DOCUMENT RESUME
ED 221 596
TM 820 634
AUTHOR
Mann, Walter G., Jr.
TITLE
A Multipurpose Analysis of Clerical and
Administrative Positions in the U.S. Virgin
Islands.
INSTITUTION
Office of Personnel Management, Washington, D.C.
REPORT NO
PRR-80-29
PUB DATE
Sep 80
NOTE
86p.; Appendices contain small print that may not
reproduce clearly.
EDRS PRICE
MF01 Plus Postage. PC Not Available from EDRS.
DESCRIPTORS
Adults; *Clerical Occupations; Evaluation Methods;
Factor Analysis; Government Employees; *Job Analysis;
*Job Placement; *Managerial Occupations;
Questionnaires; Rating Scales
IDENTIFIERS
*Virgin Islands
ABSTRACT
This report demonstrates the feasibility of covering
a large number of classes in a single study that has both
classification and selection applications. A job analysis of clerical
and administrative positions in the Government of the U.S. Virgin
Islands was accomplished by means of a single questionnaire comprised
of 264 items of the following types: 31 knowledge, 104 skill or
ability, 99 activity, 15 job evaluation, and 15 biographical. A
quantitative procedure utilizing activity data was developed to
assure that positions are properly.assigned to classes. Factor
analysis of skill and ability ratings identified seven job domains
that can be readily operationalized in the form of written or
performance tests. The inferential leap from job analysis data to
test content was minimized by including statements of test behavior
in the questionnaire; moreover, the validity of subject-matter-expert
ratings of skills and abilities was demonstrated by correlating them
with time-spent ratings of work activities. A factor analysis of 15
job evaluation scales produced 2 factors (Scope and Complexity) that
can be used to predict the grades of these types of positions.
Selection and clasSification recommendations for the Virgin Islands
and potential usefulness of the methodology for other jurisdictions
are discussed. (Author)
*******************************************w***************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
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A Multipurpose Analysis of
Clerical and Administrative
Positions in the
U.S. Virgin Islands
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
1-/
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TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)"
tgI
United States
Office of
tt
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PRR-80-29
A MULTIPURPOSE ANALYSIS OF
CLERICAL AND ADMINISTRATIVE POSITIONS
IN THE U.S. VIRGIN ISLANDS
Walter G. Mann, Jr.
U.S. Office of Personnel Managment
Personnel Research and Development Center
State and Local Branch
Washington, D.C.
September 1980
A MULTIPURPOSE ANALYSIS OF
CLERICAL AND ADMINISTRATIVE POSITIONS
IN THE U.S. VIRGIN ISLANDS
ABSTRACT
This report demonstrates the feasibility of covering a
large number of
classes in a single study that has both classification
and selection
applications.
A job inalysis of clerical and administrative positions
in the Government of the U.S. Virgin Islands (V.I.) was accomplished by
means of a single Questionnaire comprised of 264 items of the following
types:
31 knowledge, 104 skill or ability, 99 activity, 15 job evalu-
ation, and 15 biographical.
A quantitative procedure utilizing activity
data was developed to assure that positions are
properly assigned to
classes.
Factor analysis of skill and ability ratings identified seven
job domains that can be readily operationalized
in the form of written
or performance tests.
The inferential leap from job analysis data to
test content was minimized by including statements of test behavior in
the questionnaire; moreover, the validity of subject-matter-expert
ratings of skills and abilities was demonstrated
by correlating them
with time-spent ratings of work activities.
A factor analysis of 15
job evaluation scales produced two factors (Scope
and Complexity) that
can be used to predict the grades of these types of positions.
Selec-
tion and classification recommendations for the Virgin Islands and
potential usefulness of the methodology for other
jurisdictions are
discussed.
ACKNOWLEDGMENTS
The study reported herein was made possible by an IPA grant admin-
istered by the New York Regional Office of the U.S.
Civil Service
Commission.
The author gratefully acknowledges the indispensable assistance of
Peggy Peterson, who helped develop the format of tables and produced a
high-quality typing of the narrative.
..
Last, but by no means least, the author wishes to express his
gratitude to the Personnel Officers of the U.S. Virgin Islands agencies.
Their cooperation and goodwill made this study possible while the author
was on an IPA mobility assignment.
CONTENTS
Page
Purpose
1
Domain of Jobs
1
Review of the Literature
3
Overview
4
METHOD
5
Questionnaire
5
Procedure
/6
Sample
6
Analysis
7
RESULTS
7
Classification Applications
7
Work Activity Dimensions
10
Validity of Current Classifications
12
Job Evaluation Dimensions
12
Prediction of Grade
13
Selection Applications
Validation of Ratings of Skills and Abilities
Important Job Behavior Dimensions
Skills and Abilities for Specific Classes
Feasibility of Establishing Minimum Qualifications
by Means of a Quantitative Procedure
13
13
,14
15
15
RECOMMENDATIONS FOR THE VIRGIN ISLANDS
15
Class and Grade Determination
15
Test Development
19
RECOMMENDATIONS FOR OTHER JURISDICTIONS
22
SUMMARY AND DISCUSSION
22
REFERENCE NOTES
24
REFERENCES
25
APpENDIXES
A.
Job Analysis Questionnaire and
Instructions for
Administering Questionnaire
B.
Memorandum to Department and Agency Heads Reguesting
Participation in the Study
C.
Computer Print-outs of Factor Analysis Data
for
99 Activities
26
51
52
CONTENTS (Continued)
Page
D.
Computer Print-out of Factor Analysis Data for 15 Job
Evaluation Scales
59
E.
Computer print-Outs of Factor Analysis Data for 104
Skills and Abilities
60
TABLES
1.
Number of Positions in Study by Classification
2
2.
Comparison of Factors Obtained in Five Studies of
Clerical Work
8
3.
Current Classification of Positions Compared to
Classification of Positions According to Multiple
Discriminant Analysis
11
4.
Discriminatory Indices of 20 Activity Factors
12
5.
Percent Incumbents Rating an Ability or Skill
Important for Distinguishing Between Satisfactory
and Superior Performance
16
6.
Recommended Item Types for Several Classes
20
A MULTIPURPOSE ANALYSIS OF CLERICAL AND ADMINISTRATIVE
POSITIONS IN THE U.S. VIRGIN
ISLANDS
purpose
In December of 1-976
the Personnel Office of the U.S. Virgin Islands
,(V.I.) initiated a job analysis of clerical and administrative positions
for the purposes of (a)
identifying and defining important skill and abil-
ity domains that can be measured by tests,
(b) developing a quantitative
procedure for assigning positions to classes, and (c)
developing a quanti-
tative procedure for assigning grades to classes of positions.
It was
intended that the study generate
information about clerical and
adminis-
trative classes which would assist V.I. in the development of selection
instruments and clasification procedures.
Although different purposes
were served by different information gathered at the same time, one of
the unique features of the study is the interplay of the various types
of data.
This study was also intended as a demonstration of:
-- the cost and time effectiveness of applying job analysis proce-
dures simultaneously to multiple classifications and
agencies;
-- the
usefulness of multivariate statistics such as discriminant,
regression, and factor analyses;
and
-- the value of a single job analysia questionnaire for both
selection and classification purposes.
Domain of Jobs
Eleven government agencies operating under the same classification
system participated in the present job analysis: Consumer services Admin-
istration, Law Enforcement Protection Agency, Office of Highway Safety,
Personnel Office, and the Departments of Education,
Finance, Health, Labor,
Public Safety, Public Works,
and Social Welfare.
Each agency was asked
to administer the questionnaire to full-time clerical and administrative
employees, G5-1 to 24.
Information concerning 78 classes was collected
(see Table 1).
The approach used in this study to define a population first identi-
fies a fairly broad job
family (in this case, GS-1 to
24, Clerical and
Administrative).
After the data are collected,
the population is defined
quantitatively in terms of work activities.
This approach has several
advantages over the typical approach:
It produces a larger sample.
(This is important for
classes having few incumbents.)
It allows for making comparisons between classes,
including testing the' hypothesis
that all the posi-
tions in a class are correctly classified.
It provides a time-efficient, cost-effective means
for studying a large number of classes simultaneously.
1
TABLE 1
Number of Positions in Study By Classification
Number of Positions
Position Classification
in Study
Accountant I
5
Accountant II
1
Accountant III
3
Accounting Supply Analyst
1
Administrator
1
Administrative Officer I
5
Administrative Officer II
6
Administrative Officer III
5
Administrative Secretary I
12
Administrative Secretary II
12
Alcohol Control Inspector
1
Assistant Coordinator
1
Assistant Departmental Personnel Officer
1
Assistant Superintendent, Plant
1
Auditor Technician
1
Bookkeeper III
4
Bookkeeping Machine Operator
2
Chauffeur
1
Chief Dietician
1
Chief Inspector
1
Chief Payroll Audit Clerk
1
Chief Pharmacologist
Chief, Records & Communication
1
Claims Adjustor-I
Claims Adjustor II
Clerk III
Clerk Stenograph(r
Clerk Typist I
Clerk Typist II
Clerk Typist III
Collection Clerk
1
Communication Technician
1
Department Personnel Officer
1
Director
1
2
2
6
Enforcement Officer I
Fiscal Officer
Food Service Superintendent
Internal Investigative Agent
Junior Auditor
Junior Management Assistant
Junior Tax Records Clerk
Keypunch Operator I
Legal Assistant
Legal Secretary I
Legal Secretary II
Loan Application Clerk
Medical Secretary
Messenger
Metrologist
Keypunch Operator II
(Continued)
2
9
1;
6:
3
1.
1
2
1.
TABLE I (Continued)
Number of Positions
Position Classific'ation
in Study
Payroll Audit Clerk I
Payroll Audit Clerk II
1
PBX Operator
I
-
Personnel Clerk I
Personnel Records Clerk II
Project Coordinator, PAL
Property and Procurement Officer I
Public Information & Education Officer
Receptionist
Research Analyst I
Revenue Audit Clerk II
Sanitarian II
Senior Auditor
1
Senior Auditor Clerk
Senior Managemeni Analyst
Statistical Clerk II
3
Superintendent, SW
1
Superintendent, Plant Operations
Superintendent, Correctional Treatment
Tax Accountant & Recording Clerk
Tax Accountant & Recording Clerk I
TaX Accountant & Recording Clerk II
Tax Return Examiner I
Teller (Collections) IV
Vouchening Clerk I
Voucher Exadaher II
4
Voucher Examiner III
2
Voucher Examiner IV
2
Clerical and administrative classes were chosen for the present
study
primarily because of the relatively large number of employees in these
classes, which in turn is related to such things as the number of subjects
available for job analysis (the statistical procedures utilized require
large samples and cross-validation),
the number of vacancies, and
the
number of subjects available for a criterion-related validity study (if
undertaken).
Other considerations favoring the choice of clerical classes
in6luded the availability of test items in V.I. and elsewhere likely to
be
found appropriate (which would obviate the need for expensive and lengthy
.test development) and the quality of job analysis materials available
(which would obviate the need for expensive and lengthy development
of a
job analysis questionnaire).
A final consideration concerned
the appro-
priateness of content validation, which
is important because criterion-
related validation will be infeasible for most, if not all, of these
classes.
Tests for entry-level clerical positions are possibly more
amenable to content validation than are the tests for other entry-level
positions.
Review of the Literature
The review of the literature was
directed primarily towards extract-
ing relevant statements from the many different sources available.
