion of multiple sets of US DOL Work Orders (from an unbiased 15-State sample with 42% of the US Adult Worker Population), with 2001-02 data extracted from the US DOL Job Openings and Labor Turnover (JOLT) Study (based on a sample of 16 million US Employers), and SOC Wage Data (based on 91% of the US Labor Force) combined with MVQS Earning Capacity Link Relatives (ECLRs) and MVQS Geographic Location (GeoLoc) Population Projections for all 3,298 relevant U.S. or Canadian Labor Market Areas of Interest .

MVQS Tools - Part 2: MVQS VDARE and/or Volcano Critical Variables (CV) Vocational Analysis Part 2 - is for developing the individual's Worker Trait- and Element-Level Profile based on MVQS Critical Variables (CV) Vocational Analysis. Under MVQS CV Theory (McCroskey & Dennis, 2003),

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the program incorporates 35 a priori Critical Trait (N=24) and Temperament (N=11) Variable values for your consideration in MVQS CV Vocational Analysis of a specific individual.

MVQS CV Vocational Analysis assumes typical medical restrictions and vocational limitations commonly associated with each of the Major Medical Disability Categories covered in the American Medical Association (AMA) Guides to the Evaluation of Permanent Impairment - Fifth Edition (Linda Cocchiarella & Gunnar Andersson - Editors, AMA, 2001).

Typical CV Restriction/Limitation levels assumed in Vocational Analysis should always be reviewed and confirmed, via clinical judgment, as reasonable relative to each individual's specific disability type, stage of progression and severity. Necessary adjustments should be made using the up/down arrows or by typing the level of adjustment using the rating scales described and defined in this book, or in the Quick Start Tutorial and Selected MVQS Resources 2011 - Revised Edition (McCroskey, 2011). The Hint on each variable in the Volcano and the VDARE Program displays its scale, as a quick reference for adjustments.

Step 5: Count Job-Person Matches / Print MVQS VDARE and/or Volcano Reports

When you have completed the client's MVQS CV Vocational Analysis in the MVQS VDARE or Volcano Programs, return to the Part 2 on the McDOT Screen - (Step 5) Count/Print Reports.

Left click to Count the Job-Person Matches. Review the Job-Person Matches and related information by clicking the Next+1 button or the Back-1

button. Right Click to View and Print Job-Person Matching Reports and related information to FileName: \

VocationalData\JobsDOT.rtf Retrieve the \VocationalData\JobsDOT.rtf with Word for Windows Edit the Report in Word for Windows by adding Headers and Footers of your choice. While any

given report may contain from zero to many pages of job matches, you typically only new 2 or 3 pages to make your point in a report. Note: you may also call up any given report and edit it using Windows Wordpad or Windows Notepad.

Review and Print the Report (or any part of it) using the Printer Diaglog Box. Save As: any Filename of your own choosing, other than JobsDOT.rtf, which is reserved for the

MVQS Rehabilitation Economist Program. Return to Part 2 on the McDOT Screen - (Step 5) Count/Print Reports and Print any other reports

you wish, by repeating the above steps.

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The 35 Worker Traits and their Scales of Measurement:

General Education Development (GED) Variables

Reasoning (GED-R) Defined

REASONING: The ability to "catch on" or understand and follow instructions and underlying principles; the ability to reason and make judgments. Closely related to doing well in school. Ordinarily, R is obtained through elementary school, high school, or college. However, it may be obtained from experience (including work experience) and self-study. Consider educational training or work experience requiring the ability to define problems, collect information, establish facts, and draw valid conclusions; educational training or work experience requiring the use of logic or scientific thinking to solve a variety of problems; educational training or work experience requiring the use of measurable and verifiable information for making decisions or judgments; understanding detailed work procedures; planning, organizing, coordinating, and directing own work and that of others; coping with a variety of duties; following written or oral instructions; or selecting appropriate work aids and materials to perform a set of tasks.

RESEARCH: Face, Content and Construct Validity, and Inter-rater Reliability for US Employment Service (USES) Job Analysis techniques are high. Decades of research have established the validity of the GATB in measuring the aptitudes of individuals. The USES job analysis technique of estimating the aptitude requirements of jobs has its basis not only in the GATB (General Aptitude Test Battery) Aptitude definitions, but in USES test development standards as well. In test validation procedures using the GATB, Test Research Analysts apply precise statistical and other quantitative as well as qualitative standards to determine validated test requirements for use as job selection criteria and counseling.

Internal Consistency Reliability for USES Job Analysis is High. Predictive Validity Correlates for Reasoning (R) include: Vocational Quotient (VQ; Rxy=0.92), Specific Vocational Preparation (SVP; Rxy=0.98), Job Training Zone (ZONE; Rxy=0.94), General Educational Development Math (GEDM; Rxy=0.86), General Educational Development Language (GEDL; Rxy=0.89), General Learning Ability (APTG; Rxy=0.87), Verbal Aptitude (APTV; Rxy=0.85), Numerical Aptitude (APTN; Rxy=0.84), Spatial Perception (APTS; Rxy=0.52), Form Perception (APTP; Rxy=0.45), Clerical Perception (APTQ; Rxy=0.66). Rxy-Squared yields the Coefficients of Determination for the Predictive Validity Correlates (how much variability in Reasoning is accounted for by each Predictive Validity Correlate).

Reasoning - Level 6

Above Average Range of General Learning Development Reasoning (GEDR). Very High to Extremely High Degree of General Learning Ability. The ability level required to: Apply principles of logical or scientific thinking to a wide range of intellectual and practical problems. Deal with nonverbal symbolism (formulas, scientific equations, graphs, musical notes, etc.) in its most difficult phases. Deal with a variety of abstract and concrete variables. Apprehend the most abstruse classes of concepts. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of GEDR Level 6: 82 - 99 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: A.

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Reasoning - Level 5

High Middle Average Range of General Learning Development Reasoning (GEDR). Average to High Degree of General Learning Ability. The ability level required to: Apply thinking to a range of problems. Deal with nonverbal and verbal informaiton. Deal with a variety of abstract and concrete variables. Understand a range of classes of concepts. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of GEDR Level 5: 58 - 81 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: B.

Reasoning - Level 4

Middle Average Range of General Learning Development Reasoning (GEDR). Middle Average Degree of General Reasoning Ability. The ability level required to: Apply principles of rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Interpret a variety of instructions furnished in written, oral, diagrammatic, or schedule form. (Examples of rational systems include: bookkeeping, internal combustion engines, electric wiring systems, house building, farm management, and navigation). Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of GEDR Level 4: 42 - 57 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: C.

Reasoning - Level 3

Low Average Range General Learning Development Reasoning (GEDR). Low Average Degree of General Reasoning Ability. The ability level required to: Apply commonsense understanding to carry out instructions furnished in written, oral, or diagrammatic form. Deal with problems involving several concrete variables in or from standardized situations. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of GEDR Level 3: 19 - 41 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: C-.

Reasoning - Level 2

Below Average Range General Learning Development Reasoning (GEDR). Below Average Degree of General Reasoning Ability. The ability level required to: Apply commonsense understanding to carry out detailed but uninvolved written or oral instructions. Deal with problems involving a few concrete variables in or from standardized situations. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of GEDR Level 2: 7 - 18 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D.

Reasoning - Level 1

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Very Low Range General Learning Development Reasoning (GEDR). Very Low Degree of General Reasoning Ability. The ability level required to: Apply commonsense understanding to carry out simple one- or two-step instructions. Deal with standardized situations with occasional or no variables in or from these situations encountered on the job. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of GEDR Level 1: 0.1 - 6 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D-.

Math (GED-M) Defined

GENERAL EDUCATIONAL DEVELOPMENT MATH: The ability to perform arithmetic operations quickly and accurately. Closely related to doing well in school. Highly correlated with General Educational Development Reasoning (GEDR), General Learning Ability (APTG), and Numerical Aptitude (APTN). Ordinarily, GEDM is obtained through elementary school, high school, or college. However, it may be obtained from experience (including work experience) and self-study. Interpretive Information for Job-Person Analysts: Consider activities, such as making change from currency of one denomination to another, keeping time or production records, using math or geometry to lay out geometric patterns, making accurate numerical measurements, and making or checking numerical entries. Consider the complexity of numerical operations as well as speed required and volume of arithmetic activity.

RESEARCH: Face, Content and Construct Validity, and Inter-rater Reliability for US Employment Service (USES) Job Analysis techniques are High. Decades of research have established the validity of the GATB in measuring the aptitudes of individuals. The USES job analysis technique of estimating the aptitude requirements of jobs has its basis not only in the GATB (General Aptitude Test Battery) Aptitude definitions, but in USES test development standards as well. In test validation procedures using the GATB, Test Research Analysts apply precise statistical and other quantitative as well as qualitative standards to determine validated test requirements for use as job selection criteria and counseling.

Internal Consistency Reliability for USES Job Analysis is High. Predictive Validity Correlates for General Educational Development Math (GEDM) include: Vocational Quotient (VQ; Rxy=0.87), Specific Vocational Preparation (SVP; Rxy=0.89), Job Training Zone (ZONE; Rxy=0.92), General Educational Development Reasoning (GEDR; Rxy=0.86), General Educational Development Language (GEDL; Rxy=0.87), General Learning Ability (APTG; Rxy=0.80), Verbal Aptitude (APTV; Rxy=0.80), Numerical Aptitude (APTN; Rxy=0.81), Spatial Perception (APTS; Rxy=0.53), Form Perception (APTP; Rxy=0.43), Clerical Perception (APTQ; Rxy=0.64). Rxy-Squared yields the Coefficients of Determination for the Predictive Validity Correlates (how much variability in Math is accounted for by each Predictive Validity Correlate).

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Math - Level 6

Above Average Range of General Learning Development Math (GEDM). Very High to Extremely High Degree of General Math Ability. The ability level required to deal effectively with: 1) Advanced Calculus: Work with limits, continuity, real numbers systems, mean value theorems, and implicit function theorems. 2) Modern Algebra: Apply fundamental concepts of theories of groups, rings, and fields. Work with differential equations, linear algebra, infinite series, advanced operations methods, and functions of real and complex variables. 3) Statistics: Work with mathematical statistics, mathematical probability and applications, experimental design, statistical inference, and econometrics. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of GEDM Level 6: 82 - 99 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: A.

