1. Task Analysis of Training Professionals 1
Running Head: TASK ANALYSIS OF TWO TRAINING PROFESSIONALS
A Task Analysis of Two Training Professionals
Lisa Suzanne Vallad
North Carolina State University
2. Task Analysis of Training Professionals 2
Introduction
The role of instructional designers and training professionals is constantly evolving.
According to Roytek (2010), “given global economic conditions that are increasingly forcing
organizations to downsize while simultaneously requiring an increase in productivity from their
remaining, reduced workforce, instructional designers are increasingly called upon to produce
higher quality instructional programs using ever more efficient technologies” (p. 170). What
tasks, then, comprise a training professional’s role in the workplace? In order to answer this
question, a task analysis of two training professionals was conducted, to identify their tasks,
roles, and responsibilities in the workplace.
Conducting a Task Analysis
A task analysis, according to Swanson (2007), is a component of documenting workplace
expertise, and involves “detailing the expertise required to perform each task” (p. 129). Burkhart
(1995) describes a job task analysis as “a procedure whereby supervisors and competent workers
are observed, questioned, interviewed, and asked to supply materials so that the work related
competencies and required skills to perform a job can be identified” (p. 2). In this task analysis,
two training professionals, a Learner Analyst and a Training Specialist, from the University of
Colorado, were interviewed and surveyed to obtain the tasks specific to their positions.
Furthermore, a review of organizational records relating to the Learner Analyst and Training
Specialist were reviewed.
3. Task Analysis of Training Professionals 3
Organization
The University of Colorado is a public research university with four campuses located
throughout Colorado. The mission of the University of Colorado is to “serve Colorado, the
nation, and the world through leadership in high-quality education and professional training,
public service, advancing research and knowledge, and state-of-the-art health care” (Mission,
para.1). Both individuals interviewed for this paper work for the University of Colorado System
Administration, a centralized office that provides services to all four campus locations. The
System Administration offices of the University of Colorado consist of the following centralized
services: payroll and benefits, human resources, legal, University controller, and employee
learning and development.
Interviewees
Interviewee I, a Learner Analyst in the Employee Learning and Development Department,
was hired to design and develop effective training for the employees of the University of
Colorado. The Employee Learning and Development Department consists of four employees; a
Director, a Learning Analyst (Interviewee I), a Learning Coordinator, and a Coordinator.
Interviewee I’s main functions include the development of tools to streamline instructional
design processes, eLearning and instructional design, and the development of project
management courseware (personal communication, November, 2010).
Interviewee II, a Procurement Training and Documentation Specialist in the Office of
University Controller, was hired to manage university-wide financial training services, and to
prepare materials that document and guide end users through university business processes.
Interviewee II works as a part of Finance and Procurement Business Services, which is
comprised of a team of seven individuals. Finance and Procurement Business Services has a
4. Task Analysis of Training Professionals 4
Director, two Help Desk Consultants, a Help Desk Manager, a Communication Technology
Specialist, a Finance Training and Documentation Specialist, and a Procurement Training and
Documentation Specialist (Interviewee II). Interviewee II’s main functions include strategic
planning for training, creating and updating instructional materials, and course development and
design.
Review of the Literature
Morrison, Ross, and Kemp (2007) describe the goal of instructional design as “making
learning more efficient and effective, and to make learning less difficult” (p. 2) and that the goal
of the instructional designer is to “design and develop instruction that will improve performance
in a most effective and efficient manner” (p. 3). The work environment and culture within which
instructional designers operate is under constant fluctuation. In order to understand current job
demands and needs of instructional designers and training specialists, it is imperative to gain an
understanding of current issues and trends in instructional design and training and development.
A current trend in instructional design and training and development is the transition from
traditional, face-to-face training and course delivery, to an online training and course delivery.
According to Moller, Foshay, Wellesley, and Huett (2008), “the growth of online distance
learning (eLearning) is explosive in almost all sectors” (p. 70). It is therefore imperative that
instructional designers and training specialists immerse themselves in all aspects of eLearning. A
challenge to instructional designers and training specialists, according to Moller et al. (2008), “is
not only to evolve the field, but also to assure that the products of sound professional design
practice lead the e-learning enterprise” (p. 71).