3
13
Selection of documents to be reviewed was according to two touchstones:
comprehensive (did the particular document add anything, vis-a-vis other
documents already selected?) and current (clerical and administrative
jobs have changed appreciably over the last 20 years).
Statements were
drawn from documents when they were judged to be (a) independent from
one
another,
(b) understandable to both psychometricians and incumbents,
(c)'behaviorally oriented and (d) comprehensive in coverage of specific
domains.
Statements describing the skill or ability aspect of work
behaviors were drawn from the following documents:
Fleishman (1972),
Kane (1973), Kintop 1 Mussio (1974), Manpower Administration (1973),
McClelland (Note 1), and Page (1975).
Additional skill and ability
statements were written to describe item types described by Dailey and
Shaycoft (1961) and Psychological Corporation (1976).
These targeted
skills and abilities will later be referred to as "promisingsitem types."
Activity or task statements were drawn from Manpower Administrition,
McClelland, and Page.
Job evaluation statements were drawn from the USCSC
factor-ranking, benchmark system (Anderson and Corts, 1973).
Anderson
and Corts ordered their statements into nine subfactors found
important
in ciyilian and military agencies.
(These subfactors incidentally are
not the result of factor analysis but only rubrics given to job require-
ments.)
Of the nine subfactors, eight were used in the present study;
Personal Contacts was dropped because it was judged, for clerical and
administrative personnel, to be identical to Purpose of Personal
Contacts
(which was retained).
Five of the eight subfactors were measured by more
than one scale, because sufficient items were available and this would
tend to enhance reliability.
Overview
A major objective of the study was to develop a quantitative
procedurejor assigning positions to classes. This procedure was used to
assess th6 validity of the current classification of V.I. clerical and
administrative positions.
The quantitative procedure compares the dif-
ferences between classes, in terms.of time spent on work activities, to
the differences within classes.
Some overlap of work activities between
classes is to be expected, but when the activities performed in
a posi-
tion more closely resemble the activities done in positions ii. other
classes, the credibility of the classifications must be questioned.
If
the current classifications are not valid, the information concerning
skills and abilities for particular classes will,suffer.
Another objective was to develop a quantitative procedure for assign-
ing an appropriate grade for a position or class of positions, based
on
15 scales purporting to measure eight job factors:
Complexity, Scope and
Effect, Knowledge and Skill Required by the Job, Guidelines, Work Environ-
ment, Pnysical Requirements, Supervisory Controls, and Purpose of Personal
Contacts.
A third objective of the study was to identify skills and abilities,
measures of which could legitimately be used to screen or rank applicants.
A written test measuring a skill or ability may be content valid if it is
operationally defined in terms of observable aspects of work behaviors.
Skill and ability statements were written in behavioral terms, and
some
of these statements described test content, so that there
was a direct
link (i.e., no inferential leaps) between test and job.
Incumbents whose
classifications had been validated rated skills and abilities in terms
of (a) whether they were needed for barely acceptable performance and
4
(b) their importance for differentiating satisfactory from superior work-
ers.
This information was then used to specify
item types for screening
and ranking applicants for particular classes.
A supplementary research objective of.the present study was to test
the assumption that incumbents can validly make the types of.importance
ratings described immediately above..
Typically, the judgments of a subject
matter expert (SME) are accepted at face value and are not subjected to
verification.
Since there are limits to judgmental capacities, it is
reasonable in a job analysis study based on judgments to collect evidence
to substantiate a subject's ability.
Concurrent validation was undertaken
by correlating criticality/importance ratings for each of the 104 skills
and abilities with the time spent ratings fat the 99 activities.
The use
of time spent ratings as the criterion 4 based on research that incum-
bents can validly rate work activities for amount of time spent (Cristal,
Note 2). The basic evidence for the validity of the criticality/importance
ratings would come from a sufficient number of significant correlations.
The degree of correlation is not
important, because it is not assumed that
there is a one-to-one relationship between
the importance of a skill or
ability and time spent on relevant job activities.
Furthermore, it should
not be expected that the importance of each skill or ability should corre-
late with the time spent on each activity.
There should be a significant
correlation only when the activity is relevant to
the skill or ability.
For example, activities sach as drafting letters, memos, and reports are
logically related to proper grammar and punctuation.
On the other hand,
an activity such as supervising white-collar employees is not logically
related to ability to type 40 WPM.
METHOD
Questionnaire
The Job Analysis Questionnaire (see Appendix A) contains 24 pages
Aivided into five major parts:
background information (15 items),
knowledges (31), skills and abilities (104),
job evaluation scales (15),
and activities (99).
The items in the Questionnaire weLe
taken from other
questionnaires that had recently been developed.
This pool of items was
reviewed uy two personnel psychologists to determine whether it was appro-
priate for V.I. in terms of comprehensiveness of coverage and understand-
ability by subjects.
The Questionnaire was pretested
in two agencies, the
Department Of Health and the Personnel
Office.
As part of the pretest,
subjects were instructed to suggest additional items for the Question-
naire.
On the basis of the pretest, the Questionnaire underwent ektensive
revision, especially with regard to instructions.
The background section contains questions that could be used to iden-
tify the sample or interpret the results, e.g., agency,
length of experi-
ence, education level, year of birth, sex, and class title.
The next section of the Questionnaire contains various knowledge
statements that were considered 'co have potential as selective placement
factors for clerical or administrative positions.
Each statement was
rated on a four-point scale developed
by the author: "No Knowledge
Required," "Conversant Knowledge of Terms,"
"Journeyman Knowledge of
Procedures," and "Mastery of Principles and Procedures."
No attempt was
made to analyze the data generated by
this scale, because at least one-
fourth of the respondents did not appear to understand the scale.
For
example, one secretary indicated that her position required a mastery of
principles and procedures of real estate.
The section on skills and abilities includes statements referring to
behaviors easily measurable by a test (e.g., "Ability to understand words
commonly used in office memos"), as well as other behaviors needed to
define the job domain (e.g., "Ability to write in a clear, well-organized,
and complete style").
Coverage was given not only to the type of behavior
but also to the skill level.
Two scales were used.
The first, "Needed
for barely acceptable performance," was designed to identify abilities or
skills needed for screening applicants.
The second, "Important for supe-
rior performance," was designed to identify abilities
or skills important
for ranking applicants.
The 15 job evaluation scales were designed to measure eight job
factors:
Scope and Effect, Complexity, Knowledge and Skill Required by
the Job, Guidelines, Work Environment, Physical Requirements, Supervisory
Controls, and Purpose of Personal Contacts.
Each scale had from three to
five statements.
Incumbents checked the one statement in each scale that
best described their respective positions.
Each of the 99 work activity statements was rated on a six-roint
scale, ranging from "None; I never do this" to "More than 4 hours per day."
These activity statements (e.g., "Takes the proceedings of hearings or
meetings with a steno machine") are, in the opinion of the author, between
task and duty statements in terms of specificity.
Procedure
The heads of all V.I. government agencies were sent letters request-
ing their participation in the study and asking them to name a project
coordinator (see Appendix B).
Coordinators were asked to determine the
number of full-time clerical and administrative personnel, GS-1 and 24,
in their agencies.
Sufficient questionnaires were printed and delivered
to each coordinator, along with instructions for administering.
(These
instructions and the letter to the agency are printed in Appendix A.) The
questionnaire could be completed anonymously, if the incumbent so desired.
The population was limited to full-time clerical and administrative
employees in General Schedule grades 1 through 24 whc had been in their
jobs more than three months, and who worked in one of the 11 agencies that
participated in the study.
GS-24 was selected as the top grade because
beyond this, to the limit of GS-30, are higher level professionals and
managers.
The General Schedule was chosen because it excluded those not
of interest,in the present study, such as blue-collar workers, police
officers, firefighters, nurses, doctors, and teachers.
Sam2le
The sample consisted of 160 clerical and administrative employees,
representing 78 classes and 11 agencies. The individuals in the sample had
been with the government anywhere from 3 months to 31 years (mean = 8 1/2
years), ranged from 18 to 60 years of age (mean = 36), had been in class
from 3 months to 20 years (median = 4 years), ranged from GS-1 to 24
(median = 15), and had supervisors who ranged from GS-15 to 30 (median =
24).
Fifty-six percent judged a high school diploma to be necessary to
__perform the duties of their job in a satisfactory manner, while forty-two
percent thought higher education was called for.
In this sample 77% were
female, 96% had a high school diploma, and 13% had completed at least four
years of college. In addition, 22% of the incumbents considered themselves
journeymen, 8% master craftsmen, 18% lead workers, and 25% supervisors.
6
1
Accurate population data were not available.
Therefore, no compari-
son of sample and population data was attempted. The sample did not appear
to be unrepresentative of clerical and administrative personnel
in V.I.
Analysis
To determine the extent to which the current classification of posi-
tions is valid, the work activity data were factor analyzed (to reduce the
number of activities to a reasonable number) and then subjected to a
multi-
ple discriminant analysis, with position class as the grouping variable.
To establish a procedure for assigning an appropriate grade'\to'a
position or class of positions, the 15 job evaluation scales were factor
analyzed (to reduce them to a smaller number and to test the hypothesis of
Anderson and Corts that they measure 5
job factors).
The resultant factor
scores were then used to predict grade by means of multiple regression
analysis.
To identify skills and abilities, measures of which could appropri-
ately be used to screen or rank applicants, two steps were taken.. The
importance data were factor analyzed, in order to delineate clusters
of
abilities.
Within each cluster those skills and abilities rated important
or critical by at least 50% of the SME's were used to identify item types.
To test the assumption that
incumbents can in fact make the type of
judgments that underlie the importance ratings of skills and abilities,
those ratings were correlated with the time spent ratings for work
activities.
RESULTS
Classification Applications
Work Activity_Dimensions
The time-spent ratings on the 99
activities are basic to the study.
They explicate the type of work done
and serve to support or enhance other
data analyses.
In addition, grouping
activities (by factor analyzing
the
time-spent data) produces more meaningful and reliable results.
Twenty principal component factors were extracted from the intercor-
relations of the time-spent ratings for the 160 subjects and subjected
to
orthogonal varimax rotation.
These 20 factors accounted for 70% of the
variance among the 99 scales, with none of the factors accounting for-more
than 10% nor less than 2%.
Information concerning the factor analysis is
in Appendix C.
The author named Factor I General Administration.
It contains 16
activities with a loading of at least .5.
Two activities loaded .7 or
greater on this factor:
"Plans and organizes office practices and proce-
dures" and "Advises high-level decisionmakers."
Factor II was named General Clerical.
It contains 12 activities with
a loading of at least .5.
Three activities loaded .7 or greater on
this
factor:
"Types letters and reports according
to standard procedures,"
"Types information on forms," and "Arranges for appointments, events,
meetings, or travel arrangements."
7
Factor III was named Auditing.
It contains seven activities with a
loading of at least .5.
Four activities loaded .7 or greater on this fac-
tor, the two highest being:
"Makes budget estimates" and "Periodically
reviews expenditures to help keep the organization within limitations."
Factor IV was named Inventory and Stockkeeping.
It contains five
activities with a loading of at least .5.
Two activities loaded .7 or
greater on this factor:
"Investigates availability of equipment and
approves cost estimates of equipment" and "Contracts for sale, purchase,
and delivery of goods or services."