Math - Level 5

High Average Range of General Learning Development Math (GEDM). High Average Degree of General Math Ability. The ability level required to deal effectively with: 1) Calculus: Apply concepts of analytic geometry, differentiations, and integration of algebraic functions with applications. 2) Algebra: Work with exponents and logrithms, linear equations, quadratic equations, mathematical induction and binomial theorem, and permutations. 3) Statistics: Apply mathematical operations to frequency distributions, reliability and validity of tests, normal curve, analysis of variance, correlation techniques, chi-square application and sampling theory, and factor analysis. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of GEDM Level 5: 58 - 81 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: B.

Math - Level 4

Middle Average Range of General Learning Development Math (GEDM). Middle Average Degree of General Math Ability. The ability level required to deal effectively with: 1) Algebra - Deal with system of real numbers, linear, quadratic, rational exponential, logarithmic, angle and circular functions; related algebraic solution of equations and inequalities; limits and continuity; and probability and statistical inference. 2) Geometry: Deductive axiomatic geometry, plane and solid, and retangular coordinates. 3) Shop Math - Practical applications of fractions, percentages, ratio and proportion, measurement, logarithms, practical algebra, geometric construction, and essentials of trigonometry. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of GEDM Level 4: 42 - 57 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: C.

Math - Level 3

Low Average Range of General Learning Development Math (GEDM). Low Average Degree of General Math Ability. The ability level required to: 1) Sales Math - Compute discount, interest, profit and loss; commission, markup, and selling price; ratio and proportion; and percentage. 2) Shop Math - Calculate surfaces, volumes, weights, and measures. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of GEDM Level 3: 19 - 41 %-ile.

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Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: C-.

Math - Level 2

Below Average Range of General Learning Development Math (GEDM). Below Average Degree of General Math Ability. The ability level required to: 1) Basic Math - Add, subtract, multiply, and divide all units of measure. Perform the four operations with like common and decimal fractions. Compute ratio, rate, and percent. Draw and interpret bar graphs. Perform arithmetic operations involving all American monetary units. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of GEDM Level 2: 7 - 18 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D.

Math - Level 1

Very Low Range of General Learning Development Math (GEDM). Very Low Degree of General Math Ability. The ability level required to: 1) Simple Math - Add and subtract two-digit numbers. Multiply and divide 10's and 100's by 2, 3, 4, and 5. Perform the four basic arithmetic operations with coins as part of a dollar. Perform operations with units such as cup, pint, and quart; inch, foot, and yard; and, ounce and pound. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of GEDM Level 1: 0.1 - 6 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D-.

Language (GED-L) Defined

GENERAL EDUCATIONAL DEVELOPMENT LANGUAGE: The ability to understand the meaning of words and to use them effectively. Ability to comprehend language, to understand relationships between words, and to understand the meanings of whole sentences and paragraphs. Closely related to doing well in school. Highly correlated with General Educational Development Reasoning (GEDR), General Learning Ability (APTG), and Verbal Aptitude (APTV). Ordinarily, GEDL is obtained through elementary school, high school, or college. However, it may be obtained from experience (including work experience) and self-study. Interpretive Information for Vocationologists and Job-Person Analysts: Consider reading comprehension required to use or understand oral or written instructions or specifications, texts used in training, and reference materials used in work or mastery of required technical terminology.

RESEARCH: Face, Content and Construct Validity, and Inter-rater Reliability for US Employment Service (USES) Job Analysis techniques are High. Decades of research have established the validity of the GATB in measuring the aptitudes of individuals. The USES job analysis technique of estimating the aptitude requirements of jobs has its basis not only in the GATB (General Aptitude Test Battery) Aptitude definitions, but in USES test development standards as well. In test validation procedures using the GATB, Test Research Analysts apply precise statistical and other quantitative as well as qualitative standards to determine validated test requirements for use as job selection criteria and counseling.

Internal Consistency Reliability for USES Job Analysis is High. Predictive Validity Correlates for General Educational Development Language (GEDL) include: Vocational Quotient (VQ; Rxy=0.89),

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Specific Vocational Preparation (SVP; Rxy=0.89), Job Training Zone (ZONE; Rxy=0.92), General Educational Development Reasoning (GEDR; Rxy=0.89), General Educational Development Math (GEDM; Rxy=0.87), General Learning Ability (APTG; Rxy=0.83), Verbal Aptitude (APTV; Rxy=0.86), Numerical Aptitude (APTN; Rxy=0.76), Spatial Perception (APTS; Rxy=0.44), Form Perception (APTP; Rxy=0.37), Clerical Perception (APTQ; Rxy=0.68). Rxy-Squared yields the Coefficients of Determination for the Predictive Validity Correlates (how much variability in Language is accounted for by each Predictive Validity Correlate).

Language - Level 6

Above Average Range of General Learning Development Language (GEDL). Very High to Extremely High Degree of General Language Ability. The ability level required to deal effectively with: 1) Reading - Read literature, book and play reviews, scientific and technical journals, abstracts, financial reports, and legal documents. 2) Writing - Write novels, plays, editorials, journals, speeches, manuals, critiques, poetry, and songs. 3) Speaking - Conversant in the theory, principles, and methods of effective and persuasive speaking, voice and diction, phonetics, and discussion and debate. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of GEDL Level 6: 82 - 99 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: A.

Language - Level 5

High Average Range of General Learning Development Language (GEDL). High Average Degree of General Language Ability. The ability level required to deal effectively with: 1) Reading - Read literature, book and play reviews, scientific and technical journals, abstracts, financial reports, and legal documents. 2) Writing - Write novels, plays, editorials, journals, speeches, manuals, critiques, poetry, and songs. 3) Speaking - Conversant in the theory, principles, and methods of effective and persuasive speaking, voice and diction, phonetics, and discussion and debate. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of GEDL Level 5: 58 - 81 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: B.

Language - Level 4

Middle Average Range of General Learning Development Language (GEDL). Middle Average Degree of General Language Ability. The ability level required to deal effectively with: 1) Reading - Read novels, poems, newspapers, periodicals, journals, manuals, dictionaries, theasauruses, and encyclopedias. 2) Writing - Prepare business letters, expositions, summaries, and reports, using prescribed format and conforming to all rules of punctuations, grammar, diction, and style. 3) Speaking - Participate in panel discussions, dramatizations, and debates. Speak extemporaneously on a variety of subjects. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of GEDL Level 4: 42 - 57 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: C.

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Language - Level 3

Low Average Range of General Learning Development Language (GEDL). Low Average Degree of General Language Ability. The ability level required to deal effectively with: 1) Reading - Read a variety of novels, magazines, atlases, and encyclopedias. Read safety rules, instructions in the use and maintenance of shop tools and equipment, and methods and procedures in mechanical drawing and layout work. 2) Writing - Write reports and essays with proper format, punctuation, spelling and grammar, using all parts of speech. 3) Speaking - Speak before an audience with poise, voice control, and confidence, using correct English and well-modulated voice. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of GEDL Level 3: 19 - 41 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: C-.

Language - Level 2

Below Average Range of General Learning Development Language (GEDL). Below Average Degree of General Language Ability. The ability level required to deal effectively with: 1) Reading - Passive vocabulary of 5,000-6,000 words. Read at rate of 190-215 words per minute. Read adventure stories and comic books, looking up unfamiliar words in dictionary for meaning, spelling, and pronunciation. Read instructions for assembling model cars and airplanes. 2) Writing - Write compound and complex sentences, using cursive style, proper end punctuation, and employing adjectives and adverbs. 3) Speaking - Speak clearly and distinctly with appropriate pauses and emphasis, correct pronunciation, variations in word order, using present, perfect, and future tenses. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of GEDL Level 2: 7 - 18 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D.

Language - Level 1

Very Low Range of General Learning Development Language (GEDL). Very Low Degree of General Language Ability. The ability level required to deal effectively with: 1) Reading - Recognize meaning of 2,500 (two- or three-syllable) words. Read at rate of 95-120 words per minute. Compare similarities and differences between words and between series of numbers. 2) Writing - Print simple sentences containing subject, verb, and object, and series of numbers, names, and addresses. 3) Speaking - Speak simple sentences, using normal word order, and present and past tenses. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of GEDL Level 1: 0.1 - 6 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D-.

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APTITUDES

Spatial Perception (APT-S) Defined

SPATIAL PERCEPTION: The ability to think visually of geometric forms and to comprehend the two-dimensional representation of three-dimensional objects. The ability to recognize the relationships resulting from the movement of objects in space. Frequently described as the ability to "visualize" objects of two- or three-dimensions or to think visually of geometric forms. Interpretive Information for Job-Person Analysts: Work examples are such activities as laying out, positioning, and aligning objects; observing movements of objects, such as vehicles in traffic or machines in operation, and comprehending how the movements affect their spatial position concurrently; achieving balanced design; and understanding and anticipating the effects of physical stresses in structural situations. NOTE: While highly correlated with Form Perception, Spatial Perception deals with visualization of the shape of objects as well as comprehension of forms in space. Form perception, on the other hand, pertains to the perception of surface details.

Spatial Perception - Level 5

Above Average Range of Spatial Perception Aptitude (APTS). Very High to Extremely High Degree of Spatial Perception Ability. Example Work Behaviors: S-5:1 Diagnoses and treats disease, injuries, and malformations of teeth, gum, and related structures. S-5:2 Conducts research in fundamental mathematics and in application of mathematical techniques to science, management, and other fields, and solves or directs solutions to problems by mathematical methods. S-5:3 Plans and designs private residences, office buildings, theatres, public buildings, factories, and other structures; and organizes services necessary for their construction. S-5:4 Performs variety of engineering work in designing, planning, and overseeing manufacture, construction, installation, and operation of electric or electronic equipment, and systems, used in generation and utilization of electrical energy for industrial and domestic consumption. S-5:5 Draws and paints illustrations for advertisements, books, magazines, posters, billboards, and catalogs. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTS Level 5: 81 - 99 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: A.