There is also an existing gap between theory and practice in the instructional design and
training and development fields. Yanchar, South, Williams, Allen and Wilson (2009) explain that
5. Task Analysis of Training Professionals 5
“although a primary purpose of theory construction is to provide conceptual tools for improving
instructional design practice, this aspect of work in the field is often overlooked” (p. 40).
Yanchar et al. (2009) further explains that “more specifically, there is little exploration of how
designers actually view formal theories and use them for various design tasks in context – such
as organizing content, providing learner structure, and evaluating learner outcomes” (p.40).
Because instruction design theory is a great framework for practice, it is considered an aspect of
training professionals to have a grasp of instructional design theory, in order to translate the
theory into practice.
Finally, there has been an identified need for project management skills in the instructional
design and training and development fields. According to Van Rooij (2010), “instructional
designers must possess both a sound instructional design knowledge base and solid project
management skills that will enable them to complete courseware projects on time, on budget, and
in conformance with client expectations” (p. 852). Van Rooij (2010) further explains that courses
in project management aren’t typically included in instructional design program curriculum (p.
853). Project management skills would enable both the instructional designer and training
specialist to effectively manage and monitor their ongoing projects, especially in a time-sensitive
and deadline oriented environment.
Data Collection Methods
Various data collection methods exist in conducting research. For the task analysis of training
professionals, three data collection methods were employed; interviews, survey questionnaire,
and organizational records. These three methods were used to find the appropriate balance
between quantitative and qualitative data, and, according to Swanson (2007), “more than one
method or source of data collection is generally required to gain enough information to
6. Task Analysis of Training Professionals 6
understand a phenomenon” (p. 108). Using multiple data collection methods also increases the
reliability and validity of the results.
All three data collection methods were used as forms of qualitative research. According to
Creswell (2009), qualitative research is “a means for exploring and understanding the meaning
individuals or groups ascribe to a social or human problem” (p.4). Characteristics of qualitative
research include collecting data in a natural setting, using multiple sources of data, using
inductive data analysis, and interpreting results (Creswell, 2009, p. 176). Plewis and Mason
(2005) concur with Creswell, by stating that “the analysis of qualitative data requires the
organization of varied and complex narratives, descriptions, perceptions, perspectives,
interviews, and observation” (p. 192). Typically, a review of organizational records would be
considered quantitative research, however, in this analysis, due to the interpretive nature of the
results, the review or organizational records is considered to be qualitative research.
There are advantages and disadvantages to using qualitative research methods. For example, a
strength of qualitative research described by Creswell (2009), is that qualitative methods
typically involve multiple sources of data, which increases the validity of the results (p. 175).
However, a disadvantage of qualitative research, according to Creswell, is that it is an
interpretative method, and therefore, is subject to the biases, values, personal background,
history, culture, and socioeconomic status of the inquirer (p. 177). The research in this analysis
was designed and conducted with the intent to address both the advantages and disadvantages of
qualitative research.
7. Task Analysis of Training Professionals 7
Data Collection Method – Interview
Swanson (2007), describes the interview data collection method as “enabling analysts to
gather information directly from people in the workplace or people connected in various ways to
the organization and its processes in person, in groups, and also by telephone” (p. 109). The
interviews of the two training professionals focused on their specific roles within their
department, their short and long term goals, and the mission and goals of their department. The
interview also focused on identifying key job tasks of each interviewee, and challenges and
rewards of their jobs. These questions were specifically included in the interview, as these
answers were more abstract in nature, and better communicated via face to face communication
than in a survey. The questions were organized to focus on the individual, on the job processes
themselves, and on the organization. Also, according to Swanson (2007), “expert analysts use
interviews as a first step for discovering the most useful content for a questionnaire” (p. 112).
The questions developed and implemented during the interview, and the responses
collected, were then compared to the questions developed and used for the survey questionnaire.
The interview data collection method was selected in accordance with Swanson’s (2007) view
that the interview data collection method is “a useful technique for discovering what happens at
the organizational, process, team, and/or individual job levels” (p. 109). The interviews were
conducted in face to face meetings with the interviewees, and responses were collected via
electronic notes by the interviewer. Each interview was conducted over the course of
approximately one hour. The interview guide used to collect data can be found in Appendix A.