Factor V was named Mailing.
It contains six activities with a load-
ing of at least .5.
Only one activity loaded .7 or greater on this factor:
"Folds paper or stuffs envelopes by hand."
Factor VI was named Bookkeeping.
It contains four activities with a
loading of .7 or greater, the two highest being:
"Operates machine to
copy and pos.: data, make computations, and compile records" and "Operates
machine to proof transactions and keeps qualitative records accounts."
Factor VII was named Inspection.
It contains four activities with
loadings of .5 or greater.
Two activities loaded .7 or greater: "Conducts
investigations to determine compliance with laws or regulations" and "In-
spects establishments with respect to compliance with laws."
The remaining factors had only one to three activities that loaded .5
or greater.
The labels of those factors that could be named are listed in
Table 2, column one, along with the above factors.
The names of factors
from other studies are listed in the next four columns.
TABLE 2
Comparison of Factors Obtained in Five Studies of Clerical Work
Virgin Islands
1. General Admin-
istration
II. General
Clerical
III. Auditing
Page
Prien
Thomas
Chalupsky
(1962)
(1975)
(1965)
(1952)
4.
Supervision
2.
Supervision
IV. Planning
8.
Coordinating
9.
Executive
Secretarial
and Super-
vision
Assistance
1. General Typing
1. Typing
I. Typing
VII.
Routine
Clerical
7.
Filing
4.
Filing
V. Filing
11.
Receptionist
12.
Receptionist
12. Typing Sten-
cils
B. Supervision
E. Typing and
General
Clerical
IV. Inventory and
3. Maintaining
VI. Stock
A. Inventory
Stockkeeping
Inventory
Handling
,
and Book-
Keeping
V. Mailing
13. Mailing
10. Mailing
(Continued)
8
TABLE 2 (Continued)
Comparison of Factors Obtained in Five Studies of Clerical Work
Virgin Islands
VI. Bookkeeping
VII. Inspection
Page
(1975)
(1965)
Thomas
Chalupsky
(1952)
(1962)
VIII. Training
IX. Data Analysis
X. Language
Translation
XI. Chart Making
XII. Material
Weighing
2. Numerical
Computation
9. Bookkeeping
and Billing
XIII. Operating EDP
14.
Equipment
XIV. Cashiering
XV. Claims
Adjusting
XVI. Public Relations
XVIII. Steno
Keypunching
6. Cashiering
5. Taking
and Typing
Stenotype
Notes
O. Taking
and Typing
Shorthand
Notes
3. Bookkeeping
II. Listing
C. Computation
and Clerical
and Com-
and Book-
Accounting
piling
Keeping
8, Manpower
VIII. Calculation
Records
Maintenance
6. Analysis and
Reporting of
Business Data
5. Operation of
Data Process-
ing Equipment
7. Cash Operating
Accounts
U. Communica-
III. Communica-
D. Communica-
cations
tion
tions and
and Public
Public
Relations
Relations
9
Validity of Current Classifications
To determine whether sufficient overlap among current classes might,
exist so as to warrant combining two or more of them, multiple
discrimi-
nant analysis (Rulon, 1951) was undertaken.
To reduce chance error, only
those classes that had at least three positions with complete data were
used.
This left 80 positions and 12 classes, with
a median of 5 positions
per class.
The data from this study most relevant to classification
are time-
spent ratings for activities.
To reduce chance errors among the 99
activities, it was decided to use factor
scores based on the time-spent
ratings to classify positions.
Since 20 factors had been derived from
the 99 time-spent ratings, there were 20 factor scores per position.
The multiple discriminant analysis (MDA) comprised the following
steps:
(1) A discriminant function was computed for each of the 12 classes.
Each discriminant function is a set of 20 weights (one
for each
of the factor scores).
The function gave the greatest weight
to those factors that had the highest ratio of interclass
differences relative to intraclass differences.
Least weight
was given to those activity factors where the ratio of inter-
class differences to intraclass differences was smallest.
(2) Using these discriminant functions, 12
scores (one for each
class) were computed for each position.
The higher the score
for a position, the closer the activity profile of that posi-
tion resembles the activity profile for a specific class.
(3) Using the scores developed in (2), positions were assigned
to the class that they most closely resembled.
Thus, the
activity profile of each Administrative Officer IX position
was statistically compared with the profiles for each of
the 12 classes and assigned to the class it most closely
resembled.
If it was assigned to its original class, that
is evidence that the position is correctly classified.
If
it was assigned to some other class, that is evidence of
misclassification.
MDA assigned 69% of the positions to their original classes.
By
visual inspection, errors (i.e., discrepancies) in classification
were
randomly distributed in terms of grade:
some misclassifications were at
a higher grade and some were lower.
In Table 3, it may be seen, for
example, that of the 12 Administrative Secretaries I, MDA assigned
9 to
their original class, 2 to lower classes (Clerk-Typist), and 1
to a higher
class (Administrative Officer I).
Referring to Table 3 again, it may be
seen that of the six Administrative Officers II, MDA assigned 5 to their
original class and one to a lower class (Clerk-Typist I).
In no case was
an absurd assignment noted; e.g., an Administrative Secretary assigned to
the class of Statistical Clerk.
The dastribution of discriminant function 'Scores for a class can be
used to es imate the probability that a specific position belongs
to that
class.
Th
probability that each position was correctly assigned was
ascertainekl.
By and large, probabilities were high that positions were
correctly assigned; e.g., for the 12 Administrative Secretaries I,
the
median probability that they belonged in that class
was .72; for the six
Administrative Officers II, the median probability was .84.
10
TABLE 3
Current Classification of Positions Compared to
Classification of Positions According to Multiple Discriminant Analysis
(MDA)
Number of Positions Assigned to 12 Classes by MDA
Current Class
A
_
Total
Current
A.
Accountant I
5
0
0
0
0
0
0
0
0
0
0
0
5
B.
Administrative Officer I
0
3
0
0
0
1
0
0
1
0
0
0
5
C.
Administrative Officer II
0
0
5
0
0
0
0
1
0
0
0
0
6
D.
Administrative Officer III
0
0
0
3
1
0
0
0
0
0
0
1
5
E.
Administrative Secretary I
0
1
0
0
9
0
0
I
1
0
0
0
12
F.
Administrative Secretary II
0
z
o
0
2
6
0
1
1
0
0
0
12
G.
Bookkeeper III
2
0
0
0
0
0
2
0
0
0
0
0
4
H.
Clerk Typist II
0
0
0
0
0
0
0
4
1
0
0
0
5
I.
Clerk Typist III
0
1
1
0
1
0
0
2
8
0
0
0
13
J.
Enforcement Officer I
0
0
0
0
0
0
0
0
0
4
0
0
4
K.
Junior Auditor
0
0
2
0
0
0
0
0
0
0
4
0
6
L.
Statistical Clerk II
0
0
1
0
0
0
0
0
0
0
0
2
3
Total Assigned N
7
7
9
3
13
7
2
9
12
4
4
3
80
Note.
Rows are the current classes.
Columns are the classes to which positions are assigned based on
the multiple discriminant analysis.
The diagonal contains the number of current positions assigned by
MDA to their current classification.
The hypothesis that the group means on the 20 factor scores
differ
was tested by the Mahalanobis (1936) D square. With 220 degrees of freedom
the Generalized Mahalanobis D square was 817.43.
Interpreted as a chi
square, this D square value indicates a probability of less than .01 that
group mean differences on the 20 factor scores
of this magnitude could have
occurred if the null hypothesis were true.
Part of the discriminant analysis is the identification of the activi-
ity factors that most effectively discriminated among
classes.
Table 4
lists the univariate and multivariate F values for each of
the 20 activity
factors.
The univariate F for a factor is the result of a
simple one-way
analysis of variance.
A multiyariate F is the "F to remove" in the step-
wise discriminant program.
It is the result of a likelihood ratio test of
-the equality of the conditional distribution of a factor,
given the other
factors.
The lower a multivariate F, the less the loss in
discriminating
power if that factor were.dropped from the
anilysis.
Univariate degrees
of freedom were 11 and 68; multivariate degrees of freedom,
11 and 49.
A closer look should be directed at those factors that have a multi-
variate probability less than .01 (I, II, VI, and VII) and
those that have
a multivariate probability greater than .70 (IV, XI, XVI, and XVIII).
The
former are the most efficient discriminators:
General Administration,
General Clerical, Bookkeeping, and Inspection.
The latter factors have
the least discriminatory power:
Inventory and Stockkeeping, Chart Making,
Public Relations, and Steno.
As expected, the more general factors were
the best.overall discriminators and those important for only one or two
. classes (such as Steno)
least discriminating.
11
1
TABLE 4
Discriminatory Indices of 20 Activity Factors
Factora
Univariate
F
Univariate
Probability
Multivariate
F
Multivariate
Probability
I
4.13
0.0001
2.97
0.0044
II
5.66
0.0000
4.91
0.0000
III
2.38
0.0146
2.48
0.0148
IV
0.78
0.6588
0.31
0.9795
V
1.24
0.2801
1.09
0.3924
VI
9.99
0.0000
8.62
0.0000
VII
4.38
0.0001
5.28
0.0000
VIII
0.60
0.8237
0.80
0.6439
IX
1.41
0.1870
1.20
0.3096
X
2.50
0.0105
1.76
0.0872
XI
0.72
0.7186
0.61
0.8085
XII
3.07
0.0021
2.31
0.0223
XIII
0.94
0.5053
1.30
0.2511
XIV
1.49
0.1563
0.81
0.6346
XV
1.19
0.3112
1.24
0.2844
XVI
0.57
0.8445
0.73
0.7037
XVII
0.81
0.6257
0.75
0.6879
XVIII
0.72
0.7126
0.67
0.7636
XIX
1.60
0.1196
1.71
0.0995
XX
0.99
0.4659
1.06
0.4116
aSee Table 2 for labels of these factors.
Job Evaluation Dimensions
By means of factor analysis, an attempt was made to reduce the 15 job
evaluation scales to a few meaningful factors.
Anderson & Corts (1973)
had hypothesized five such factors, but provided no data to either confirm
or deny.
While this study does not support the hypothesis that five
dimensions adequately explain the 15 job evaluation scales, it does
sug-
gest reasonable alternative hypotheses.
From the intercorrelations of the scores on the 15 job evaluation
scales, three principal component factors were extracted and rotated
orthogonally. These three factors accounted for 55% of the common variance
(see Appendix D for factor information). The first factor (accounting for
27% of the common variance) had nine scales that loaded .5 or better:
Scope (2), Supervisory Controls (3), Guidelines (2), Purpose of Personal
Contacts, and Knowledge Required by the Job.
This factor was called
Scope, because all the above-named scales, in one way or another, define
the scope of a position.
This is fairly obvious in the case of the seven
scales intended to measure Scope, Guidelines, and Supervisory Controls.
Purpose of Personal Contacts is logically related to Scope, because the
greater the scope of one's position, the more diverse and the higher the
level of one's contacts.
Knowledge Required by the Job is also logically
related to Scope, because the more knowledge required by the position,
the greater tends to be the latitude given the incumbent. Thus, these nine
scales, representing four hypothetical factors (according to Anderson and
Corts), collapsed on the first factor.
12
a
The second factor accounted for 16% of the common
variance.
Having
only the Complexity scales loading .6 or higher,
it was called Complexity.