High Middle Average Range of Spatial Perception Aptitude (APTS). High Middle Degree of Spatial Perception Ability. Example Work Behaviors: S-4:1 Prepares working plans and detail drawings from rough or detailed sketches or notes, for engineering or manufacturing purposes according to specified dimensions. S-4:2 Performs dances alone, with partner, or in groups to entertain audience. S-4:3 Repairs and adjusts radios and television receivers, using handtools and electronic testing instruments. S-4:4 Creates designs and prepares patterns for new types and styles of men's, women's, and children's wearing apparel or knitted garments. S-4:5 Controls air traffic on and within vicinity of airport according to established procedures and policies to prevent collisions and to minimize delays arising from traffic congestion. S-4:6 Sets up and operates machine tools, and fits and assembles parts to make or repair metal parts, mechanisms, tools, or machines, applying knowledge of mechanics, shop mathematics, metal properties, and layout machining procedures. S-4:7 Constructs, erects, installs, and repairs structures and fixtures of wood, plywood, and wallboard, using carpenter's handtools and power tools, and conforming

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to local building codes. S-4:8 Assists driller in operating machinery to drill oil or gas wells, using handtools or power tongs and wrenches. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTS Level 4: 50 - 80 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: B.


Low Middle Average Range of Spatial Perception Aptitude (APTS). Low Middle Degree of Spatial Perception Ability. Example Work Behaviors: S-3:1 Operates bridge or gantry crane, consisting of hoist and operator's cab mounted on bridge which runs along track to lift, move, and load machinery, equipment, and variety of loose materials. S-3:2 Installs, adjusts, and maintains electrical wiring, switches, and fixtures in airplanes according to blueprints and wiring diagrams. S-3:3 Forms sand molds for the production of metal castings, using handtools, power tools, patterns, and flasks, and applying knowledge of variables, such as metal characteristics, molding sand, contour of patterns, and pouring procedures. S-3:4 Constructs and repairs dental appliances according to prescription: S-3:5 Supervises and coordinates activities of workers engaged in loading and unloading of ships' cargoes. S-3:6 Makes women's garments, such as dresses, coats, and suits, according to customer's specifications and measurements. S-3:7 Sets up and operates machines that measure, print, cut, fold, glue, or seal plain or waxed papers, polyethylene film, or cellophane to form bags. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTS Level 3: 19 - 49 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: C.


Below Average Range of Spatial Perception Aptitude (APTS). Below Average Degree of Spatial Perception Ability. Example Work Behaviors: S-2:1 Inspects electronic units and subassemblies, such as radio transmitters, computer circuits, and cables, for conformance to specifications. S-2:2 Tends film cutter and mounting press to mount color-film transparencies. S-2:3 Smoothes and finishes surfaces of poured concrete floors, walls, sidewalks, or curbs to specified textures, using handtools, including floats, trowels, and speeds. S-2:4 Drives gasoline or electric-powered industrial truck or tractor, equipped with forklift, elevating platform, or trailer hitch, to push, pull, lift, stack, or tier merchandise, equipment, or bulk materials in warehouse, storage yard, or factory: S-2:5 Tends units of fresh-work cigar machine that cuts wrapper leaf and wraps leaf around bunch. S-2:6 Joins and reinforces parts of articles, such as garments, curtains, parachutes, stuffed toys, hats, and caps; sews buttonholes and attaches fasteners, such as buttons, snaps, and hooks, to articles; or sews decorative trimmings to articles, using needle and thread. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTS Level 2: 4 - 18 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D.


Very Low Range of Spatial Perception Aptitude (APTS). Very Low Degree of Spatial Perception Ability. In Job Analysis, Level 1 is used to indicate that for the job under study the amount of aptitude required is negligible or the aptitude is not required at all. If there is a doubt as to whether level 2 or level 1 should be

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assigned, select the lower level, except in the case of APTG, where level 2 is the lowest level assigned for Jobs. Example Work Behavioral Anchors: LEVEL 1 NO ILLUSTRATIONS. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTS Level 1: 1 - 4 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D-.

Form Perception (APT-P) Defined

FORM PERCEPTION: The ability to perceive pertinent detail in objects or in pictorial or graphic material. Ability to make visual comparisons and discriminations and see slight differences in shapes and shadings of figures and widths and lengths of lines. Interpretive Information for Job-Person Analysts: Consider such activities as inspecting surfaces for consistency in coloring, scratches, flaws, grain, texture, and the like; observing lint, dust, etc., on surfaces; determining if patterns are correct or match; and recognizing small parts. NOTE: While highly correlated with Spatial Perception, Spatial Perception deals with visualization of the shape of objects as well as comprehension of forms in space. Form perception, on the other hand, pertains to the perception of surface details.

Form Perception - Level 5

Above Average Range of Form Perception Aptitude (APTP). Very High to Extremely High Degree of Form Perception Ability. Example Work Behaviors: P-5:1 Conducts studies of all nonmetallic minerals used in horological industry. P-5:2 Performs chemical, microscopic, and bacteriologic tests to provide data for use in treatment and diagnosis of disease. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTP Level 5: 81 - 99 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: A.


High Middle Average Range of Form Perception Aptitude (APTP). High Middle Degree of Form Perception Ability. Example Work Behaviors: P-4:1 Diagnoses and treats diseases, injuries, and malformations of teeth, gums, and related oral structures. P-4:2 Draws and corrects topographical maps from source data, such as surveying notes, aerial photographs, or other maps. P-4:3 Develops specifications for and blows and shapes glass laboratory apparatus, such as test tubes, retorts, and flasks, and glass components for such apparatus as condensers, vacuum pumps, barometer, and thermometers. P-4:4 Changes undesirable details of illustrations which are to be produced by lithographic process. P-4:5 Analyzes variety of specifications, lays out metal stock, sets up and operates machine tools, and fits and assembles parts to make and repair metalworking dies, cutting tools, jigs, fixtures, gauges, and machinists' handtools, applying knowledge of tool and die design and construction, ship mathematics, metal properties, and layout, machining, and assembly procedures. P-4:6 Repairs radio receivers, phonographs, recovers, and other electronic-audio equipment, using circuit diagrams and test meters. P-4:7 Reads typescript or galley proof to detect and mark for correction any grammatical, typographical, or compositional errors. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTP Level 4: 50 - 80 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: B.

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Low Middle Average Range of Form Perception Aptitude (APTP). Low Middle Degree of Form Perception Ability. Example Work Behaviors: P-3:1 Grades cured tobacco leaves preparatory to marketing or processing into tobacco products. P-3:2 Forms sand molds for production of metal castings, using handtools, power tools, patterns, and flasks, applying knowledge of variables, such as metal characteristics, molding sand, contours of patterns, and pouring procedures. P-3:3 Repairs and services office machines, such as adding, accounting, and calculating machines, and typewriters, using handtools, power tools, micrometers, and welding equipment: P-3:4 Inspects and assembles machined bomb-fuse parts, using handtools and power tools. P-3:5 Cuts and trims meat to size for display or as ordered by customer, using handtools and power equipment, such as grinder, cubing machine, and power saw. P-3:6 Prepares wire-wound coils for assembly in electronic or electrical equipment. P-3:7 Inspects glass bottles and glass containers from bottlemaking machine, rejects defective ware, and packs selected ware into cartons. P-3:8 Operates battery of looms to weave yarn into cloth. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTP Level 3: 19 - 49 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: C.


Below Average Range of Form Perception Aptitude (APTP). Below Average Degree of Form Perception Ability. Example Work Behaviors: P-2:1 Operates cylinder press to score and cut paperboard sheets into box or container blanks. P-2:2 Performs one or more repetitive bench or line assembly operations to mass produce products, such as automobile or tractor radiators, blower wheels, refrigerators, or gas stoves. P-2:3 Receives, stores, and issues equipment, materials, supplies, merchandise, foodstuffs, or tools, and compiles stock records in stockroom, warehouse, or storage yard. P-2:4 Packs agricultural produce, such as bulbs, fruit, nuts, eggs, and vegetables, for storage or shipment. P-2:5 Installs control cables to door, window, engine, and flight-control surfaces of airplanes according to specifications, using wrenches, screwdrivers, pliers, and drills. P-2:6 Operates pressing machine to smooth surfaces, flatten seams, or shape articles, such as garments, drapes, slipcovers, and hose in manufacturing or dry cleaning establishments. P-2:7 Welds metal parts together, as specified by layout, diagram, work order, or oral instructions, using equipment which introduces shield of inert gas between electrode and workpiece to prevent oxidation. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTP Level 2: 4 - 18 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D.


Very Low Range of Form Perception Aptitude (APTP). Very Low Degree of Form Perception Ability. In Job Analysis, Level 1 is used to indicate that for the job under study the amount of aptitude required is negligible or the aptitude is not required at all. If there is a doubt as to whether level 2 or level 1 should be assigned, select the lower level, except in the case of APTG, where level 2 is the lowest level assigned for Jobs. Example Work Behavioral Anchors: LEVEL 1 NO ILLUSTRATIONS. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTP Level 1: 1 - 4 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D-.

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Clerical Perception (APT-Q) Defined

CLERICAL PERCEPTION: The ability to perceive pertinent detail in verbal or tabular material. Ability to observe differences in copy, to proofread words and numbers, and to avoid perceptual errors in arithmetic computation. A measure of speed of perception is required in many industrial jobs even when the job does not have verbal or numerical content. Well correlated with GEDR (Reasoning), GEDM (Math), GEDL (Language), APTG (General Learning Ability), APTV (Verbal Aptitude), and APTN (Numerical Aptitude). Interpretive Information for Job-Person Analysts: In trade and craft jobs consider the work orders, specifications, dials, gauges, and measuring devices which must be read. Consider whether perceptual errors in reading words and numbers or in rapidly comparing similar forms or shapes would result in defective work.

Clerical Perception - Level 5

Above Average Range of Clerical Perception Aptitude (APTQ). Very High to Extremely High Degree of Clerical Perception Ability. Example Work Behaviors: Q-5:1 Conducts research in fundamental mathematics and in application of mathematical techniques to science, management, and other fields; and solves or directs solutions to problems in various fields by mathematical methods. Q-5:2 Reads and corrects proof while original copy is read aloud. Q-5:3 Converts symbolic statement of business problems to detailed logical flow charts for coding into computer language and solution by means of automatic data processing equipment. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTQ Level 5: 81 - 99 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: A.