Data Collection Method – Survey Questionnaire
A survey questionnaire was also selected as a data collection method. According to
Swanson (2007), a “survey questionnaire is often used as a primary data collection tool”, and, if
8. Task Analysis of Training Professionals 8
“done correctly, no tool is more efficient for obtaining data from a large, dispersed population”
(p. 112). Although the two training professionals in this analysis represent a small population,
the survey questionnaire was an effective tool as it allowed the training professionals to respond
to the survey at their leisure, and also complemented the interview, in the sense that it allowed
for the training professionals to expand on information provided during the interview. According
to Swanson (2007), “the questionnaire then offers a way to accurately evaluate the extent and the
credibility of the facts and opinions gathered by interviews” (p. 112).
The survey contained several open-ended questions that allowed the interviewees to
contemplate their answers, rather than having their answers restricted by the time provided
during the interview. The questions included in the survey were used to expand on questions
asked during the interview, and to also provide very specific data questions, such as length of
service, educational background, and professional background, and were organized by beginning
with the least complex question and ending with the most complex question. The survey was
developed electronically, and was submitted to the interviewees via email. According to
feedback from the interviewees, the survey took approximately thirty minutes to complete.
Responses to the survey were then collected electronically, using the survey development tool
“Survey Monkey”.
Data Collection Method – Organizational Records
Finally, organizational records, such as job descriptions and position manuals were reviewed
to identify existing job task information. This method, although described as a review of
organizational records, is slightly different than the traditional review of organizational records.
According to Swanson (2007), a review of organizational records typically includes identifying
items such as employee turnover, absenteeism, grievances filed, etc. (p. 118). In this analysis, the
9. Task Analysis of Training Professionals 9
organizational record data collection method was to review job descriptions and position
manuals in order to compare and contrast the tasks of both training professionals.
Analysis
Through the review of the interview responses, survey questionnaire responses, and
organizational records, it became evident that although each position is quite different, both
Interviewee I (Learner Analyst) and Interviewee II (Training Specialist) are strategically
involved in the delivery of training and instructional design services, and also both committed to
customers at the University of Colorado. The review of the job descriptions of Interviewee I
(Learner Analyst) and Interviewee II (Training Specialist), involved a compare/contrast of job
tasks as described in the job descriptions. The job tasks were then categorized (see the table as
presented in Analysis – Job Description), and compared and verified through information
obtained during the interview and survey questionnaire. The job descriptions were then
compared to external job descriptions. The interview responses that were recorded electronically
by the interviewer, and the survey questionnaire responses that were collected electronically, for
both Interviewee I (Learner Analyst) and Interviewee II (Training Specialist) involved a
compare/contrast of answers, and key themes were identified through analyzing the responses.
The responses were also compared to existing literature on task analyses and issues relating to
the instructional design/training and development field. Finally, the key themes and tasks that
were identified were compared to the detailed task analysis as described by Swanson (2007) in
Analysis for Improving Performance. Through the various analyses conducted, it was identified
that the tasks of both positions used to deliver the training and instructional design services are
also significantly different.
10. Task Analysis of Training Professionals 10
Analysis – Job Description
According to Swanson (2007), a “job description is a statement that establishes the scope of
responsibilities of a specific job within a specific organization” (p.135). Swanson (2007)
identifies two components of reviewing job descriptions; the first component is to review
existing job descriptions, and the second component is to obtain external job descriptions from
external sources, such as professional references, associations or other companies (p. 136). As
part of the task analysis of two training professionals, the job descriptions of Interviewee I
(Learner Analyst) and Interviewee II (Training Specialist) were obtained and reviewed. External
job descriptions for a Learner Analyst/Instructional Designer position, and for a Training
Specialist position, were also obtained. In reviewing the job descriptions, it became evident that
although both positions are considered training professionals, the positions of Learner Analyst
and Training Specialist are quite different.
According to the existing job description, the key components of Interviewee I’s (Learner
Analyst) position are to design, develop, and deliver training events, through working with senior
managers to gather program learning requirements, researching benchmarking practices in
eLearning, developing and maintaining web based learning events, and creating and maintaining
a measurement system that documents employee feedback, compliance course completion, and
the use of online learning events. The job description is in concurrence with the components of
the position as identified by Interviewee I (Learner Analyst) themselves; Interviewee I (Learner
Analyst) views “the development of tools to streamline processes, instructional design, and
development of project management courseware” as the three most critical tasks of their position
(personal communication, November, 2010).
11. Task Analysis of Training Professionals 11
The key components of Interviewee II’s (Training Specialist) position, as identified in the
job description, are to design, develop, and deliver training, to measure the effectiveness of
training and develop training communications, and to design and develop training resources.