In the Anderson and Corts hypothetical framework, Complexity is only a sub-
factor.
The third factor accounted for 12% of the common
variance.
It had
three scales loading .5 or higher:
Physical Requirements, Work Environ-
ment, and Skill Required by the Job (negative
loading). These three scales
were intended by Anderson and Corts to measure
three separate subfactors,
but in this study they have collapsed on a
single factor named Unskilled
Labor.
Prediction of Grade
Step-wise multiple regression analysis was used to determine the
extent grade could be predicted from the data at
hand.
Three different
types of predictors were used, the first type being the
activity scales.
The ratings on these scales were
reduced, as described previously, to 20
factor scores.
In the step-wise multiple regression analysis, the
fac-
tor score with the highest correlation with grade is first identified.
Then other factor scores are used in combination
with the best predictor
if they increase the precision with which grade is estimated. In all, l5
of the 20 activity factor scores were used in the
prediction of grade.
The multiple correlation was .74, which was statistically significant at
the .001 level.
The five best predictors of grade were Generdl
Adminis-
tration (r = +.43), Mailing (r = -.23), Data Analysis (r =
+.22), Auditing
(r = +.21), and General Clerical (r = -.19),
which in combination
correlated .61 with grade.
Next, the job evaluation factors were used to predict grade.
Of
these three factors only the first two were accepted by the step-wise
multiple regression.
The first job evaluation factor (Scope)
correlated
.55 with grade; the second (Complexity), .36.
Together they correlated
.65 with grade (significant at the .001 level).
Thus, both the job evaluation factors (R = .65) and the activity fac-
tors (R = .74) did a good job of predicting
the grades of positions. While
the activity factors provided a significantly better prediction of grade
for this sample than did the job evaluation scales
(.05 level), it took
more of the former (15) than the
latter (2).
When the two best activity
factors were combined to predict grade, the multiple correlation was only
.49.
One other piece of information was also
correlated with grade:
the
incumbent's rating of the level of education necessary to
perform the
duties of the job in a satisfactory fashion (r =
.64).
Thus, this easily
available piece of information did just as well as the two job evaluation
factors at predicting incumbents' grades.
When a step-wise multiple
regression was performed, using the two job evaluation
factors and level
of education needed, the resultant R with grade was .73.
Selection Applications
Validation of Ratings of Skills and Abilities
The behavioral data used to develop selection
tests were collected by
having SME's rate statements describing sqlls and abilities for critical-
ity/importance.
These ratings were correlated with time spent ratings of
13
2o
99 activities.
Some skills and abilities were excluded from the analysis,
because they did not represent promising item typesl, SME's judged them
unimportant, or they correlated highly with more important abilities.
Sixteen percent of the correlations were significant at the .01 level of
st,Rtistical significance, far beyond the point to be expected on a purely
chance basis.
Important job Behavior Dimensions
The ratings of skill and ability statements according to their
importance for distinguishing superior from satisfactory performance were
intercorrelated; 17 factors were extracted and rotated orthogonally.
These 17 factors accounted for 61% of the variance, with no single factor
accounting for more than 14% or less than 1.2%.
The author was able to
name 13 of these factors.
(See Appendix E for factor information,)
The author named the first factor Problem Solving and Communication.
Twenty-five of the 104 skills and abilities, including five representing
promising item types, loaded at least .5 on this factor.
Fourteen items
had to do with reading, writing, or oral communication.
Another nine
items concerned problem solving.
The second factor was named Secretarial-level Typing and had
seven
skills or abilities loading at least .5, all of which represent promising
item types.
The third factor, labelled Abstract Reasoning and Figure/Spatial Per-
ception, had eight skills or abilities loading at least .5, three of which
represent promising item types.
The following factors had from one to six promising item types (num-
ber in parentheses):
V.
Arithmetic Computation (three)
VI.
Proofreading and Editing (six)
VII.
Name and Number Checking (four)
IX.
Decision Making (one)
XI,
Arithmetic Reasoning (two)
XII.
Shorthand (two)
XIII.
Low-level Typing (two)
Of the remaining factors that could be named, none had promising item
types:
IV.
Psychomotor Ability (five item types represented, but slone
considered promising because of the expense of this type
of test)
iThe skills and abilities that were targeted for measurement by written or perform-
ance tests will be referred to as "promising item types." Psychomotor tests were excluded
because V.I. considered them too expensive.
14
VIII.
Leadership
X.
Awareness
Skills and Abilities for Specific Classes
One of the main objectives of this study was to identify skills and
abilities important for performance of clerical or administrative duties.
Such identification, if, it is to be most meaningful, should be on a class-
by-class basis.
In most cases the number of raters for
individual classes
did not reach our standard of six.
It was therefore decided to create
class families based upon the V.I. classification system.
The first class
family, called Clerk Typist, was comprised of Clerk Typist I,
II, and III.
The second class family, Administrative Secretary, was
comprised of Admin-
istrative Secretary I and II; the third family, Administrative Officer,
of Administrative Officer I, II, and III.
A position had to be assigned
to its originial class by MDA in order to be
included in the sample.
The skills and abilities that loaded at least .5 on a
job behavior
dimension and are measureable by promising item types are listed in
Table 5.
Since the skills and abilities are listed
according to the
behavior factor(s) on which they loaded at least
.5, there are several
repeats.
Interpretable factors having no promising
item type are also
listed to show where possible gaps in the testing program may
exist. The
order of the factors is according to their
importance for the total sam-
ple, as measured by the mean importance of
items loading at least .5 on
a factor.
Feasibility of Establishing Minimum Qualifications by Means of a Quantita-
tive Procedure
The following post hoc hypothesis was tested:
It is feasible to use
data like that generated By the
Questionnaire to establish minimum qualifi-
fications.
The minimum qualification measure used was
the incumbent's
rating of the level of education necessary to perform the duties of the
job in a satisfactory fashiont
The predictors included the time7spent
factor scores (described above) and the grade of the position.
A step-
wise multiple regression analysis resulted in grade
and 11 factor scores
significantly predicting level of education (R = .77).
RECOMMENDATIONS FOR THE VIRGIN ISLANDS
The results obtained in this study appear to make a
great deal of
sense on their own, as well as when they are compared with results of other
studies. Unbridled optimism is not warranted,
however, in view of the small
sample and inability to cross validate.
Class and Grade Determination
The multiple discriminant functions generated
in this study provide
the best statistical approach presently available for determining a posi-
tion's most appropriate class.
Likewise, the multiple regression equation
generated in this study provides the best statistical method for estimat-
ing the most appropriate grade.
However, due to the limitations mentioned
above, statistical estimates should only be treated as
hypotheses to be
verified by interview, observation, or other
empirical means.
15
2-3
TABLE 5
Percent Incumbents Rating an Ability or Skill Important for Distinguishing
Between Satisfactory and Superior Performance
.
Factor
Promising Item Type
Clerk
Typist
(N = 11-12)
Administrative
Secretary
(N = 14-15)
Administrative
0fficer
(N = 10-11)
Proofreading and
Editing (VI)a
Ability to accurately spell
difficult words without
referring to a dictionary
50
93
64
Ability to accurately spell words
often found in office memos
67
87
64
Ability to understand words
commonly used.Ln office memo3
75
93b
45
' Ability to understand difficult
words
83
7,3b
55
Ability to consistently use proper
grammar and punctuation
83
93
91b,
Ability to understand difficult
written paragraphsc
67b
80
73
Awareness (X)
No promising item types represented
Problem Solving
and Communication (I)
Ability to understand difficult
written paragraphsc
67b
80
73
Ability to determine a writer's
purpose, intent, or point of view
62
67
73
Ability to reason with words
50
73 b
64b
Ability to remember. ideas (abstract)
33
44
64
Ability to derive general concepts
or rules from specific cases
25
40
70b
(Continued)
TABLE 5 (Continued)
Factor
Promising Item Type
Arithmetic
Ability to add or subtract
Computation (V)
without the aid of a calculator
Ability to multiply or divide
without the aid
of a calculator
Ability to use fractions, decimals,
and percentagesc
Decision Making (IX)
Ability to derive general concepts
or rules from specific casesc
Name and Number
Ability to quickly and accurately
Checking (VII)
compare numbers for exact likeness
Ability to quickly and accurately
compare names for exact likeness
Ability to quickly and acc.....itely
copy names or numbers
.
%bility to quickly and accurately
code names or numbers
Arithmetic- Reason
Ability to analyze or interpret
ing (XI)
numerical data like that found in
1
audit reports and financial state
ments
Leadership (VIII)
Secretariallevel
Typing (II)
:3
Ability to use fractions, decimals,
and percentagese
None
Ability to type letters or documents
'according to standard procedures
Ability tO type 50 net WPM
Clerk
Typist
(N = 11-12)
AdmmLstratLve
Secretary
(N = 14-15)
AdmLnLstratLve
Officer
(N = 10-11)
42b
47
45
33r
47
45
17
36
64
25
40
70
25
40
30
50
33
30
67b
67b
40
)
50
-36
20
0
21
36
17
36
64c
58b
93b
70
55b
87b
73
(Continued)
2 6
TABLE 5 (Continued)
Clerk
Typist
Administrative
Secretary
Administrative
Officer
Factor
Promising Item Type
(N = 11-12)
(N = 14-15)
(N = 10-11)
Psychomotor Ability
No promising written item types
(IV)
Low-level Typing (XIII)
Ability to type 20 net WPM
42
36
10
Ability to type 35 net WPM
42
43
30
Abstract Reasoning
and Figure/Spacial
Perception (III)
Ability to mentally manipulate
spatial figures in three
dimensions
0
0
9
Ability to reason abstractly
using symbols
8
0
19
t-,
co
Ability to determine inductively
the logical relationship among
the elements of a pattern
0
0
9
Shorthand (XII)
Ability to take shorthand at
9
27b
30
80 WPM
Ability to take shorthand at
9
14
20
100 WPM
Note.
The varying N's are due to incomplete data for some items.
aThe Roman numerals refer to the order achieved in factor analysis.
bThis item type was selected for this class family.
cThis item type is also represented on another factor.
2 7
Test Develo2ment
The essential condition for the use of a particular subtest
is that
SME's judge the skill or ability measured by that subtest to be important
for distinguishing between satisfactory and superior performance
for a
class of positions.
Thus, the data from Table 5 were the basis for recom-
mending particular subtests.
For each of the class families for which
recommendations are made there were at least 10 SME's, a number large
enough to produce a fairly reliable mean rating.
For Clerk Typists four subtests, representing five factors (Proofread-
ing and Editing, Problem Solving and Communication, Name and Number
Check-
ing, Secretarial-level Typing, and Arithmetic Computation) were
selected.
One subtest, numerical computations, was selected for use as a selective
placement factor, despite being rated important by less than a
majority of
SME's.
Additional documentation on a case-by-case basis will have to be
collected to show that this test is being used appropriately.
For Administrative Secretaries four subtests
representing five factors
(Proofreading and Editing, Problem Solving and Communication, Name and
Number Checking, Secretarial-level Typing, and Shorthand), were selected.
One subtest, verbal reasoning, can be used to represent two factors (I and
VI), inasmuch as such items also measure vocabulary.
One subtest, short-
hand, was selected as a selective placement factor, despite being rated
important by only 27% of Administrative Secretaries.
Shorthand should be
used as a selective placement factor only for those
positions for which it
is important.