High Middle Average Range of Clerical Perception Aptitude (APTQ). High Middle Degree of Clerical Perception Ability. Example Work Behaviors: Q-4:1 Performs variety of clerical duties, such as filing correspondence, records, and reports; typing letters and reports; preparing bills; computing payrolls; compiling reports; addressing, sorting, and distributing mail; taking dictation; tabulating and posting data in record books; keeping inventory records; and giving information. Q-4:2 Reviews individual applications for insurance, evaluates the degree of risk involved, and accepts applications, following company's underwriting policies. Q-4:3 Operates machine to perforate paper tape used to control casting type. Q-4:4 Answers inquiries regarding schedules; describes routes, services, and accommodations available; reserves space; and sells tickets for transportation agencies, such as airlines, bus companies, railroads, and steamship lines. Q-4:5 Performs chemical, microscopic, and bacteriologic tests to provide data for use in treatment and diagnosis of disease. Q-4:6 Determines conformance of cloth to weight standards by computing weight per yard of cloth and comparing computations with information on style card. Q-4:7 Renders general nursing care to patients in hospital, infirmary, sanitarium, or similar institution. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTQ Level 4: 50 - 80 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: B.

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Low Middle Average Range of Clerical Perception Aptitude (APTQ). Low Middle Degree of Clerical Perception Ability. Example Work Behaviors: Q-3:1 Prepares and compiles records in hospital nursing unit, such as obstetrics, pediatrics, or surgery. Q-3:2 Drives truck over established route to deliver, sell, and display products or render services. Q-3:3 Marks or affixes trademark or other identifying information, such as size, color, grade, or process code on merchandise, material, or product. Q-3:4 Operates cash register to compute and record total sale and wraps merchandise for customers in department, variety, and specialty stores. Q-3:5 Assists in me of hospital patients, under direction of nursing and medical staff. Q-3:6 Performs combination of duties involved in binding books, magazines, pamphlets, directories, and catalogs. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTQ Level 3: 19 - 49 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: C.


Below Average Range of Clerical Perception Aptitude (APTQ). Below Average Degree of Clerical Perception Ability. Example Work Behaviors: Q-2:1 Coordinates and expedites flow of materials, parts, and assemblies within or between departments in accordance with production and shipping schedules or department supervisors' priorities. Q-2:2 Inspects finished glassware or flat glass for conformance to quality standards. Q-2:3 Drives gasoline- or electric-powered industrial truck or tractor, equipped with forklift, elevating platform, or trailer hitch to push, pull, lift, stack, or tier merchandise, equipment, or bulk materials in warehouse, storage yard, or factory. Q-2:4 Marks, sorts, and records number and type of soiled garments, linens, and other articles received for cleaning and laundering. Q-2:5 Assists workers in business office by sorting, distributing, and collecting mail and interoffice correspondence and delivering office supplies to workers. Q-2:6 Sets up and operates coil winding machine to wind coils used in manufacture of electrical and electronic components, such as transformers, solenoids, chokes, and filters. Q-2:7 Sells furniture, beds, and mattresses in department store or furniture store. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTQ Level 2: 4 - 18 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D.

Motor Coordination (APT-K) Defined

MOTOR COORDINATION: The ability to coordinate eyes and hands or fingers rapidly and accurately in making precise movements with speed. Ability to make a movement response accurately and swiftly. Interpretive Information for Job-Person Analysts: Motor coordination involves hand movements guided by concentrated visual attention. It is present when objects are guided into position or parts are assembled. Typing and operating adding machines, calculators, and similar keyboards are examples of motor coordination in clerical occupations.

Motor Coordination - Level 5

Above Average Range of Motor Coordination Aptitude (APTK). Very High to Extremely High Degree of Motor Coordination Ability. Example Work Behaviors: LEVEL 1 NO ILLUSTRATIONS. No Work

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Behavioral Anchors. No Jobs were rated at this level in the HAJR-91 for this aptitude. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTK Level 5: 81 - 99 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: A.


High Middle Average Range of Motor Coordination Aptitude (APTK). High Middle Degree of Motor Coordination Ability. Example Work Behaviors: K-4:1 Types letters, reports, stencils, forms, addresses, or other straight copy material from rough draft or corrected copy: K-4:2 Itemizes and totals cost of customer's purchases of groceries, meat, and produce on a combination adding machine-cash register. K-4:3 Diagnoses and treats diseases, injuries, and malformations of the teeth, gums, and related oral structures. K-4:4 Operates pantograph machine to transfer design in reduced form from zinc plate to varnished printing rollers. K-4:5 Measures heel to toe length of stocking, using measuring lines on pairing table, and stacks stockings of comparable length, color, and grade for matching into pairs. K-4:6 Installs, repairs, adjusts, and calibrates pneumatic, electrical, and electronic instruments. K-4:7 Works at discharge end of conveyor belt to inspect and box bakery products. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTK Level 4: 50 - 80 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: B.


Low Middle Average Range of Motor Coordination Aptitude (APTK). Low Middle Degree of Motor Coordination Ability. Example Work Behaviors: K-3:1 Operates telephone switchboard to establish or assist customer in establishing local or long distance telephone connections. K-3:2 Assembles electrical equipment, such as ammeters, galvanometers, and voltage meters. K-3:3 Performs beauty services for patrons of beauty shop. K-3:4 Drives gasoline-powered forklift truck to haul or stock materials and objects in or about establishment. K-3:5 Removes defective nuts and foreign matter from bulk nut meats. K-3:6 Cuts, trims, and bones meats to prepare them for cooking, using knives, saw, and cleaver. K-3:7 Assembles metal products, such as vacuum cleaners, valves, or hydraulic cylinders, wooing at bench or on shop floor. K-3:8 Applies coats of plaster to interior walls, ceilings, and partitions of buildings to produce finished surface. K-3:9 Forms wire grids used in electron tubes, using winding, shaping, and cutting machines. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTK Level 3: 19 - 49 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: C.


Below Average Range of Motor Coordination Aptitude (APTK). Below Average Degree of Motor Coordination Ability. Example Work Behaviors: K-2:1 Repairs defects, such as tears and holes in garments, linens, curtains, and draperies, and rebinds cleaned blankets by hand or by operating a sewing machine. K-2:2 Performs tasks to finish and press household linens. K-2:3 Sets up and operates machine tools, and fits and assembles parts to make or repair metal parts, mechanisms, tools, or machines. K-2:4 Assembles various aluminum or steel components of trailers. K-2:5 Receives, stores, and issues equipment, material, supplies, merchandise, foodstuff, or tools, and compiles records in stockroom,

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warehouse, or storage yard. K-2:6 Harvests fruit, working as crewmember: K-2:7 Operates traveling and stationary tables to feed steel blooms, billets, and slabs to rolls for successive passes through roll stands. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTK Level 2: 4 - 18 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D.


Very Low Range of Motor Coordination Aptitude (APTK). Very Low Degree of Motor Coordination Ability. In Job Analysis, Level 1 is used to indicate that for the job under study the amount of aptitude required is negligible or the aptitude is not required at all. If there is a doubt as to whether level 2 or level 1 should be assigned, select the lower level, except in the case of APTG, where level 2 is the lowest level assigned for Jobs. Example Work Behavioral Anchors: LEVEL 1 NO ILLUSTRATIONS. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTK Level 1: 1 - 4 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D-.

Finger Dexterity (APT-F) Defined

Above Average Range of Finger Dexterity Aptitude (APTF). Very High to Extremely High Degree of Finger Dexterity Ability. Example Work Behaviors: F-5:1 Plays organ in recital, as accompanist, or as member of orchestra, band, or other musical group. F-5:2 Performs surgical operations upon human body. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTF Level 5: 81 - 99 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: A.

Finger Dexterity - Level 5

Above Average Range of Finger Dexterity Aptitude (APTF). Very High to Extremely High Degree of Finger Dexterity Ability. Example Work Behaviors: F-5:1 Plays organ in recital, as accompanist, or as member of orchestra, band, or other musical group. F-5:2 Performs surgical operations upon human body. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTF Level 5: 81 - 99 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: A.


High Middle Average Range of Finger Dexterity Aptitude (APTF). High Middle Degree of Finger Dexterity Ability. Example Work Behaviors: F-4:1 Sets up and operates coil-winding machine to wind multiple coils used in manufacture of electrical and electronic components. F-4:2 Adjusts watch movements to comply with mechanical and timing specifications. F-4:3 Installs optical elements, such as lenses, prisms, and mirrors in mechanical portion of such instruments as telescopes, cameras, and gunsights. F-4:4 Assembles modules (units) of microelectronic equipment, such as satellite communications devices and hearing aids, using handtools, magnifying lens, and spotwelder. F-4:5 Engraves lettering and ornamental designs on silverware, trophies, eyeglass frames, and jewelry, using engraving tools. F-4:6 Packages pharmaceutical products by hand, working at production pace. F-4:7

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Makes women's garments, such as dresses, coats, and suits, according to customer specifications and measurements. F-4:8 Diagnoses and treats diseases, injuries, and malformations of teeth, gums, and related oral structures. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTF Level 4: 50 - 80 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: B.


Low Middle Average Range of Finger Dexterity Aptitude (APTF). Low Middle Degree of Finger Dexterity Ability. Example Work Behaviors: F-3:1 Feeds tungsten filament wire coils into machine that mounts them to stems in electric light bulb. F-3:2 Takes dictation in shorthand and transcribes dictated materials, using typewriter. F-3:3 Installs, maintains, and services sound and communication systems. F-3:4 Cuts and styles hair, using clippers, comb, and scissors, and performs other personal services for patrons of barber shop. F-3:5 Operates battery of looms to weave yarn into cloth. F-3:6 Constructs and repairs dental appliances. F-3:7 Packs agricultural produce, such as bulbs, fruits, nuts, eggs, and vegetables, for storage or shipment. F-3:8 Welds metal parts together, using electric and oxyacetylene welding equipment. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTF Level 3: 19 - 49 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: C.


Below Average Range of Finger Dexterity Aptitude (APTF). Below Average Degree of Finger Dexterity Ability. Example Work Behaviors: F-2:1 Mixes and bakes ingredients according to recipes to produce breads, pastries, and other baked goods. F-2:2 Prepares, seasons, and cooks soups, meats, vegetables, desserts, and other foodstuffs for consumption in medical institutions. F-2:3 Sews fasteners and decorative trimmings to articles, sews buttonholes, and joins articles, using needle and thread. F-2:4 Controls continuous operations of petroleum refining and processing units. F-2:5 Repairs and maintains physical structures of commercial and industrial establishments, using handtools and power tools. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTF Level 2: 4 - 18 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D.