According to Interviewee II (Training Specialist), the job description is accurate, as Interviewee
II (Training Specialist) identified the three most critical tasks of their position as “training course
development and design, training strategic planning, and the development and design of
instructional materials and training resources” (personal communication, November, 2010). A
comparison of the job descriptions of Interviewee I (Learner Analyst) and Interviewee II
(Training Specialist) is as follows:
Category Interviewee 1 (Learner Analyst) Interviewee 2 (Training
Specialist)
Purpose of Hire This position supports the design and This position manages
development of effective training for the university-wide financial
employees of the University of training services and
Colorado. prepares materials that
document and guide end
users through university
business processes. This
position is responsible for
all aspects of financial
compliance training.
Training Design and Develops and delivers on-
Implementation going procurement training
The instructional design, development programs and initiative
and delivery of formal and informal specific financial training
training events, with appropriate need. Prepares educational
evaluation tools, that supports employee resources and
development and compliance documentation materials to
requirements. support university –wide
procurement training
initiatives
Determining Training Determines the training
Work with senior managers and
/Learning Needs needs of university
directors throughout CU to gather the
employees relative to
learning requirements to meet their
financial compliance
program needs.
policies and procedures.
Research Research benchmarking practices in
12. Task Analysis of Training Professionals 12
eLearning as well as current practices
with web based technologies and tools.
Strategic Planning Works with the OUC’s
Communication Specialist
to develop a communication
plan for financial training
initiatives that includes
identification of target
populations, communication
with prospective trainees,
and follow up with those
needing to complete
training.
Web-Based Learning Development and maintenance of web
Development based learning events used to optimize
employee development.
Evaluation/Assessment Assesses financial training
Create and maintain a measurement
effectiveness, including
system that clearly documents employee
administering course
feedback, compliance course completion
quizzes, and participant
and the usage of online learning events.
evaluations.
The job descriptions of Interviewee I (Learner Analyst) and Interviewee II (Training
Specialist) were then compared to external sources. For Interviewee I (Learner Analyst), ten job
postings for Instructional Designers on the American Society for Training and Development
website were reviewed (ASTD Job Bank). Out of the ten job postings, the majority of the job
requirements for an Instructional Designer included the development of eLearning courses,
project management, and client management. The development of eLearning courses and project
management job descriptions are consistent with the job description obtained for Interviewee I
(Learner Analyst). For Interviewee II (Training Specialist), ten job postings for Training
Specialists on the American Society for Training and Development website were also reviewed
(http://jobs.astd.org/jobs). Out of the ten job postings, the majority of the job descriptions for a
Training Specialist included strategic planning for training, the design and development of
13. Task Analysis of Training Professionals 13
training courses, and the design and development of instructional materials, which is consistent
with the job description obtained for Interviewee II (Training Specialist).
Analysis – Task Identification
According to Swanson (2007), each task from a task inventory can be detailed using one of
three methods; procedural task analysis, system task analysis, or knowledge task analysis
(p.149). Procedural tasks are made up of “people-thing work behaviors that are highly
observable and step by step, system tasks are made up of interlocking dimensions of work tasks
around people-hardware systems or people-knowledge systems that are not usually observable,
and knowledge tasks are made up of work behaviors requiring more general methods, concepts,
and theories as they relate to people-idea and people-people work behaviors” (Swanson, 2007, p.
149). The key tasks of each interviewee as identified through the interviews and survey
questionnaire were reviewed, and key themes and trends were identified. Each key theme and
trend was then reviewed, and identified as procedural tasks, system tasks, or knowledge tasks.
The percentage of time each Interviewee spent on each key themed task was also identified.