For Administrative Officers three subtests, representing
four factors
(Proofreading and Editing, Problem Solving and Communication, Arithmetic
Reasoning, and Arithmetic Computation), were selected.
With two exceptions, for each of the three class families the recom-
mended test represents every factor that has a promising
item type and
an important skill or ability.
For each family class there were three
factors that did not have promising item types:
Awareness, Leadership,
and Psychomotor Ability:
These are the recommended subtests:
-
Verbal reasoning (ability to reason with words commonly used
in
..0.f.fice memos)
-
Grammar and punctuation (ability to consistently use proper
grammar and punctuation)
-
Reading comprehension (ability to understand difficult
written
paragraphs)
Name & number checking (ability to quickly and accurately copy
names and numbers)
-
Numerical reasoning (fractions, decimals, percentages)
-
Typing (reports at 50 WPM)
-
Dictation (ability to take shorthand at 80 WPM)
Numerical computations (addition, subtraction, multiplication,
division)
19
These eight subtests would comprise three tests, one each for Clerk
Typist (comprised of four subtests), Administrative Secretary (four
subtests), and Administrative Officer (three subtests).
The item types
comprising the subtests and the classes for which they are recommended are
listed in Table 6.
The three subtests listed under "Rank" can be used to
rank (but not screen) applicants.
A majority of SMErs rated the corre-
sponding skills and abilities important for distinguishing between satis-
factory and superior performance, but not necessary for barely adequate
performance.
The three subtests that can be used to both screen and rank were
rated by a majority of the SME's necessary for adeauate performance and
important for distinguishing between satisfactory and suaerior performance.
The two subtests listed under "Selective Placement" were rated neces-
sary for adequate performance by a significant number (but not a majority)
of SME's.
For those positions for which dictation or numerical computa-
tions are necessary, the subtests can be used to screen out applicants
with insufficient skill or ability.
The basic principles used to develop these recommendations need
explication:
1.
The subtests for a family of classes should be identical.
The job
analysis data indicate small differences within class families, e.g.,
among Administrative Officers I, II, and III.
In addition, it is
anticipated that a test will be used to select an individual into
a family of classes (e.g., into either an Administrative Secretary I
or II position), but that movement within that family (i.e., from I
to II) will be through reclassification based upon time in grade,
recommendation by the supervisor, and final approval by the personnel
office.
TABLE 6
Recommended Subtests For Three Class Families
Administrative
Administrative
SJihtest
Clerk Typist
Secretary
Officer
screen and Rank
Verbal Reasoning
X
X
Grammar and Punctuation
X
Reading Comprehension
X
Rank Only
Name and Number Checking
X
X
Numerical Reasoning
Typing
X
X
Selective Placement
Dictation
X
Numerical Computations
X
X
do)
20
2.
The tests for different class families should be different.
This
approach obviatds the undesirable situation where an employee must
take a test for promotion that she/he took to be hired.
3
The test battery for a specific class should be comprised of sub-
tests that are relatively independent.
For example, for Clerk
Typist, although the job analysis datE supported the use of a
vocabulary subtest, it was not recommended.
Since reading compre-
hension, which was recommended, has been shown to correlate highly
with vocabulary (Note 3), the use of both in a test battery is
redundant.
Additionally, the factor analysis of skills and abili-
ties indicated that vocabulary, grammar and punctuation, and reading
comprehension are all measuring the same basic ability:
Reading
and Writing Skills.
4
Test content should have face validity, to facilitate applicant
acceptance of the examining process.
This is,why typing and inductive
reasoning (letter series) were not recommended for Administrative
Officers, despite the SME's ratings indicating their importance.
The performance tests in Table 6 are typing and shorthand.
Because
their administration and scoring is time-consuming, it is recommended
that
these tests be administered only to those who pass the written tests.
In
addition, because of widely varying demands for typing and stenographic
skills in individual positions, it is recommended that hiring authorities
be able to specify a skill level for a specific vacancy.
For example, an
Administrative Secretary I vacancy with a heavy typing requirement might
be filled by an applicant who can type at least 50( WPM,
while a vacancy
with less typing might be filled by someone who yen type at least 35 WPM.
In like manner, a vacancy with a significant dictation component might
call for someone who can take shorthand at.,E0--Or 100 WPM, while a vacancy
with little or no dictation might not reqifire any stenographic skill.
The
scores of the subtests in any one column to be used for screening could be
summed and an overall passing point assigned.
As a first appr6ximation,
the passing points could be set at approximately one standard
deviation
below the applicant mean.
This assumes an applicant group in which most
can do the job satisfactorily.
If evidence indicates this assumption is
irrco-rrect-o-r- if operational factors demand it--,
this passing point can be
adjusted.
An overall score for applicants could then be derived by
summing the scores for all subtests for which ranking is appropriate.
,
It is recommended' that sufficient numbers of items, of the types
enumerated in Table, 6, be developed or selected.
Sufficient items of most,
if not all, types/should be available in current V.I. tests.
Dr. McAuley's
detailed report,(Note 4), Item Types in Current V.I. Written Tests,
will
facilitate the,Search for items oT a particuTax type.
The authorTs manual
(Note 5) entitded Test Develo2ment should piSo prove useful.
It is most
important, howeverT-to Fav'e the Fervice .4-f someone with the requisite
ill"
knowledges and skills for test develop ent.
This individual is responsi-
ble for (a) assuring that the tests
ae, e reliable and have appropriate
cutting points and time limits and
)
/6) setting up necessary security and
'administrative arrangements.
l
The judged appropriateness of the various item types could be veri-
fied, on a position-by-position basis, by requiring hiring agencies, at
the time they request a certificate of qualified
applicants, to provide
information similar to the type collected in this study.
This would allow
the examiner to verify that the position belonged to the class
claimed.
21
RECOMMENDATIONS FOR OTHER JURISDICTIONS
A number of the products of this study should be helpful to other
jurisdictions.
The job evaluation scales require a psychometrician for
appropriate application.
Before a jurisdiction uses them, it would prob-
ably perform the type of research described in this report, including
administering the scales to a large number of incumbents, factoring the
scales (optional), and correlating the results with grades of incumbents
to determine the most valid predictors.
The rest of the job analysis questionnaire--particularly the activity,
skill, and ability portions--provides interested jurisdictions an advanced
starting point for the analysis of clerical and administrative positions.
Such jurisdictions would want to adapt the questionnaire to their own
situations by editing, adding, or deleting items as appropriate.
The basic data to support a claim of content validity is derived
from the ratings of skill and ability statements. If written in behavioral
termsj skill and ability statements describe key aspects of behaviors,
e.g., "Ability to quickly and accurately proofread" describes a particular
aspect of typing behavior.
No attempt was made to identify the motiva-
tional aspects of job behaviors, because the technology for measuring
these aspects in the examining process is still in its infancy and not as
well accepted as ability measurement.2
Behaviors selected for measurement should be critical or important.
The approach taken here was to define critical work behaviors as those
that are needed for barely acceptable performance.
Hence, measures of
these behaviors could appropriately be used to identify eligible appli-
cants.
Important work behaviors were defined as those that distinguish
between satisfactory and superior performance; measures of these could
appropriately be used to rank eligible applicants.
A user may decide zo collect additional job analysis information
before developing a test, e.g., descriptions of work products, setting in
which work behaviors are performed, the manner in which skills and abili-
ties are used, the complexity and difficulty of the skills and abilities,
and specific training requirements.
In some cases, data for documenting
the appropriateness of a test may be collected after it is develaped.
For example, each supervisor, in order to fill a vacancy or promote an
employee, might have to describe the work products of the position and
relate them to the work behaviors measured in the examination process.
SUMMARY AND DISCUSSIO0
A job analysis undertaken for the Personnel Office of the U.S. Virgin
Islands used questionnaire data provided by clerical and administrative
personnel to accomplish several objectives.
One objective was to develop
a quantitative procedure for assigning positions to classes.
Multiple
discriminant analysis of ratings of time spent on work activities assigned
69% of the positions to their original classes.
It was concluded that the
current classifications of positions have validity.
The preceding analysis was based on activity factor scores.
Column 1
of Table 2 lists 17 interpretable factors derived from the V.I. activity
-Users interested in studying the motivational aspects of behavior are encouraged to
contact the author, as he shares their interest.
22
data.
The other columns of Table 2 list comparable factors from four
studies of clerical personnel.
Although most of the matching factors are
clerical in nature (e.g., Mailing and Steno), some are not (e.g.,
Bookkeep-
ing and Data Analysis).
The non-clerical matches indicate the presence in
the Page ana Prien samples of personnel performing administrative
activi-
ties.
All factors for which no match was.found are administrative
in
nature, e.g., Auditing and Inspection.
In general,, both the matches and
non-matches of activity factors support the present study and
its results.
Another objective was to develop a quantitative procedure for
assign-
ing grades to classes of positions.
A factor analysis of the 15 job evalu-
ation scales resulted in two interpretable factorS, Scope and
Complexity.
Factor scores for Scope and Complexity were effe6tive predictors of grade
(R = .65).
When ratings of level of education nOcessary to perform
the
duties of the job in a satisfactory manner were used in combination with
Scope and Complexity to predict grade, the multitae correlation
climbed to
.73.
This correlation is fairly high considerin
the likelihood of con-
siderable error variance in the grades of individual positions.
The use
of more reliable class data, as would be the caSe in practice, should
produce a higher correlation.
Thus, the feasibility of using a simple
job evaluation questionnaire to assign grades to classes of V. I.
clerical
and administrative positions has been established.
1
A third objective was to identify and defidne important skill or abil-
ity domains that can be readily operationally defined. First,
the validity
of criticality/importance ratings of skills and abilities was demonstrated
by the finding that 16% of the correlations of, these ratings with time-
spent ratings of work activities were
significiant at the .01 level.
Post
hoc, 16% was judged t6 be in the desirable range.
A much higher figure
would indicate the presence of one or more contaminating
factors.
1
Thirteen interpretable factors were extracted from the
importance
ratings of skill and ability statements.
Tho skill and ability factors,
although derived from SME ratings, are not
unlike what one would expect
from an analysis of test scores measuring th
same content areas.
The
reasonableness of the factors lends some assurance that SME's can
meaning-
fully rate these types of skills anl abilitiles for importance.
It is frequently, but incorrectly, bclieved that the order in which
factors are extracted from ratings parallels the rating scale used, e.g.,
in this study that the first factor extracted was the most
important skill/
_ability dimension; the second factor, the second most important, etc.
The
importance of factors was operationally -deFimeda-sflthe Ns-amrating uf-the
specific skill or ability statements loading at least .5 on a
factor, and
correlated with the order in which factors were extracted.
The resultant
rho was small, .18, and not significant at the .05 level.
The skill and
ability statements in Table 5 were arranged in the order of the
importance
of their dimensions for the entire sample.
The factor analysis of the skill and ability statements, and the fact
that some of them were written to describe item types, made
it a simple
task to select a few item types to represent all the
important measurable
behavioral domains for Clerk Typists, Administrative Secretaries,
and
Administrative Officers.
The general aPproach was made to represent each
skill/ability factor in a test battery for a class, provided that
the
specific skill or ability chosen represtented a promising item type and
was important for that class.
A 22st hoc hypothesis concerned the feasibility of
establishing
mihiMuM qualiTications by meams of 4 quantitative procedure.
A step-wise
23
3,3
multiple regression analysis was used to test this hypothesis.