Very Low Range of Finger Dexterity Aptitude (APTF). Very Low Degree of Finger Dexterity Ability. In Job Analysis, Level 1 is used to indicate that for the job under study the amount of aptitude required is negligible or the aptitude is not required at all. If there is a doubt as to whether level 2 or level 1 should be assigned, select the lower level, except in the case of APTG, where level 2 is the lowest level assigned for Jobs. Example Work Behavioral Anchors: LEVEL 1 NO ILLUSTRATIONS. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTF Level 1: 1 - 4 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D-.

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Manual Dexterity (APT-M) Defined

MANUAL DEXTERITY: The ability to move the hands easily and skillfully. Ability to work with the hands in placing and turning motions. Interpretive Information for Job-Person Analysts: Manual dexterity involves working with the arms and hands. It is present when objects are moved or stacked by hand or in other situations in which wrists and hands are used in turning and placing movements.

Manual Dexterity - Level 5

Above Average Range of Manual Dexterity Aptitude (APTM). Very High to Extremely High Degree of Manual Dexterity Ability. Example Work Behaviors: LEVEL 5 NO ILLUSTRATIONS. No Work Behavioral Anchors. No Jobs were rated at this level in the HAJR-91 for this aptitude. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTM Level 5: 81 - 99 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: A.


High Middle Average Range of Manual Dexterity Aptitude (APTM). High Middle Degree of Manual Dexterity Ability. Example Work Behaviors: M-4:1 Entertains audience by juggling and balancing objects. M-4:2 Installs, repairs, maintains, and adjusts indicating, recording, telemetering, and controlling instruments used to measure and control variables, such as pressure, flow, temperature, motion, force, and chemical composition, using handtools and precision instruments. M-4:3 Inspects eggs to ascertain quality and fitness for consumption or incubation according to prescribed standards. M-4:4 Fabricates, assembles, installs, and repairs sheet metal products and equipment, such as control boxes, drainpipes, ventilators, and furnace castings, according to work orders or blueprints. M-4:5 Constructs and repairs metal-forming tools, dies, jigs, fixtures, and gauges, shaping parts with various metalworking machines and fitting them together, using handtools. M-4:6 Sets up and operates drum-type machine to build pneumatic automobile tires according to specifications. M-4:7 Diagnoses and treats disease, injuries, and malformations of teeth, gums, and related oral structures. M-4:8 Works at conveyor belt to package previously filled bottles, tubes, and boxes of pharmaceuticals by hand in individual or nested cardboard boxes. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTM Level 4: 50 - 80 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: B.


Low Middle Average Range of Manual Dexterity Aptitude (APTM). Low Middle Degree of Manual Dexterity Ability. Example Work Behaviors: M-3:1 Repairs and rebuilds upholstered furniture, using handtools and knowledge of fabrics and upholstery methods: M-3:2 Sets up, inspects, and repairs looms to weave cloth. M-3:3 Drives gasoline- or electric-powered industrial truck, equipped with forklift, to push, pull, lift, stack, or tier material in warehouse, storage yard, or factory. M-3:4 Tends machine that coats continuous rolls of wire, strips, or sheets with wax, paint, rubber, asphalt, or other coating material. M-3:5 Assembles, analyzes defects in, and repairs boilers, pressure vessels, tanks, and vats in the field, following blueprints and using handtools and power tools. M-3:6 Sorts and segregates fruit, working as a crewmember. M-3:7 Lays building materials to construct or repair walls, partitions, arches, sewers, and

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other structures. M-3:8 Operates machine to press face of composed type and plates into wood fiber mats to form stereotype casting mold for printing. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTM Level 3: 19 - 49 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: C.


Below Average Range of Manual Dexterity Aptitude (APTM). Below Average Degree of Manual Dexterity Ability. Example Work Behaviors: M-2:1 Harvests fruit, working as crewmember. M-2:2 Repairs and maintains physical structures of commercial and industrial establishments, using handtools and power tools. M-2:3 Removes stems from tobacco leaves to preps tobacco for use as filler, binder, or wrapper for cigar, plugs, or twist chewing tobacco. M-2:4 Finishes household linens, such as sheets, pillowcases, tablecloths, and napkins. M-2:5 Controls the operation of battery of stills to distill crude oil. M-2:6 Tends circular knitting machine with automatic pattern controls that knits seamless hose. M-2:7 Sorts rags and old clothing. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTM Level 2: 4 - 18 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D.


Very Low Range of Manual Dexterity Aptitude (APTM). Very Low Degree of Manual Dexterity Ability. In Job Analysis, Level 1 is used to indicate that for the job under study the amount of aptitude required is negligible or the aptitude is not required at all. If there is a doubt as to whether level 2 or level 1 should be assigned, select the lower level, except in the case of APTG, where level 2 is the lowest level assigned for Jobs. Example Work Behavioral Anchors: LEVEL 1 NO ILLUSTRATIONS. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTM Level 1: 1 - 4 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D-.

Eye-Hand-Foot Coordination (APT-E) Defined

EYE-HAND-FOOT COORDINATION: The ability to move the hand and foot coordinately with each other in accordance with visual stimuli. Interpretive Information for Job-Person Analysts: This factor involves using eyes, hands, and feet coordinately. Unless there is definite coordination of hand and foot movements with what the eye sees, this factor is not present. Note: Eye-Hand-Foot Coordination was added to the Job Analysis Aptitudes, because it is considered to be occupationally significant. Measurements for the Eye-Hand-Foot Coordination Aptitude was not developed for the GATB. Therefore, individual functional capacities on Eye-Hand-Foot Coordination should be rated in the same fashion as jobs are rated on the HAJR-91 Job Analysis Scales using the correspondent MVQS Person analysis work behavioral anchors.

Eye-Hand-Foot Coordination - Level 5

Above Average Range of Eye-Hand-Foot Coordination Aptitude (APTE). Very High to Extremely High Degree of Eye-Hand-Foot Coordination Ability. Example Work Behaviors: E-5:1 Performs gymnastic

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feats of skill and balance while swinging on a trapeze, turning somersaults, or executing flying stunts alone or as member of team. E-5:2 Performs ballet dances alone, with partner, or in group to entertain audience. E-5:3 Plays professional baseball. E-5:4 Instructs groups at playgrounds and schools in fundamentals and rules of competitive sports. E-5:5 Creates or interprets music on drum, as member of orchestra, band, or other musical group, to entertain audiences. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTE Level 5: 81 - 99 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: A.


High Middle Average Range of Eye-Hand-Foot Coordination Aptitude (APTE). High Middle Degree of Eye-Hand-Foot Coordination Ability. Example Work Behaviors: E-4:1 Pilots airplane to transport passengers, mail, freight, or for other commercial purses. E-4:2 Operates several types of powered construction equipment, such as compressors, pumps, hoists, derricks, cranes, shovels, tractors, scrapers, or graders, to excavate and grade earth, erect structural and reinforcing steel, and pour concrete. E-4:3 Prunes and treats ornamental and shade trees and shrubs in yards and parks to improve their appearance, health, and value. E-4:4 Raises, positions, and joins girders, columns, and other structural steel members to form completed structures or frameworks, working as member of crew. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTE Level 4: 50 - 80 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: B.


Low Middle Average Range of Eye-Hand-Foot Coordination Aptitude (APTE). Low Middle Degree of Eye-Hand-Foot Coordination Ability. Example Work Behaviors: E-3:1 Attends to beef cattle on stock ranch. E-3:2 Drives gasoline- or diesel-powered tractor-trailer truck combination, usually over long distances on highways, to transport and deliver goods, livestock, or materials in liquid, loose, or packaged form. E-3:3 Maintains and repairs mercury-vapor, electric-arc, fluorescent, or incandescent street lights or traffic signals. E-3:4 Renders variety of personal services conducive to safety and comfort of airline passengers during flight. E-3:5 Loads and unloads ships' cargoes. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTE Level 3: 19 - 49 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: C.


Below Average Range of Eye-Hand-Foot Aptitude (APTE). Below Average Degree of Eye-Hand-Foot Ability. Example Work Behaviors: E-2:1 Tends machine that crimps eyelets, grommets, snaps, buttons, or similar fasteners to materials such as cloth, canvas, paper, plastic, leather, or rubber to reinforce holes and attach fasteners or parts. E-2:2 Parachutes from airplane into forests to suppress forest fires. E-2:3 Operates pressing machine to smooth surfaces, flatten seams, or shape articles, such as garments, drapes, slipcovers, and hose, in manufacturing or dry cleaning establishment. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of

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APTE Level 2: 4 - 18 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D.


Very Low Range of Eye-Hand-Foot Coordination Aptitude (APTE). Very Low Degree of Eye-Hand-Foot Coordination Ability. In Job Analysis, Level 1 is used to indicate that for the job under study the amount of aptitude required is negligible or the aptitude is not required at all. If there is a doubt as to whether level 2 or level 1 should be assigned, select the lower level, except in the case of APTG, where level 2 is the lowest level assigned for Jobs. Example Work Behavioral Anchors: LEVEL 1 NO ILLUSTRATIONS. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTE Level 1: 1 - 4 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D-.

Color Discrimination (APT-C) Defined

COLOR DISCRIMINATION: The ability to match or discriminate between colors in terms of hue, saturation, and brilliance. Ability to identify a particular color or color combination from memory and to perceive contrasting color combinations. SATURATION: Refers to the purity of color. Some colors have greater purity or amount of a certain color than others; that is, they have a more pronounced hue. For example, deep red is more "reddish" than light red. HUE: Refers to the color itself and the various tints, shades, and attributes of a color which permit classification as reds, yellows, greens, or blues. BRILLIANCE: Refers to the brightness of a color. It is the amount of light reflected from a surface and can range from high to low, as when comparing a white snowflake with a mark made by a lead pencil. COLOR MATCHING: Varying the components of a color mixture until it does not differ visually from a given sample. COLOR MEMORY: The ability to stain an accurate visual image of a color and to be able to use it as a basis for matching and discriminating. Interpretive Information for Vocationologists and Job-Person Analysts: Color discrimination may rely on one or a combination of the following: Identification of differences and similarities in colors from memory; using a visual standard against which colors can be matched or identified; or reproduction of colors using knowledge of color combinations. Note: Color Discrimination was added to the Job Analysis Aptitudes, because it is considered to be occupationally significant. Measurements for the Color Discrimination Aptitude was not developed for the GATB. Therefore, individual functional capacities on Color Discrimination should be rated in the same fashion as jobs are rated on the HAJR-91 Job Analysis Scales using the correspondent MVQS Person analysis work behavioral anchors.