Interviewee I (Learner Analyst):
Task Group Task Type % of Time
Procedural/System 40%
eLearning Design
Develop eLearning design Procedural/System 30%
tools and procedures
Knowledge 20%
Research and analysis
Procedural/System 5%
Project Management
Learning Management Procedural/System 5%
Support
14. Task Analysis of Training Professionals 14
Interviewee II (Training Specialist):
Task Group Task Type % of Time
Creating and updating Procedural/System 70%
instructional resources
Design and deliver in- Procedural/Knowledge 20%
person training tasks
Strategic training planning Knowledge 10%
tasks, including research
Although the job tasks themselves are quite different, Interviewee I (Learner Analyst) and
Interviewee II (Training Specialist) identified similar skills needed to be a Learner
Analyst/Training Specialist. According to Interviewee I (Learner Analyst), a Learner Analyst
must be detail-oriented, consistent in their processes, and must have the skills to streamline
processes (personal communication, November, 2010). Interviewee II (Training Specialist)
identified similar skills needed to be a Training Specialist, by stating that a Training
Specialist must “be detail-oriented, and must always be looking for ways to be more
efficient” (personal communication, November, 2010). Also, both interviewees identified
that it takes approximately six to nine months to fully learn all tasks related to their positions
(personal communications, November, 2010).
Analysis – Work Environments
Interviewee I (Learner Analyst) and Interviewee II (Training Specialist) described similar
work environments during both their interviews and on the survey questionnaire. Common
themes in describing their perspective work environments were identified as a collaborative work
environment in which one’s individual contributions were valued (personal communications,
November, 2010). The problem-solving and decision-making processes for both departments of
the interviewees are also very similar. Both interviewees described their problem-solving and
15. Task Analysis of Training Professionals 15
decision-making processes as first resolving the issues and making the decisions on their own,
and if that could not be achieved, then elevating the decision/problem to the next appropriate
level of authority within their departmental hierarchy (personal communications, November,
2010).
Analysis - Challenges
The interviewees also identified challenges specific to their jobs and organization.
Interviewee I (Learner Analyst) stated that the most significant challenge in their current role as
a Learner Analyst is a lack of resources. Interviewee I’s (Learner Analyst) department is
currently in need of instructional designers with specific expertise, and that often times, they
have to outsource tasks outside of their department due to a lack of expertise (personal
communication, November, 2010). Interviewee II (Training Specialist) stated that the most
significant challenge in their current role is not receiving information on a timely basis, and a
lack of project management from program managers (personal communication, November,
2010). Interestingly, the challenges identified by both interviewees are organizational and
process challenges, rather than challenges that are unique to their positions.
Analysis – Goals
Interviewee I (Learner Analyst) and Interviewee II (Training Specialist) both have
strategically different short-term and long-term goals for their positions. Interviewee I (Learner
Analyst) identified their short-term goals as “fluid and changing all of the time, but, the short-
term goals all relate directly to instructional design projects and creating instructional design
tools to bring consistency into the work environment” (personal communication, November,
2010). Interviewee I (Learner Analyst) continued to identify the long-term goals of the Learner
Analyst position as “compliance with federal guidelines and regulations, and bringing online
16. Task Analysis of Training Professionals 16
instruction and design up to federal standards” (personal communication, November, 2010).
Interviewee II (Training Specialist) identified their short-term goals as “strategic planning and
identifying key instructional strategies for training and documentation” and identified their long-
term goals as “creating solid training and documentation” (personal communication, November,
2010).
Discussion
The two training professionals in this task analysis had considerably different identified job
tasks. Interviewee I’s (Learner Analyst) job tasks were more technical in nature, and focused
more on system and procedural tasks, whereas Interviewee II’s (Training Specialist) job tasks
were more abstract in nature, and focused more on knowledge and system tasks. Therefore,
Interviewee I (Learner Analyst) must have a strong background in technical expertise, whereas
Interviewee II (Training Specialist) must have a strong background in theoretical and
pedagogical knowledge, in order to be successful in their respective positions.
In the eLearning development process, Interviewee I (Learner Analyst) collaborates with
subject matter experts to develop content for each course. According to Morrison et. al. (2007), a
subject matter expert is “a person qualified to provide information about content and resources
relating to all aspects of the topics for which instruction is to be designed, and is responsible for
checking accuracy of content treatment in activities, materials and examinations” (p.18).
Sometimes, the instructor may serve as their own SME. Although Interviewee I (Learner
Analyst) collaborates with SME’s to develop course content, Interviewee II (Training Specialist)
serves as their own SME. Interviewee II (Training Specialist) is responsible for updating and
developing course content however, Interviewee II (Training Specialist) is also expected to be an
SME on all procurement related policies, procedures, and forms.