The grade
of a position and 11 factor scores representing time spent ratings on work
activities correlated significantly with the rated level of education
neceSsary to perform the job in
a satisfactory fashion (R = .77).
It is
reasonable to assume that the correlation would increase
if class data,
which would normally be used in an operating situation, were substituted
for the single position data used in the present study.
This report demonstrates how a large number of position classes can
be included in a single study that has both
classification and selection
applications.
The key featutes of the study are:
the systematic collec-
tion of information via a questionnaire administered to a large number of
incumbents; appropriate classification of incumbents based on the amount
of time spent on work activities; and
the identification of skills and
abilities, measures of which can legitimately be used to screen and rank
applicants.
Other features of the study include the validation
of
(a) job evaluation scales that can be used to assign a grade to a posi-
,tion or Class of positions and (b)
incumbents
ratings of skills and
abilities.
The approach described in this report differs significantly from con-
ventional job analyses.
The latter frequently (a)
concern themselves with
only one position class at a time,
(b) cost much more per class, (c) fail
to consider the possibility that the classification of a position may be
in error, and (d) make inferences about skills and abilities with only
limited justification.
While giving lip service to an a priori definition of a population,
many researchers either fail to define a population,
or if they do, do not
randomly sample from it; such an approach bases the process of filling
vacancies on the inference that the vacancy is part of a class, because
it has the same job title.
In the present study the population was not
defined a priori, except in-a very broad and somewhat amorphous manner
(i.e., V.I. clerical and administrative employees, GS-1 through 24).
An
attempt was made to include all those falling under this rubric,
and it
was the subgroups of this sample that defined cost hoc the
population for
each class.
Although some inappropriate positions
were inadvertently
included in the sample, this presented no problem inasmuch as they were
readily identified by MDA.
Conversely, failure to include every single
position in the population was also not a problem, because MDA provides
a statistical procedure for comparing vacancies to be filled
with classes
in the sample.
In sum, instead of assuming that a position belongs
to a
class, because of its title, the present approach provides a statistical
basis-lor comparing a position with a class.
Finally one note deserves reemphasizing.
When incumbent's grade and
current classification were used as criteria (for the validation of the
job evaluation scales and the multiple discriminant results, respectively),
it was not assumed that these are perfect criteria.
On the contrary, it
is assumed here that these criteria have a certain amount of error variance
and unreliability, and were determined by a process having a large subjec-
tive component.
Inasmuch as the predictors of these criteria were designed
to be valid, reliable, and objective, it is possible that the validated
predictors are actually better criteria than
the criteria that were used
to develop them.
REFERENCE NOTES
1.
McClelland, P.G.
Clerical validation'study lob analysis guestionnaire.
Sacnamentoy Callf.:
SelecIion Consulting Center, undated.
24
2.
Cristal, R.E.
CODAP Workshop.
Washington, D.C.:
U.S. Civil Service
Commission, 1974.
3.
Test Development Section.
The interrelationship of several ty2es of
verbal tests.
Washington, D.C.:
U.S. Civil Service Commission, Tg55.
4.
McAuley, P.A. Item tass in current V.I. written tests.
St. Thomas,
Virgin Islands:
USVI OfTiEe oT Personnel, n77.
5.
Mann, W.G.
Test develo2ment.
St. Thomas, Virgin Islands:
USVI
Office of Personnel, n77.
REFERENCES
Anderson, C.H., & Corts, D.B.
Develoalent of a framework for a factor-
ranking benchmark system of lob evaluation.
Washington, D.C.:
U.S. Civil Servide Commission, 19n.
Chalupsky, A.P.
Comparative factor analyses of clerical jobs.
Journal
of A22lied Psychology, 1962, 47, 62-66.
Dailey, J.T., & Shaycoft, M.F.
Typs of tests in Proiect Talent.
Washington, D.C.:
U.S. Department of HealtE, Education, and
Welfare, 1961.
Fleishman, E.A.
On the relationship between abilities, learning, and
human performance.
American Psychologist, 1972, 27, 1017-1031.
Kane, J.S.
A concurrent validity_study of written examinations for
clerical emEloyment in Vermont State Government.
Montpelier:
State of Vermont, 1973.
Kintop, C.L., & Massio, S.J.
A demonstration study_in the use of
synthetic validityand work sample tests.
MiEneapKis:
CIE},
of MinneapoTis Civil Service Commission, 1974.
Mahalanobis, P.C.
On the generalized distance in statistics.
Proceedings
of the National Institute for Science and Industry, 1936,
12, 1-9--55.
Manpower Administration, U.S. Department of Labor.
Task analysis
inventories.
Washington, D.C.:
U.S. Government PrintIFT
5TTice, 1T73.
Page, R.
An interiurisdictional validation of selection 2rocedures
for
clerical and related classes in tHe State of
Minnesota.
St. Paul,
Tlinnesota: Minnesota Department oT Personnel, 175.
Prien, E.P.
Development of a clerical position description questionnaire.
Personnel Psychology, 1965, 18, 91-98.
Psychological Corporation.
General clerical test manual.
New'York:
1976.
Rulon, P.J.
Distinctions between discriminant analysis and regression
analysis and a geometric interpretation of the discriminant
function.
Harvard Education Review, 1951, 21, 80-90.
Thomas, L.L.
A cluster analysis of office operations.
Journal of
Aalied Psychology, 1952, 36, 238-242.
25
3
APPENDIX A
Job Analysis Questionnaire and Instructions
for Administering Questionnaire
JOB ANALYSIS QUESTIONNAIRE
MODERNIZATION PROJECT
GOVERNMENT PERSONNEL OFFICE, U.S.V.I.
He in the Personnel Office are working to improve hiring and promOtion practices
in.Government.
But it can't.be done without your help.
If you will tell us about
your job - through this questionnaire - we can make A test that is relevant to your
job.
You are the expert when it comes to your job.
Please give us the advantage
of your expert opinion.
You have the approval of the head of your agency to fill out this questionnaire.
Most people will finish it in a half hour; some more, some less.
If you want to
ask somebody for information, that's O.K., - THIS IS NOT A TEST - but remember, in
the end we want your opinion.
All your answers will be kept confidential.
Don't delay, fill out the questionnaire and enclose it in the attached envelope.
Return it to your Personnel Officer or send it directly to the Government Personnel
Office.
(5-6)
(7-9)
(10-11)
(12)
(13-18)
(19-48)
(49_51)
(52-53)
(54)
(55-56)
Name
Fill out this questionnaire only if:
(1)
You are a fulltime employee
(2)
You have been in your job more
than three months.
(3)
Your position is in the General
Schedule, grade 1 through 24.
Department or agency
Length of time worked for the VI. Government
(years)
(months)
Year of birth:
19
Sex (Check one):
1. Male
2. Female
Title of your class
Length of time you have been in this class
WiitrsTMItios)
,Your present grade:
GS
Your present step (Check one):ABCDEF
( 1)
(2)
(3)
(4)
(5)
(6)
Your supervisor's grade:
GS
26
3 61
Questionnaire Contd.
-2-
(57)
What type of job do you have?
(Check one answer)
(1)
Primarily clerical
(2)
Primarily administrative
(3)
None of .the above
(58)
What type of position do you havt?
(Check one answer)
(1)
Classified
(2)
Unclassified
(3)
Don't know
(59)
What level is your position?
(Check as many as apply.)
(1)
Trainee
(2)
Journey man
(3)
Master craftsman or troubiashooter
(4)
Lead worker
(5)
Supervisor of one or two employees
,
(6)
Supervisor of three to six employees
(7)
Supervisor of six or more employees
(8)
Supervisor of employees who supervise others
(60)
What level of education is necessary to perform the duties of your job in
a satisfactory fashion?
(Check one answer)
(1)
Less than high school
(2)
High school
(3)
One year of college, business school, or secretarial courses
(job-related)
(4)
Two years of college, business school, or secretarial school
courses (job-related)
(5)
Six to ten college courses (job-related)
(6)
Eleven or more college courses (job-related)
(61)
The previous questions inquired about necessary education for your pos-
ition.
Would additional education above that level usually make one
more able to perform the job?
Check the highest level of education
that will lead to better performance.
It will be helpful to think
of superior employees in your class.
What is their typical education
level?
(1)
Less than high school
(2)
High school
(3)
One year of college, business school, or secretarial courses
(job-related)
(4)
Two years of college business school,or secretarial school
courses (job-related)
(5)
Six to ten college courses (job-related)
(6)
Eleven or more college courses (job-related)
(62-63)
How many years of schooling have you completed?
(cd 1)
27
0 sr.,
0 (
KNOWLEDGE REQUIRED BY THE JOB
Almost every employee hes to know certain things in order
10 satisfactorily perform the duties of the job.
Below are listed
.
a number of knowledges, e.g., Medical Science and Conservation.
De-
side what level of knowledge you need to perform the duties of your
position and check the, appropriate place.
In most cases you'll check "No Knowledge Required."
If you
need to uLderstand terms or words in that area, check "Conversant
Knowledge of Terms."
If you need to be skilled in that area, check
"Journeyman Knowledge of Procedures."
And if you need a very high
level of knowledge, check "Mastery of Principles and Procedures."
_
Level of Mastery Required
Knowledge Area
Mastery of
Principles and
Procedures
Journeyman
Knowledge of
Procedures
Conversant
Knowledge of
Terms
No Knowledge
Required
Supervision
Conservation
,
Interviewing
V.I. Law
Psychology
,
Public (Media)
Relations
Statistics
Spelling
Specialized vocab-
ulary
Laneuage Usage
(Grammer, Punctu-
ation, Capitali-
zation)
Telephone Etiquette
Insurance or
Real Estate
(cd 2)
(4)
(3)
28
(2)
(1)
(13)
(14)
(15)
(16)
Knowledge Required by the Job Contd.
-2-
n
mvel of Mastery Required
,
-c,
Knowledge Area
Mastery''of
Principles and
Procedures
Journeyman
Knowledge of
Procedures
Conversant
Knowledge of
lerms
No Knowledge
Required
'
Arithmetic
Economics
Algebra
Typing
Steno or Speed-
writing
Keypunching
Other Office Equip-
ment or Machines
I
Inventory
I
Property &
Procurement
I
General Accounting
I
Bookkeeping
I
Auditing
(
Filing Systems
Financial Statements
(
Office Administration
Standard Clerical
Formats
Secretarial Adminis-
tration
Secretrial or Office
Management
(
Transportation
,
I
(
(cd 2)
(4)
(3)
.
29
(2)
'
(1)
21)
22)
23)
24)
25)
26)
27)
26)
29)
30)
31)
32)
33)
34)
35)
ABILITIES
Certain abilities are needed to perform the duties of your position.
Unless someone has each one of these abilities they would be unable to perform
your duties, even at a barely acceptable level of performance.
The first ability
listed below ("Ability to follow your supervisor's directions") is needed for
your position.
We have therefore put a checkmark in column one.
Some abilities are important for distinguishing between satisfactory
and superior workers.
The first ability below is important for superior per-
formance.
We have therefore put a checkmark in column two.
The second ability ("Ability to ride a horse") is not needed for barely
acceptable performance of your position.
Neither is it important for superior
performance.
Therefore, the space to the right of this ability should be left
blank.
To sum'up, you may check one column - two columns - or no columns.
ABILITY
This ability is needed
for barely acceptable
performance of your
.sition.