Color Discrimination - Level 5

Above Average Range of Color Discrimination Aptitude (APTC). Very High to Extremely High Degree of Color Discrimination Ability. Example Work Behaviors: C-5:1 Develops color formulas for printing textile and plastic materials and plans and directs activities of color shop. C-5:2 Paints portrait of person, usually in oil, on canvas, using living subject. C-5:3 Studies production requirements, such as character, period, setting, and situation, and applies makeup to performers to alter their appearances in accordance with their roles. C-5:4 Reweaves damaged areas of oriental or other expensive rugs, following color, pattern, and weave of rug. Correspondent Percentile Band Range indicators derived from relevant,

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reliable, valid Tests and Measures of an Individual's level of APTC Level 5: 81 - 99 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: A.


High Middle Average Range of Color Discrimination Aptitude (APTC). High Middle Degree of Color Discrimination Ability. Example Work Behaviors: C-4:1 Mixes stains, paints, and other coatings for use in painting according to formulas. C-4:2 Investigates properties and treatment of metals to develop new alloys, new uses for metal and alloys, and methods of producing them commercially. C-4:3 Plans and designs artistic interiors for homes, hotels, ships, commercial and institutional structures, and other establishments. C-4:4 Changes undesirable details of illustration copy which is to be reproduced by lithographic process. C-4:5 Studies effects of drugs, gases, dusts, and other materials on tissues and physiological processes of animals and human beings. C-4:6 Prepares, stuffs, and mounts skins of birds or animals in lifelike form. C-4:7 Mo1ds pulverized marble, metallic oxides or pigment, cement, and water in specific pattern to form terrazzo tile. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTC Level 4: 50 - 80 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: B.


Low Middle Average Range of Color Discrimination Aptitude (APTC). Low Middle Degree of Color Discrimination Ability. Example Work Behaviors: C-3:1 Examines and grades pieces of leather to make articles, such as garments, gloves, and mittens, according to specifications. C-3:2 Examines pearl buttons and sorts them according to grade. C-3:3 Tests temperature of glass melting furnaces and regulates gas and air supply to maintain specified temperature. C-3:4 Tests milk to determine bacterial count, percentage of butterfat, and amount of acid in milk of each cow in herd. C-3:5 Displays and sells cotton, linen, rayon, silk, and wool yard goods. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTC Level 3: 19 - 49 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: C.


Below Average Range of Color Discrimination Aptitude (APTC). Below Average Degree of Color Discrimination Ability. Example Work Behaviors: C-2:1 Performs various tasks in a fish hatchery. C-2:2 Arranges tiles into designs for such use as floor or sink tops and pastes paper on tile to preserve arrangement of design. C-2:3 Inspects furniture and parts for defects. C-2:4 Cuts and trims meat to size for display or as ordered by customer, using handtools and power equipment. C-2:5 Inspects sample lots of varnish for acids, color, clearness, cracks, crystallization, sediment, and drying qualities, to ascertain whether varnish conforms with specifications befog packing process. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTC Level 2: 4 - 18 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D.

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Very Low Range of Color Discrimination Aptitude (APTC). Very Low Degree of Color Discrimination Ability. In Job Analysis, Level 1 is used to indicate that for the job under study the amount of aptitude required is negligible or the aptitude is not required at all. If there is a doubt as to whether level 2 or level 1 should be assigned, select the lower level, except in the case of APTG, where level 2 is the lowest level assigned for Jobs. Example Work Behavioral Anchors: LEVEL 1 NO ILLUSTRATIONS. Correspondent Percentile Band Range indicators derived from relevant, reliable, valid Tests and Measures of an Individual's level of APTC Level 1: 1 - 4 %-ile. Correspondent indicators from relevant High School Class or College Course Grades derived from valid transcripts: D-.

Physical Demands (PD)

PD-1 (Strength) Defined

Strength: Expressed in terms of sedentary, light, medium, heavy, and very heavy, and is measured by involvement of the worker with one or more of the following activities: LIFTING - raising or lowering an object from one level to another (includes upward pulling); CARRYING - transporting an object, usually holding it in the hands or arms, or on the shoulder; PUSHING - Exerting force upon an object so that the object moves away from the force (includes slapping, striking, kicking, and treadle actions); PULLING - Exerting force upon an object so that the object moves toward the force (includes jerking); SITTING - Remaining in the normal seated position; STANDING - Remaining on one's feet in an upright position at a work station without moving about; and, WALKING - Moving about on foot. Lifting, Pushing, and Pulling are expressed in terms of both INTENSITY and DURATION. Judgments regarding intensity involve consideration of the weight handled, position of the worker's body or part of the worker's body used in handling weights, and aid given by helpers or mechanical equipment. Judgments regarding duration involve consideration of the total time spent by the worker in carrying out these activities. Carrying most often is expressed in terms of duration, weight carried, and distance carried. Interpretive Information for Vocationologists and Job-Person Analysts: Care must be exercised in evaluating jobs in the strength categories, particularly in interpreting the force and the physical effort a person must exert. If the worker is in an awkward position while crouching, he or she may experience as much difficulty pushing a 5-pound force as he would exerting six times that force pushing at waist height. If the worker is required continuously to lift, push, and pull objects weighing 15 pounds or to carry these objects long distances, he or she may exert as much physical effort as the worker would in occasionally or even frequently lifting, pushing, and pulling objects twice as heavy, or in occasionally carrying these objects over short distances. If a job requires sitting greater than 2/3 of the day and lifting less than 10 pounds, but entails pushing and pulling of arm and/or leg controls, it would be classified as Light Work. Even though the weight lifted may be only a negligible amount, a job which requires standing or walking more than 1/3 of the day would be classified as Light Work.

PD-1 (Strength) Very Heavy Work - Level 5

Very Heavy Work. Requirements: Lifting, Carrying, Pushing, Pulling of greater than 100 lbs Occasionally (< 1/3 of the time); from greater than 50 lbs up to 100 lbs Frequently (from 1/3 to 2/3 of the time); from greater than 20 lbs up to 50 lbs Constantly (> 2/3 of the time). Sitting Occasionally (< 1/3 of the time). Standing and/or Walking Frequently (> 1/3 of the time).

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PD-1 (Strength) Heavy Work - Level 4

Heavy Work. Requirements: Lifting, Carrying, Pushing, Pulling of from greater than 50 lbs up to 100 lbs Occasionally (< 1/3 of the time); from greater than 25 lbs up to 50 lbs Frequently (from 1/3 to 2/3 of the time); from greater than 10 lbs up to 20 lbs Constantly (> 2/3 of the time). Sitting Occasionally (< 1/3 of the time). Standing and/or Walking Frequently (> 1/3 of the time).

PD-1 (Strength) Medium Work - Level 3

Medium Work Requirements: Lifting, Carrying, Pushing, Pulling from greater than 20 lbs up to 50 lbs Occasionally (< 1/3 of the time); from greater than 10 lbs up to 25 lbs Frequently (from 1/3 to 2/3 of the time); from 0 lbs up to 10 lbs Constantly (> 2/3 of the time). Sitting Occasionally (< 1/3 of the time). Standing and/or Walking Frequently (> 1/3 of the time).

PD-1 (Strength) Light Work - Level 2

Light Work Requirements: Lifting, Carrying, Pushing, Pulling of from 0 lbs up to 20 lbs Occasionally (< 1/3 of the time); from 0 lbs up to 10 lbs Frequently (from 1/3 to 2/3 of the time); from 0 lbs up to 5 lbs Constantly (> 2/3 of the time). Sitting Occasionally (< 1/3 of the time). Standing and/or Walking Frequently (> 1/3 of the time).

PD-1 (Strength) Sedentary Work - Level 1

Sedentary Work Requirements: Lifting, Carrying, Pushing, Pulling of from 0 lbs up to 10 lbs Occasionally (< 1/3 of the time); from 0 lbs up to 5 lbs Frequently (from 1/3 to 2/3 of the time); from 0 lbs to less than 5 lbs Constantly (> 2/3 of the time). Sitting Frequently (> 2/3 of the time). Standing and/or Walking Occasionally (< 1/3 of the time); and, No Pushing or Pulling of arm and/or leg controls.

PD-2 (Climb/Balance) Defined

Climb/Balance: Ascending or decending stairs, ramps, ladders, scaffolding, poles, and the like, using feet and legs or hands and arms, while maintaining body equilibrium to prevent falling when walking, standing, crouching, or running on narrow, slippery, erratically moving surfaces, or when performing gymnastic feats. Body agility and body equilibrium are emphasized.

1 = Frequently to Constantly Required (from 1/3 or 33 %, to more than 2/3 or 67% of the time).

0 = None to Occasionally Required (from None or a Neglible amount, up to 1/3 or 33 % of the time).

PD-3 (Bend/Stoop/Crouch/Squat/Kneel/Crawl) Defined

Bend/Stoop/Crouch/Squat/Kneel/Crawl: Bending body downward and forward by bending spine at the waist, requiring full use of the lower extremities and back muscles; Bending body downward and forward

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by bending legs and spine; Bending legs at knees to come to rest on knee or knees; Moving about on hands and knees or hands and feet.



PD-4 (Reach/Handle/Finger/Feel) Defined

Reach/Handle/Finger/Feel: Extending hand(s) and arm(s) in any direction for seizing, holding, grasping, turning, or otherwise working with hand or hands, where Fingers are involved only to the extent that they are an extension of the hand, such as to turn a switch or shift automobile gears; Picking, pinching, or otherwise working primarily with fingers rather than with the whole hand or arm as in handling; and, Perceiving attributes of objects, such as size, shape, temperature, or texture, by touching with skin, particularly that of fingertips.



PD-6 (Seeing/Visual Accuity) Defined

Seeing/Visual Acuity: Consider NEAR VISION - Clarity of vision at 20 inches or less; FAR VISION - Clarity of vision at 20 feet or more; DEPTH PERCEPTION - Three-dimensional vision or Ability to judge distances and spatial relationships so as to see objects where and as they actually are; ACCOMMODATION - Adjustment of lens of eye to bring an object into sharp focus when doing near point work at varying distances from the eye; COLOR VISION - Ability to identify and distinguish colors; and, FIELD OF VISION - Observing an area that can be seen up and down or to the right or left while eyes are fixed on a given point.



