Institute/Session Summary:

This presentation is aimed at administrators and tutor coordinators/trainers who would like to develop or revise personnel management tools and forms. Careful analysis of a job is the foundation for designing hiring processes, developing of training curricula, and establishing criteria for supervision and evaluation. Additionally, integration of job task analysis and learning theory allows administrators to create and use forms effectively, as well as other tools to improve student services, enhance tutor performance, and periodically update training curricula.

Learning Objectives: Participants will:

• Identify the major steps in conducting job task analysis.
• Establish connections between job task analysis and tutor training and practices.
• Describe the three-fold process of assessment of tutoring practices and its impact on curriculum development for training.
• Apply information learned at the workshop to develop strategies for utilization at their own institutions, such as analysis and development of hiring forms, development of criteria for evaluation of tutor performance, and analysis and development of evaluation and assessment forms

Presentation Outline:

• Fundamentals of job task analysis (JTA)
• PowerPoint presentation on how JTA was used at West Chester University to identify primary and secondary tasks required for tutoring, as well as develop tutor job descriptions and applicant profiles
• Using a sample list of primary and secondary tasks for various learning center positions, participants work in small groups to develop sample job descriptions and applicant profiles
• PowerPoint presentation describing the connection between job descriptions and applicant profiles to the development of appropriate hiring forms
• Interactive analysis of sample hiring forms with audience participation
• Connection between job descriptions and applicant profiles to the development of training curricula and evaluation practices
• Small group discussions on developing training curricula and evaluation forms using sample job descriptions and applicant profiles
• Representatives from each group share insights with the entire audience

Instructional Materials:
Handouts (sample list of primary and secondary tasks for various learning center positions, sample job descriptions, sample applicant profiles, sample forms); media (PPT presentation); and other materials (list of key web resources, including concept mapping software).

Theoretical basis and significance to the field:
A tutoring program cannot be effective unless the peer tutors who work for it have the appropriate skills, knowledge and abilities to conduct tutoring sessions effectively. Gaustad (1993) notes that procedures must be established for selecting and matching tutors and tutees, tutors require training to accompany carefully structured materials, and tutors require ongoing supervision and support. The need for structured and ongoing training is one key to the success of tutorial programs as reported by AmeriCorps in a 2001 report. Many programs select their tutors early in the semester through advertisement and direct recruitment with selected groups of students. In some cases, such as that of San Diego State University fliers and a website are used to advertise job openings. In other cases, such as that of Princeton University, only students recommended by faculty are invited to become tutors.

A job task analysis is usually conducted as a basis for development of "workplace instructional material or curricula that is workplace site specific and addresses the needs of the workplace" (Burkhart, 1995a). We propose that a job task analysis is necessary even earlier in the process. Because tutoring programs have limited time for training before tutors have to begin working, it is important that peer tutors bring with them a set of knowledge, skills, and abilities (KSA’s) that will serve as a foundation for further training. But, how do we know what KSA’s are the most appropriate? One way is to conduct a job task analysis. Through analysis of the critical job tasks, the program coordinator can identify the basic skills necessary in performing these critical tasks (Jenkins & Curtin, 2006). Although the current literature discusses job task analysis related to workplace training, few, if any, studies address job task analysis geared toward recruitment and selection of employees; Foster et. al."s (2000) article The Importance of Job Task Analyses describes the process in great detail, but does not address the link to recruitment.

The KSA’s necessary for performing critical tutoring tasks can be grouped in the following categories: interpersonal skills; knowledge of subject matter; knowledge of university resources, policies and regulations; knowledge of issues related to learning; and teaching/tutoring skills. The U.S. Department of Labor defines knowledge, skills, and abilities as "the attributes required to perform a job and are generally demonstrated through qualifying service, education, or training." Using the categories of the KSA's related to tutoring offers a foundation for the development of a JTA, administrators, tutor coordinators and trainers can develop their existing training and materials.

Organizations have found that concept mapping serves as a useful tool to conduct a JTA, as it is more efficient and more effective to achieve group consensus with the concept mapping and with CmapTools than with ordinary note taking and summarizing. The concept-map oriented approach to grouping tasks in terms of major concepts (rather than linear lists of tasks) may add to current job understanding and a more meaningful approach to training (Dumestre, 2004). The Unites States Navy uses concept mapping as one method to identify jobs, duties and tasks as part of the Job Task Analysis (JTA) process and found those who participated were well informed and actively engaged in the concept mapping process. The facilitators and the mapping modelers were able to lead the groups to the desired end more quickly than with earlier JTA methods (Dumestre, 2004).

Presenters experience relevant to the topic:
West Chester University Learning Assistance and Resource Center devised its entire tutor hiring, training, and supervision process by conducting a job task analysis through interviews, observing competent employees, and collecting materials used to perform the critical tasks. We involved program staff, students, and faculty members in the identification of critical tutoring tasks, as well as other characteristics that allow tutors to perform their tasks more effectively. Once the KSA's were identified, we determined which ones we expected the tutors to have before they began training and which ones could be taught as part of our tutor training program. Furthermore, this analysis also allowed us, later on the process, to determine policies and procedures for supervision and evaluation of performance. Processes and procedures developed using the above-mentioned analyses have proven to be successful over more than a decade.

Relevance to CRLA members and other conference attendees:
Learning assistance and tutorial services at the college/adult level are two of CRLA's main foci. By informing participants of the theoretical framework for the use of job task analysis and providing the opportunity to collaboratively design forms specific to their institution's needs, this presentation not only addresses the CRLA foci, but also provides a forum for the sharing of ideas, methods, and information to improve learning center administration. Therefore, this presentation is relevant for CRLA members and conference attendees who direct learning assistance centers, manage tutor training programs, or are involved in personnel hiring and evaluation processes at their institutions.

References:

AmeriCorps. Tutoring Outcomes Study, AbT Associates, Corporation for National and Community Service, February 2001. http://www.americorps.org/research/tutoring_0201.html

Burkhart, J. (1995a). Conducting the Job Task Analysis. ERIC document ED399433.

Burkhart, J. (1995b). Conducting a Job Task Analysis. Colorado Department of Education State Library and Adult Education Office, 1–15.

Dumestre, J. C. (2004). Using CmapTools Software to Assist in Performing Job Task Analysis. In A. J. Cañas & J. D. Novak & F. M. González (Eds.), Concept Maps: Theory, Methodology, Technology. Proceedings of the First International Conference on Concept Mapping. Pamplona: Universidad Pública de Navarra.

Foster, D., Jones, P., and Becraft, R. (2000). The Importance of Job Task Analyses. Originally published in the Summer issue of Professional Certification Magazine. [online] available: http://www.computer.org/certification/procert_jta.html

Gaustad, J. "Peer and Cross-Age Tutoring." ERIC Digest 79. Eugene, OR: ERIC Clearinghouse on Educational Management, March 1993.

Jenkins, S. and P. Curtin (2006). Adapting Job Analysis Methodology to Improve Evaluation Practice. American Journal of Evaluation, v27 n4 p485-494.

Princeton University, http://www.princeton.edu/odoc/services/tutoring/become_a_tutor, accessed on April 18, 2007.

San Diego State University, http://www-rohan.sdsu.edu/dept/sdsutrio/jobs_srp.html, accessed on April 18, 2007.