This ability.is Lm-
portant for superior
Performance of your
Ability to follow your supervisor's
directions.
_position.
Ability to ride a horse.
(leave blank)
(leave blank
Ability to accurately spell difficult
words without referring to a dictionary.
Ability to quickly and accurately proof-
read.
,Ability to accurately spell words often
found in office memos.
Ability to understand words commonly
used in office memos.
Ability to understand difficult words.
Ability to consistently use proper
grammar and punctuation.
Ability to understand difficult writ-
ten paragraphs.
Ability to read technical manuals or
le:al documents.
(cd 2)
30
(1)
(2)
(36)
(37)
(38)
(39)
(40)
(41)
(42)
(43)
If the statement is HOT relevant to your position, leave it blank.
If BOTH columns are relevant to your position, check both columns.
ABILITY
This ability is needed
for barely acceptable
performance of your
position.
This ability is im-
portant for superior
performance of your
position.
Ability to determine a writer's pur-
ose, intent, or point of view.
Abilfi9 to grasp the meaning of poorly
ex ressed writing.
Ability to reason with words.
Ability to-pick the best words to convey
a particular idea.
Ability to think "on one's feet".
Ability to adapt to the listener
and the situation.
Ability to orally impart complex,
factual information.
,
Ability to communicate moderately
difficult ideas orally.
Ability to follow moderately com-
plex oral instructions.
1
Ability tO grasp the meaning of com-
plex ideas expressed orally.
Ability to write in a clear, iiell-
organized, and complete style.
Ability to impart in liriting com-
factual infcralation.
I
,plex,
Ability to communicate moderately
difficult ideas in writing.
Ability to Jearn by being told the
answer.
(cd 2)
31
(1)
(2)
44:
(45:
46;
47;
4 8
49)
59:
51)
52)
53)
54)
55)
56)
57)
Abilities Contd.
-3-
_
This ability is needed
for barely acceptable
performance of your
position.
This ability is im-
portant for superior
performance of your
position.
Ability to learn through discovery.
Ability to memorize the maanings of
new words.
Ability to learn new systems, rules,
or procedures that contradict material--
already learned.
_
Ability to learn additional knOwledge
in one's specialized field.
Ability to remember material that
is not meaningful(e.g. a new
or
coding system)
tjanguage
'Ability to remember sentences for
short periods of time.
AbilitY to remember ideas (abstract).
Ability to remember details (things).
Ability to recognize the existence of
problems and identify all the relevant
components.
Ability to recognize need for new
approaches.
,
Ability to evaluate the appropriate-
ness or significance of in idea.
_
/
//
Ability to organize work efficiently.
i
I
Ability to foresee consequences of
actions.
Ability to make decisions when im-
portant pieces of information are
missing.
I
'(cd 2)
32
(1)
4
-N4
(2)
(58)
(59)
(60)
(61)
(62)
66)
67)
68)
69)
70)
71)
Abilities Contd.
-4-
Ability
INeeded for barely
lacceptable per-
'formance.
Important for
Superior
PerfOrmance
Ability to select the best alternative course
of action when complete informatj.on is avail-
able.
.
Ability to decide the need for revision of
-goals;policiesi-or-procedures-on-the-basis---
oflertinent objectives and requireMents.
Ability to apply general concepts or rules
to specific cases.
Ability to derive general concepts or
ruies from cpecific cases.
Ability to constsuctively critize others.
Ability to rather sufficient facts be-
fore making a decision.
I
Ability to make decisions on the basis of
numerical data.
f
Ability to quickly and accurately compare
numbers for exact likeness.
Ability to quickly and accurately compare
names for exact likeness.
Ability to do detailed work very accurately
for hours at a time.
Abilitrto quickly and accurately copy names
or numbers.
Ability.to quickly and accurately code names
or numbers.
_
'
Ability to alphabetize material.
Ability to read diagrams or maps.
Ability to read blueprints or schemaiics.
Ability to accurately compare complex
,pictures for exact likeness.
'
Ability to sort documents or other materials
by their shape and size.
(cd 3)
33
(1)
4 3
(2)
5)
7)
8)
9)
10)
11)
12)
13)
14)
15)
19)
20)
21)
Abilities Contd.
-5-
Ability
Needed for barely
acceptable per-
formance.
Ipportant for su-
perior performance.
:-
Ability to mentally manipulate
spatial
figures in three'dimensions.
Ability to reason abstractly using symbols.
Ability to determine inductively the lo-
gical relationships among the elements
of a pattern.
Ability to estimate size.
Ability to see this size print at noraml
reading distance.
Ability to estimate quantity.
Color vision.
Depth perception.
Ability to here a voice at a normal
speaking level of loudness.
Ability to notice small differences in tones.
Ability to localize sound in thr41, dimmiccal
space.
Ability to add or subtract without the aid
of a calculator.
Ability to multiply or divide without the
aid of a calculator.
1
Ability to count.
1
Ability to analyze or interpret numerical
'data like that found in audit reports and
financial statements.
1
Ability to develop schedules or graphs having
numbers.
(
Ability to use fractions, decimals, and per-
centages.
(
(cd 3)
34
(1)
(2)
(22)
_
(23)
(.24)
(25)
(26)
(27)
(28)
(29)
(30)
31)
32)
33)
34)
35).
36)
37)
38)
Abilities Contd.
-6-
Ability
Needed for barely
acceptable per-
formance.
Important for
Superior
Performance
Ability to do the kind of reasoning required
to solve written arithmetic problems.
(39)
(40)-
(41)
-AbilitY to apply statisiIfiiä
Ability to maintain physical activity over
prologned periods of time.
-Ability-to-lift-art-icles-weighing-more-than
40 lbs.
(L42)
(43)
(44)
(45)
46)
(48)
(49)
50)
(51)
:52)
(53)
:64)
(55)
(56)
Ability to make coordinated movements of
several fingers or two hands.
Dexterity of hands and arms.
Eye-hands-coordination.
Speed, succesive tasks.
Ability to neatly
print (by hand)letters
or numbers.
,(47)
Ability to drive an automobile.
Penmanship.
Ability to type from dictaphone.
Ability to type letters or documents ac-
cording to standard procedures.
LADility to type form letters.
Ability to type statistical or financial re-
ports which may include, tables, charts, or
grapns.
Ability to type drafts.
Ability to take dictation and type from notes.
Ability to type 20 net WPM.
Ability to tyPe 35 net WPM.
(57)
(cd 3)
(1)
(2)
35
-
Ability Contd.
-7-
Ability
Needed for barely
acceptable per-
formance.
Important for
superior
Performance
,..
Ability to type 50 net WPM.
-Ability to-take-Shorthand-at-60-WPM:
Ability to take Shorthand at 80 WPM.
Ability to take Shorthand at 100 WPM.
Ability to concentrate.admist distractions
(such as phone calls, walk-ins, and questions).
Ability to change one's set quickly from
one task to another.
_
,
Ability to develop improved approaches to
recurring problems.
i
Ability to act in emergencies.
1
Ability to act accurately under stress.
1
Ability to come up with ingenuous solutions
to novel problems.
Ability to get along with others.
Ability to control the behavior of a group
that is seeking to achieve some goal.
1
Ability to persuade orally.
I
Abilfty to persuade by means of the writ-
ten word.
I
Ability to resolve problems by means of a
bargaining process.
1
(cd 3)
36
(1)
(2)
(58)
(59)
(60)
(61)
62)
63)
64)
65)
66)
67)
68)
69)
70)
71)
72)
JOB FACTORS
Jobs differ on certain factors, such as "Scope and Effect."
Read the first four statements below.
Decide which one of the four
statements best describes your position.
Place a checknark to the
right of that statement.
Now read the next four statements (at the bottom of this
page).
Decide whicti one best describes your present position.
Place
a checkmark-to the right of that statement.
SCOPE-AND-EFFECT--
,
"Scope and Effect" covers the purpose,of the assignment and the effect of
wark.products_both_within and outside the organization.
--Bift-descfibes
your present
(5) Check only one of the following that best describes your present position.
position.
1. he purpose of your assignment is to perform specific routine operations
that involve a few separate tasks or procedures.
2.
The purpose of the work you do is to carry out specific rules, regula-
tions, or procedures.
3.
The purpose of your work assignments is to treat, analyze, or investi-
gate a variety of ,conditions, problems, or questions.
4.
The purpose of your work is to plan, develop, and carry out vital admin-
istrative programs.
(6) Check only one of the following that best describes your present position.
1.
Your work products have little impact within or beyond your agency.
2.
Your work products affect the accuracy, reliability or acceptability
of further processes or services.
3.
Your work products affect the design or operation of systems, programs,
or equipment.
4.
Your work products affect the development of major aspects of admin-
istrative programs or substantial numbers of people.
(cd 4)
37 47
Best describes
your present
position.
COMPLEXITY
"Complexity" has to do with the nature and variety of tasks, steps, proc-
resses, methods, or activities in the work performed; and the degree to
which the employee must vary the work, discern interrelationships and
deviations, or develop new techniques, criteria or information.
(7)Check only one of the following that best describes your present position.
1.
There is little variation in your work.
Z.
Variations in your work stem TrOM differences in the sourcei of infor-
mation, in the kind of transactions or entries, or other factual situ-
ations.
3.
Your work requires the interpretation of a variety of data and processes
---
-
Best describes
your present
position
(8)Check only one of the following that best describes your present position.
1.
Actions for you to take are clear-cut.
2.
Your duties require consideration of factors and conditions.
3.
Factors to be considered involve the assessment of unusual circum-
stance, variations in approath, incomplete or conflicting data, and
incompatible results.
Best describes
your present
position
(9) Check only one of the following that best describes your present position.
1.
Your work consists of a few tasks or functions that are clear-cut and
directly related.
2.
Your work consists of several duties, involving several related steps,
process, or methods.
3.
Your Work consists of various duties involving processes and methods.
4.
Your work consists of a varfety of duties involving a broad range of
activities or depth of analysis for a highly specialized field of work.
(cd 4)
38
Best describes
your present
position
KNOWLEDGE AND SKILL REQUIRED BY THE JOB
"Knowledge and Skill Required by the Job" measures the nature and extent
of information or facts which the worker must understand to do accepta-
ble work,and the nature and extent of skills necessary to apply these
knowledges.
Best describes
your present
(10)Check only one of the following that best describes your present position.
position.
1.
Knowledge of simple or routine tasks or operations which typically
include following step-by-step instructions.
_
2.
Knowledge of procedures that typically require some training or exper-
ience.
3.
Knowledge of standard administrative processes.
4.
wledji of prinalPiS-ifid-PrAd-fices needed-te-perform-administrativr
assignments at the trainee level.
5.
Mastery of an administration field.
(11) Check only one of the following that best describes your present position.
(If clerical skills are not required, leave this item blank.)
1.
Skill to operate simple equipment (e.g., date stampers, mailing
machines, or reproduction machines).
2.
Skill to operate simple keyboard or switchboard equipment.
3.
Specialized office support skills, e.g., ability to type 50 words
per minute.
4.
Highly specialized office support skills, e.g., ability to take
dictation at 110 words per minute or operate a keypunch machine.
5.
Highly developed secretarial skills, e.g., the ability to ac-
curately take courtroom testimony with a steno machine.
(cd 4)
39
Best describes
your present
position.