Environmental Conditions (EC)

EC-1 (Weather) Indoor/Both/Outdoor Defined

Exposure to Weather (Indoor/Both/Outdoor): Percent of time exposed to outside atmospheric conditions.

3 = Constantly Exposed to Weather (greater than 75% of the time).

2 = Frequently Exposed to Weather (from 25% to 75% of the time).

1 = None to Occasionally Exposed to Weather (from None or a Negligible Amount up to 25% of the time).

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EC-2 (Extreme Cold) Defined

Exposure to nonweather-related cold temperatures: Percent of time exposed to extreme cold (temperatures sufficiently low to cause marked bodily discomfort - at or below 40 degrees Fahrenheit) with or without temperature changes (variations in temperature which accompany extreme cold and are sufficiently marked and abrupt to cause marked bodily reactions).



EC-3 (Extreme Heat) Defined

Exposure to nonweather-related cold temperatures: Percent of time exposed to extreme cold (temperatures sufficiently low to cause marked bodily discomfort - at or below 40 degrees Fahrenheit) with or without temperature changes (variations in temperature which accompany extreme cold and are sufficiently marked and abrupt to cause marked bodily reactions).



EC-4 (Dampness/Humidity) Defined

Wet and/or Humid: Percent of time in contact with water or other liquids or exposure to nonweather-related humid conditions.



EC-5 (Noise/Vibrations) Defined

Noise/Vibrations: The noise intensity level (either constant or intermittent) to which the worker is typically exposed in the job environment and/or the vibration intensity level to which the worker is typically exposed in the job environment. Interpretive Information for Job-Person Analysts: Noise intensity levels come from sounds as measured in terms decible levels at specific distances from (or within) a selected sound source in the job environment. Vibrations (the production of an oscillating movement or strain on the body or its extremities from repeated motion or shock) come from exposure to a shaking object or surface in the job environment. For the factor to be primary there must be sufficient Noise (80 decibles or more), either constant or intermittent, to cause marked distraction or possible hearing loss and/or sufficient Vibration to cause bodily harm if endured day after day.



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EC-6 (Hazards) Defined

Hazards - Mechical, Electrical, Chemical, and/or Heights over 6 feet: Conditions or situations in which there is danger to life, health, or bodily injury. Interpretive Information for Vocationologists and Job-Person Analysts: This category includes a variety of physical hazards, such as proximity to moving mechanical parts, electrical shock, exposure to burns and radiant energy, exposure to all types of explosives, exposure to toxic chemicals and biological agents, and working on scaffolding and high places.



EC-7 (Ventilation) Defined

Ventilation (Dusts, Fumes, Odors, Mists, and/or Gases): Exposure to conditions such as fumes, noxious odors, dusts, mists, gases, and poor ventilation, that adversely affect the respiratory system, eyes, or the skin.



Vocational Quotient (VQ)

The Vocational Quotient (VQ) is an index of Overall Job Difficulty for Occupations and Overall Worker Capacity. It is based on the 24 Critical Worker Traits (R, M, L, S, P, Q, K, F, M, E, C, PD1, PD2, PD3, PD4, PD5, PD6, EC1, EC2, EC3, EC4, EC5, EC6, and EC7). Using the VQ Distribution of the 12,975 Occupations described in the McCroskey Dictionary of Occupational Titles (McDOT) as the Predictor, Multiple Regression Analysis results relative to earnings reported by the US Government (the Criterion Distribution) yielded valid Predictions (in the extremely high validity range, with relatively small error rates) of Earning Capacity for US State and National, Criterion-Referenced Starting and Overall Wage Distributions. Numerous studies have found the VQ to be a highly reliable and highly valid predictor of Earning Capacity. Most of the original studies have been peer-reviewed and published along with replication studies, related studies and independent replication studies in either the Journal of Forensic Vocationology (JOFV), the Journal of Forensic Vocational Assessment (JFVA), or The Earnings Analyst (TEA) Journal of the American Rehabilitation Economics Association.

VQ DistributionThe VQ has a mean of 100 and a standard deviation of 15.

60 70 80 90 100 110 120 130 140 150Count 2 685 3181 2980 2609 2332 812 282 56 33Accum 2 687 3868 6848 9457 11789 12601 12883 12939 12972Percent 0 5 25 23 20 18 6 2 0 0Accum 0 5 30 53 73 91 97 99 100 100

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Earning Quotient (EQ)

The Earning Quotient (EQ) is an index of Overall Job Difficulty for Occupations and Overall Worker Earning Capacity. Like the VQ, it is based on the 24 MVQS Most Vocationally Significant Critical Worker Trait-Level Variables (R, M, L, S, P, Q, K, F, M, E, C, PD1, PD2, PD3, PD4, PD5, PD6, EC1, EC2, EC3, EC4, EC5, EC6, and EC7). Using the EQ Distribution of the 12,975 Occupations described in the McCroskey Dictionary of Occupational Titles (McDOT) as the Predictor, Multiple Regression Analysis results relative to earnings reported by the U.S. Government (the Criterion Distribution) yielded valid prediction (in the extremely high validity range, with relatively small error rates) of Earning Capacity for US State and National, Criterion-Referenced Starting and Overall Wage Distributions. The difference between the VQ and EQ studies was that the VQ distribution was based on an aggregate, or single composite predictor, while the EQ distribution incorporated all 24 Critical Variables to directly predict the Criterion Wage Distribution. These two studies provided independent cross-validation and support for the string of 24 Critical Worker Traits as being the most vocationally significant set of predictor variables for earning capacity prediction.

EQ DistributionThe EQ has a mean of 100 and a standard deviation of 15.

60 70 80 90 100 110 120 130 140 150Count 1 500 3753 2940 2286 2053 899 412 117 11Accum 1 501 4254 7194 9480 11533 12432 12844 12961 12972Percent 0 4 29 23 18 16 7 3 1 0Accum 0 4 33 55 73 89 96 99 100 100

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Specific Vocational Preparation (SVP)

Specific Vocational Preparation is the amount of time required for a typical worker to learn techniques, acquire information, and develop skills needed for average performance in a specific job. Training may be acquired in school, work, military, institutional, or vocational setting. It does not include the orientation time or becoming accustomed to special job conditions. Nor does it include time needed to acquire the Reasoning, Language, and Mathematical skills. Job analysis assigns a difficulty level for abilities, but a time factor is not given. SVP covers vocational education, apprenticeship training, inplant training, on-the-job training, and work experience. Jobs with an SVP of 3 or higher represent Jobs in the semi-skilled to skilled range. Unskilled Jobs have an SVP of less than 3.

9 = Over 10 years. 8 = Over 4 years up to and including 10 years.7 = Over 2 years up to and including 4 years.6 = Over 1 year up to and including 2 years.5 = Over 6 months up to and including 1 year.4 = Over 3 months up to and including 6 months.3 = Over 1 month up to and including 3 months.2 = Over 1 week up to and including 1 month.1 = Short demonstration only up to and including 1 week.

SVP Distribution1 2 3 4 5 6 7 8 9

Count 191 2950 2209 1661 1222 1355 2122 1216 46Accum 191 3141 5350 7011 8233 9588 11710 12926 12972Percent 1 23 17 13 9 10 16 9 0Accum 1 24 41 54 63 74 90 100 100

VIPR Vocational Preference Job Types - Jungian Conceptual Types

A widely used model of vocational personality is that presented by Jung. It divides the world of interest into four groups (1-Energizing, 2-Attending, 3-Deciding, 4-Living). Each group is split down the middle into two poles. This produces 16 VIPR (Vocational Interest and Personality Reinforcer) DOT Preference Job Types. Note: Jung did not present a theory of personality; he presented a theory of a personality model. This is an important distinction that should be remembered. Scientific models are based on normal distributions (bell-shaped curves). People with extreme scores are different from people with similar scores (statistical significance). Jungian Conceptual Types do not function this way. If you are one point below the cutoff for a type, you are in a totally different group than a person one point above a cutoff for that type. Kiersey and the mother-daughter team of Meyers and Briggs created tests for individual personality. The Jungian Conceptual Types covered here do Not represent a worker's personality. They indicate groupings of jobs that reinforce people classified in terms of vocational temperaments presented by Jung. Jobs that represented core values of Jungian Conceptual Types were combined using MVQS Transferable Skills Analysis methods. Therefore, they represent normal distributions of vocational preferences. Validity and reliability are based on a statistical foundation rather than an abstract model.

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Extroversion and IntroversionThis part of the model focuses on how and where you get your energy.

A person might prefer to draw energy from outside or external sources (Extroversion). Such a person might be described as having an exciting life. There would be a tendency to be ambitious and imaginative. About 70% of the people population.

Gets Bored with slow and repetitive work Wants variety and action Enjoys diversions and social interaction

If energy is drawn from the inner world of ideas, emotions and impressions (Introversion), a worker might have more inner harmony. The tendency would be to be more logical and thoughtful. About 30% of the people population.

Gets Annoyed when interrupted or rushed Likes quiet and likes concentration Dislikes intrusions and external distractions

Sensing and IntuitionThe focus is on what you pay attention to or how information is gathered.

If a person gathers information mostly from the five senses (Sensing), emphasis might be on a comfortable life, family security and national, physical and emotional security or external health. Such a person might be described as obedient, clean, polite, responsible and self-controlled. About 70% of the people population.

Relies on past work experience Likes things to be concrete and practical Uses already existing skills rather than learning new ones

A person might attend more to providing community services, seek an exciting life, crave freedom and seek beauty in the world (Intuition). A worker might be described as flexible, adaptable, broadminded, and imaginative. About 30% of the population.

Are Interested in new approaches to work Enjoy learning new skills Prefer change

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Thinking and FeelingThis is the system used to make decisions.

A person that relies on personal authority and seeks a sense of accomplishment (Thinking). The worker might be described as ambitious, capable, independent, logical, responsible, self-controlled, as well as imaginative. About 66% of men and 33% of women in the population.

Are Task oriented Use logic and analysis Deal firmly with other people

If a person focuses more on internal harmony, spirituality, and mature love (Feeling), descriptions of behavior are more likely to include cheerful, forgiving, helpful, loyal, loving, and polite. About 33% of men and 66% of women in the population.