17. Task Analysis of Training Professionals 17
Surprisingly, the departments of both interviewees have little to no interaction with each
other. Based on the job task analysis of both Interviewee I (Learner Analyst) and Interviewee II
(Training Specialist), efficiencies and operational productivity gains could be achieved through
the synergistic collaboration of both departments. For example, if both departments met on a
monthly basis, Interviewee II (Training Specialist) could provide Interviewee I (Learner Analyst)
with a current training strategic plan, whereas Interviewee I (Learner Analyst) could provide
Interviewee II (Training Specialist) with any current or evolving technological trends that could
impact course design. Each Interviewee would have the opportunity to learn from the other, as
both their job tasks have been identified as being significantly different. Both departments could
also collaborate on project management courseware design and implementation, as it is a current
trend and identified need of both departments.
Conclusion
Prior to conducting this job task analysis of two training professionals within the University
of Colorado, multiple employees, and even leadership, of the University of Colorado had the
impression that Interviewee I (Learner Analyst) and Interviewee II (Training Specialist)
performed the same job tasks and had the same job responsibilities. This job task analysis
identifies that although Interviewee I (Learner Analyst) and Interviewee II (Training Specialist)
may have the same end goals of designing and delivering training and resources for employees at
the University of Colorado, and that they have the same customer-service focused business
processes, that their jobs tasks and responsibilities are significantly different. Furthermore, this
task analysis has identified potential operating efficiency gains through the collaboration of the
departments of Interviewee I (Learner Analyst) and Interviewee II (Training Specialist).
18. Task Analysis of Training Professionals 18
References
ASTD Job Bank. American Society for Training and Development. Retrieved November 1,
2010, from http://www.astd.org/
Burkhart, J., & Colorado State Dept. of Education, D. (1995). Conducting the job task analysis.
Retrieved from ERIC database.
Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches.
Thousand Oaks, CA: Sage Publications.
Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for
instructional design on the potential of the web. TechTrends: Linking Research and
Practice to Improve Learning, 52(3), 70-75.
Morrison, G., Ross, S., & Kemp, J. (2007). Designing effective instruction. 5th ed. Danvers, MA:
John Wiley & Sons.
Plewis, I., & Mason, P. (2005). What works and why: Combining quantitative and qualitative
approaches in large‐scale evaluations. International Journal of Social Research
Methodology, 8(3), 185-194.
Roytek, M. (2010). Enhancing instructional design efficiency: Methodologies employed by
instructional designers. British Journal of Educational Technology, 41(2), 170-180.
Swanson, R. (2007). Analysis for improving performance. 2nd ed. San Francisco, CA: Berrett-
Koehler Publishers, Inc.
University of Colorado. https://www.cu.edu
Van Rooij, S. (2010). Project management in instructional design: ADDIE is not enough. British
Journal of Educational Technology, 41(5), 852-864.
Yanchar, S., South, J., Williams, D., Allen, S., & Wilson, B. (2010). Struggling with theory? A
qualitative investigation of conceptual tool use in instructional design. Educational
Technology Research and Development, 58(1), 39-60.
19. Task Analysis of Training Professionals 19
Appendix A: Interview Guide
1. Interviewee:
2. What is your position title? Could you please provide me with your official job
description?
3. How would you describe your work environment and organizational culture?
4. What are your short-term goals for your position?
5. What are your long-term goals for your position?
6. What are your daily on-the-job requirements and responsibilities?
7. Which three responsibilities do you spend most of your time?
8. What challenges do you encounter when completing your job tasks?
9. Please give me a brief overview of your organization and your department.
10. What is the mission of your organization and your department?
11. How does your specific role support the organization and your department?
12. What skills are needed to be a good XXXX?
13. What is the most rewarding part of your job?
14. How does the organization see your role as part of the organization?
15. Do you feel the organization values your role in the organization?
16. What are the three most valued/expected tasks of your position?
17. What changes would you implement in order for you to complete your job more
efficiently and effectively?
20. Task Analysis of Training Professionals 20
Appendix B: Survey Questionnaire
1. What is your position title?
2. What is your organization?
3. How long have you been in your position?
4. Please describe your professional experience.
5. Please describe your educational experience.
6. How would you describe the decision making process for your position?
7. How would you describe the problem solving process for your position?
8. What is the average length of time required to be able to perform your job at a successful
level (i.e. how long does it take to learn your job tasks)?
9. Who are the major customers you support within your organization?
10. Please list your major work tasks and responsibilities, and indicate the % of your time
spent on each task. Please begin with the most significant task relating to your job.