Are Relationship oriented Value other people's opinions and values Pay attention to how other people feel

Judgment and PerceptionThe type of life you adopt.

A person that focuses on family and national security (Judging) might be described as logical, clean, obedient, self-controlled and responsible. About 55% of the population.

Plan my work and work my plan Concentrate on getting the task done Prefer to control myself and other people

If a person focuses more on an exciting life, pleasure and mature love (Perceiving), descriptions might be more along the lines of broadminded, cheerful, imaginative, and adaptable. About 45% of the population.

Adjust to the needs of the job as they occur Put the job on hold to address problems Prefer freeing up the work of myself and other people

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VIPR Vocational Preference Types - Jungian Conceptual Types

There are four model Jungian Types, and each one has two options. This produces 16 possible VIPR Vocational Types. They are listed below in Order of Job Type Frequency.

VIPR 01: ESTJ - Extraversion, Sensing, Thinking, Judging: Managerial, Supervisory, Strong, Responsible, Leisurely, Reliable.

VIPR 02: ISFP - Introversion, Sensing, Feeling, Perceiving: Artistic, Sensitive, Action Oriented.VIPR 03: ESFP - Extraversion, Sensing, Feeling, Perceiving: Entertainer, Warm, Optimistic, Smooth,

Witty, Charming, Clever, Fun, Generous.VIPR 04: ESTP - Extraversion, Sensing, Thinking, Perceiving: Entrepreneur, Promoter, Action Oriented.

Competitive, Self-Confident, Negotiator.VIPR 05: ISTJ - Introversion, Sensing, Thinking, Judging: Trustworthy, Serious, Decisive, Practical,

Dependable, Secure.VIPR 06: ESFJ - Extraversion, Sensing, Feeling, Judging: Seller, Sociable, Nurturer, Harmonious, Self-

Sacrificing, Gracious.VIPR 07: ISTP - Introversion, Sensing, Thinking, Perceiving: Tool Master, Impulsive, Action Oriented,

Fearless, Adventurous, Excitable.VIPR 08: ENTJ - Extraversion, iNtuiting, Thinking, Judging: Executive, Leader, Responsible,

Aggressive, Self-Assured.VIPR 09: ISFJ - Introversion, Sensing, Feeling, Judging: Services Oriented, Devoted, Minister, Loyal,

Caring, Empathetic.VIPR 10: ENTP - Extraversion, iNtuiting, Thinking, Perceiving: Innovative, Enthusiastic, Sensitive, Non-

conformist, Inventive.VIPR 11: INTJ - Introversion, iNtuiting, Thinking, Judging: Systems Builder, Scientific, Self-Confident,

Pragmatic, Idiosyncratic, Decisive.VIPR 12: INTP - Introversion, iNtuiting, Thinking, Perceiving: Architect, Precision Oriented, Thinker,

Discerning, Understanding.VIPR 13: ENFJ - Extraversion, iNtuiting, Feeling, Judging: Group Leader, Conscientious, Aggressive,

Motivational.VIPR 14: INFP - Introversion, iNtuiting, Feeling, Perceiving: Care Giver, Calm, Caring, Empathetic,

Pleasant, Dramatic, Honorable.VIPR 15: ENFP - Extraversion, iNtuiting, Feeling, Perceiving: Journalist, Sensitive, Understanding,

Dramatic, Vigilant, Warm, Empathic.VIPR 16: INFJ - Introversion, iNtuiting, Feeling, Judging: Authoritative, Motivated, Helpful, Sensitive,

Complex.

VIPR - Jungian Conceptual TypesVIPR Type Percent of Population for Jobs (DOT) and Keirsey Personality (Per)

Type 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16DOT 39.3 28.6 7.2 4.3 3.7 3.6 3.0 1.9 1.8 1.7 1.4 1.0 0.7 0.7 0.8 0.3Per 11.0 3.0 4.8 2.7 10.6 12.2 2.2 3.2 9.7 2.2 5.2 3.1 7.4 6.8 8.6 7.3

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The 11 Critical Worker Temperament Traits

There are 11 Critical Temperament Trait Variables, which have been found to be vocationally relevant in the prediction of an individual's specific Labor Market Access and Earning Capacity. They are defined in with the trait and element variables covered in the TEMPERAMENT Traits section of this book. Temperament traits are rated on a 2-point job analysis adaptability scale where Level 1=Required and Level 0=Not Required. People are rated relative to the Temperament Trait definitions from the HAJR-91. The Average Person is assumed capable of tolerating the adaptability requirements for each Temperament Trait individually or in combination with other Temperaments.

Temperaments Trait Restrictions are most helpful in the elimination of job options which would typically be contra-indicated for individuals with special problems or concerns including: Gambling Addiction, Drug Addiction, Alcohol Addiction, Disfigurement, Emotional Trauma, Post-Traumatic Stress Disorder, Major Depression, Learning Disabilities, Brain Damage, Mental Retardation and related Psychiatric- or Psychologically-Diagnosed Diseases/Disorders.

Directing, Controlling or Planning (T76)

DIRECTING, Controlling, or Planning Activities of Others: Involves accepting responsibility for formulating plans, designs, practices, policies, methods, regulations, and procedures for operations or projects; negotiating with individuals or groups for agreements or contracts; and supervising subordinate workers to implement plans and crontrol activities. Consider this factor important for jobs when the worker is in a position to negotiate, organize, direct, supervise, formulate practices, or make final decisions. Do not consider this factor important for jobs when the worker plans for his or her own activity.

1 = Important0 = Not Important

Repetitive or Short-Cycle Work (T77)

Performing REPETITIVE or Short-Cycle Work: Involves performing a few routine and uninvolved tasks over and over again according to set procedures, sequence, or pace with little opportunity for diversion or interruption. Interaction with people is included when it is routine, continual, or prescribed. Distinguish between work that is inherently of a repetitive nature and the human facility of making the familiar routine. Consider this factor important when the work performed according to a routine, or set sequence, and there is an absence of diversion or room for independent judgment.


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Influencing People (T78)

INFLUENCING People in their Opinions, Attitudes, and Judgments: Involves writing, demonstrating, or speaking to persuade and motivate people to change their attitudes or opinions, participate in a particular activity, or purchase a specific commodity or service. Consider this factor important when the worker is in a position to motivate, convince, or negotiate.


Variety (T79)

Performing a VARIETY of duties: Involves frequent changes of tasks involving different aptitudes, technologies, techniques, procedures, working conditions, physical demands, or degrees of attentiveness without loss of efficiency or composure. Consider this factor important if several duties in a job indicate significant differences in technologies, techniques, and procedures, environmental factors and physical demands, or work situations. The involvement of the worker in two or more work fields may be a clue that this temperament is required. Do not interpret variety as meaning merely several. Several duties, all requiring the same or very similar skills, knowledge, and abilities do not constitute variety, which is the key word in this factor.


EXPRESSING Personal Feelings (T80)

EXPRESSING Personal Feelings: Involves creativity and self expression in interpreting feelings, ideas, or facts in terms of a personal viewpoint; treating a subject imaginatively rather than literally; reflecting original ideas or feelings in writing, painting, composing, sculpting, decorating, or inventing; or interpreting works of others by arranging, conducting, playing musical instruments, choreographing, acting, directing, critiquing, or editorializing. Consider this factor important when the worker is called upon to use creativity, self-expression, or imagination. Interpretation is defined as an individual's concept of a work of art, subject, plan, etc. as shown in performance, criticism, artistic representation, or the like.


Working Alone (T81)

Working ALONE or Apart in Physical Isolation from Others: Involves working in an environment that regularly precludes face-to-face interpersonal relationships for extended periods of time due to physical barriers or distances involved. Consider this factor important when the worker is called upon to: Locate and Report forest fires and weather phenomena from remote fire-lookout stations; Work below the surface of water using scuba gear or a diving suit with an air line extending to the surface; Explore likely regions to discover valuable mineral deposits; Trap animals for pelts, live sale, bounty, or to relocate them to

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other areas; or Drive gasoline- or diesel-powered tractor-trailor combination long distances to transport and deliver products.


Stress (T82)

Performing Effectively Under STRESS: Involves coping with circumstances dangerous to the worker or others. Consider this factor important when the worker is subject to danger or risk to a significant degree, or to tension as a regular, consistent part of the job in emergency, critical, unusual, or dangerous situations, or in situations in which working speed and sustained attention are make or break aspects of the job.


Tolerances (T83)

Attaining Precise Set Limits, TOLERANCES, and Standards: Involves adhering to and achieving exact levels of performance, using precision measuring instruments, tools and machines to attain precise dimensions; preparing exact verbal and numerical records; and complying with precise instruments and specifications for materials, methods, procedures, and techniques to attain specified standards. Consider this factor important when the worker must be precise, thorough, exacting, or meticulous in regard to material worked; or in activities such as numerical determination, record preparation, or inspecting.


Under Specific Instructions (T84)

Working UNDER Specific Instructions: Performing tasks only under specific instructions, allowing little or no room for independent action or judgment in working out job problems. Consider this factor important when the worker: Installs plastic molding strips into slotted edges of metal tabletops using fixed or preset specifications; Mixes pharmaceuticals, issues medicines, labels, and stores supplies, and cleans equipment and work area under direction of licensed, professional worker; weighs or measures, grinds, chops, and mixes specified quantities of ingredients; Inspects materials and products for conformance to specifications using fixed or preset specifications; or, Bends and adjusts plastic or metal eyeglass frames according to preset specifications.


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People (T85)

Dealing with PEOPLE: Involves interpersonal relationships in job situations beyond giving or receiving work instructions. Consider this factor important when the worker: Cooperates with other workers; Must have agreeable working relations with others; Contacts others in a succesful manner; or, Works as a member of a committee.


Judgments and Decisions (T86)

Making JUDGMENTS and Decisions: Involves solving problems, making evaluations, or reaching conclusions based on subjective or objective criteria, such as the five senses, knowledge, past experiences, or quantifiable or factual data. Consider this factor important when the worker relies on one or more of the five physical senses, or relies on knowledge gained by experience to make evaluations. Do not consider this factor important when the worker relies appears to be evaluating on the basis of senses or experiences, but is actually using memorized data.


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Documents

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