GUIDELINES
"Guidelines" covers the nature of guidelines and the judgment
needed to
apply them.
"Guidelines" should not be confused with "Knowledge and Skill
required To Do the Work."
Guidelines tell the employee how to use know-
ledges and skills.
Best describes
your present
(12)Check only one of the following that best describes your present position.
position.
1.
Procedures for doing your work have been established and specific
guidelines are available for reference purposes as needed.
2.
Guidelines are available, but are not completely applicable to your
work or have gaps in specificity.
3.
General admiiistrative policies and precedents exist, but art only
_guidelines_for_performing_your_vork___ _ _
4.
Guidelines are broadly stated and nonspecific, e.g., broad and
general policy statements.
(13)Check Only one of the following that best describes your present position.
1.
You work in strictly
according to guidelines; deviations must be
authorized by your supervisor.
2.
You use judgment in selecting the appropriate guidelines for ap-
plication to specific cases; situations to which the existing guid-
lines cannot be applied are .eferred to your.supervisor.
3.
You use judgment in interpreting and adapting guidelines for,ipplica-
tion to specific cases or problems.
You analyze results or riibmmend
changes.
4.
You are recognized as the authority in the development and inter-
pretation of the guidelines.
(cd 4)
40
Best describes
your present
position.
WORK ENVIRONMENT
(14)The "Work Environment" may subject you to risks, discomforts r unpleasant-
Best describes
ness.
Check only one of the following that best describes your present
your present
position.
position
1.
Your work environment involves normal, everyday risks or discom-
forts typical of such places as offices, meeting and training rooms',
libraries, and residence or commercial vehicles such as airplanes,
trains, or buses.
The smirk area is adequately lighted, heated,
andlventilated.
2.
Your work involves moderate risks, discomforts, or unpleasantness
such as a high level of noise and vibrations, dust and grease, con-
tagious diseases or irritant chemicals.
Special precautions are
required, and you may use protective clothing or gear such as
masks, gowns, coats, boots, goggles, gloves or shields.
3.
Your work environment involves high risks with exposure to poten-
tially dangerous-situations-or-unusual-environmental-stress,-such-
as working with explosives, radioactive substances, noxious gases
or fumes, at great heights,,Or subject to possible physical attack.
You must apply a wide range-of safeiy and other precautions.
PHYSICAL REQUIREMENTS
The "Physical Requirementi" placed on the employee by the work assign-
ment include physical
characteristics and abilitie- in.g., specific eye-
sight and dexterity requirements) and the physical exertion involved In
the work (e.g., climbing, lifting, pushing, balancing, stooping, kneel-
ing, crouching, crawling, or reaching).
To some extent*the frequency
or intensity of physical exertion must also be considered, e.g., a job
requiring prolonged standinginvolves more physical exertion than a
job requiring intermittent standing.
Best describes
your present
(15)Check only one of the following that best describes your present position.
position.
1.
Your work is sedentary.
Typically, you sit comfortably to do your
work.
However, there may be some walking, standing, bending, car-
rying of light items such as papers or books, or driving an auto-
mobile.
No special physical requirements are required to perform
the work.
2.
Your work requires same physical exertion, such as long periods of
standing; walking over tough, uneven, or rocky surfaces; recurring
bending, crouching, stooping, stretching, reaching, or similar ac-
tivities; or recurring lifting of moderately heavy items such as
typewriters and record boxes.
3.
Your work requires considerable and strenous Physical exertion such
as climbing of tall ladders, liftin
objects over SO pounds, frequent
crouching or crawling in restricted areas, or defending yourself or
others against physical attack.
(cd 4)
5 i
41
SUPERVISORY CONTROLS
"Supervirary Controls" covers the nature and extent of direct ..or indirect
controls exercised by your aupervisor, the nature of your responsibility,
and the review of completed work.
(l6)Chock only one of the following that best describes your present position-.
1.
Your supervisor maintains close controls and makes specific assign-
'eats with detailed instructions.
.2.
'Your-supervisor-provides-detailed -instructions.for-nowi:difficult; or
unusual assignments and may suggest work methods or advice on source
material availeble for routine assignments.
3.
Your supervisor"provides assignments; determines the objectives,
priorities, and deadlines; and assists yod with unusual_situtions._
4.
Your aupervisor determines the overall objectives and resources avail-
ahle.
You and your supervisor, in consultation, develop the dead-
lines, project:, and work to be done.
5.
Your supervisor provtdes administrative direction vith assignments in
terms
of
broadly defined missions or functions.
Bost describes
your preeent
position.
(17)Check only one of the following that best describes your present position.
1.
You work as instruCted and consult with your supervisor on matters not
specifically cover:d in original instructions or guidelines.
2.
You use initiative in carrying out routine assignments independently
without specific instructions, bet refer deviations, problems, and
situatfons not covered by instructions to your Supervisor for ascii-
ion and action.
3.
Tou plan and Marry out the successive steps and handle problems and
deviations in the work assignsent in accordaocs with instmuctions,
policies, previous training, or accepted practices in the occuptation.
4.
You, having developed expertise in the line of work, aro reeponsible
for planning and carrying out the assignment; resolving nost of the
conflicts which arise; *coordinating the work with others as necessary;
and interpreting policy on own initiative in terns of satablished
objectives.
You keep your supervisor informed Of progress, potentially
controversial matters, or far-reaching implications.
5.
You have responsibility for planning, designing, and carrying out
programs, projrcts, studies, or other work independently.
(od 4)
A,
42
lest describes
your present
position.
SUPERV1SORY CONTROLS (Contd.)
N4
(181\Check only one of the following that best describes your present position.
1.\Your work is closely reviewed.
This review may include checking prggress
'as well as reviewing completed work.
2.
The supervisor ensures that finished work is
wiih instructions or established procedures.
\
3.
Comp eted work is usually evalunted for adequacy, appropriateness, sound-
\
ness, and conformity to policy-anci requirements.
\
4.
tompleted work is reviewed only fnmn an overall standpoint in terms of
compatiMlity with other work, or ffectiveness in meeting requirements
or expeced results.
V
1
gT-Tteinffi Oit.iOtiicwork are consfdered as technically authofitative and
are normally accepted without significant change.
\
accurate and in compliance
Best describes
your present
position.
PURPOSE OF PERSONAL CONTACTS
(19) "Personal contacts\includes fice-to-face contacts and telephone and radio
dialogue with persons not in the supervisory chain.
(NOTE:
Personal con-
tacts with your supervisor are covered under "Supervisory Controls.")
Check only one of the following that best describes your present position.
1.
The purpose of yoApersonal contact, is to obtain, clarify, or give
information directly related to the work.
The nature of facts or in-
formation ranges ft,* that which is asily understood to highly tech-
nical data.
The purpose of your personal contacts is to plan, coordinate, or advise
on work efforts; or to\resolve operating problems.
The persons con-
tacted are usually working Sowards mutual goals and generally have co-
operative attitudes.
?.
3.
The purpose is to justi
, defend, negotiate, or settle matters in-
%volving controversial isiues.
The persons contacted may have dif-
ferent viewpoints, goals, \or objectives requiring convincing thems
arriving at a compromise solution, or considering suitable alter-
tintives.
(04 4)
5,3
43
\
Best describes
your present
position.
DUTIES
You spend your work day doing various things.
Please in-
dicate below how much time you spen4, in your present position, doing
the various activities lis:ed.
Estimate how mch time you spend - on
the average - (it:zing a single day.
For examole, if you do something
once every five days and if it takes 10 minutes to do, that would av-
erage out to two minutes per day; you would place a checkmark in the
category readipg, "Less than five minutes per day".
ACTIVITY
TIME SPENT PER DAY
None;
Less than
5 to 59
1 to 4
More than
I never
5 minutes
minutes
hours
4 hours
do_this
Per.day.
per-day. -per-dgy-
per-day
Folds paper or stuff envelopes by
(20)
hand.
(21)
(22)
(23)
(24)
(25)
(26)
(27)
(28)
(29)
(30)
(31)
(32)
Draws and letter charts, schidules,
or graphs for illustrating data.
Classifies, sorts, and files cor-
respondence, records, or other data.
Collate materials, including ccil-
lecting pages, stapling assembled
pages, and checking the number'of
copies.
Receives ind unpacks incoming
shipments.
Op= or sort incoming mail.
Distributes or delivers mail.
Prepares outgoing mail for distri-
bution.
Takes theproceedinss of hearings
or meetings with a nteno machine.
Takes dictation from an individual
with or withcut machine, and
transcribes notes.
Types letters and reports according
to standard procedures.
Types tables and charts.
Types information on forms
( cd 4)
(1)
44
(2)
(3)
(4)
(5)
c5ti
(33)
(34)
(35)
(36)
(37)
(38)
:39)
(40)
(41)
(42)
(43)
(44)
(46)
(46)
(47)
(48)
Duties Contd.
-2-
TIME SPENT PER DAY
None
Less than
5 mins.
5 to 59
mins.
1 to 4
hours
More than
4 hours
Copies records and othar documents
using duplication machine.
Records and *anodes data, using
a special purpose macnine.
Weighs material or products.
Qperates machine to copy and post
data, make
computations, and
compile records.
Operates machines that record,
store,processL and print data.
Operates machines to proof tran-
sactions and keeps qualitative
.,
records ccounts.
Computes arithmetical oparations,
using calculators or adding
machines.
Operates machines to address, stuff,
fold, seal or stamp outgoing mail.
Makes arrangamlazs int payments a
money and keeps records of transac-
tions
Drives automobile (during working
hours).
brews and letters charts, schedules,
and graphs for illustrating data.
Operates a cash register.
Operates a bookkeeping machine.
....,
Uses card punch equipment.
Uses other EDP equipment.
terve* as-a.rioeptionist.
(cd 4)
(1)
(2)
(3)
(4)
(5)
45
(52)
(53)
(54)
(55)
(56)
(57)
,.(58)
(59)
(60)
(61)
(62)
(63)
(64)
(65)
(66)
Duties Contd.
4-
TIME SPENT PER DAY
None Less than
5 mins.
5 to 59
mins.
1 to 4
hours
More than
4 hours
Supervises*
administrative personnel.
Supervises* blue-collar personnel.
Supervises*
clerical personnel.
Represents agency at official
functions and meetings.
'
Meets with supervisor.
Meets with fellow government employees.
Interviews the public.
IgeetS with the press.
Deals with public groups.
Assists the public in preparing forms
or applications.
Takes messages.
Serves as a telephone receptionist
(places calls for others, operates
a telephone console, makes telephone
surveys, or answers telephone re-
quests for routine information).
.
Runs assigned errands.
Arranges for appointments, events,
.meetings, or travel arrangements.
Designs and installs filing systems.
Develops and establishes new file
categories within a system.
Investigates availability of equipment
and approves cost estimates of quip-
ment.
Analyzes and controls expenditures.
(cd 4)
(1)
(2)
(3)
(4)
(5)
*
Activities of a supervisor or work-leader includes*
Interviewing prospective
epployees; training subordinates: assigning and distributing work: etc.
46
00
(5)
(6)
(7)
(8)
(q)
(10)
(17)
(18)
(19)
(20)
(21)
(-22)
Duties Contd.
--4-
ACTIVITIES
TIME SPENT PER DAY
None
Less than
5 mins.
5 to 59
mins.
1 to 4
hours
More than
4 hours
Analyzes data and forecasts trends.
Contracts for sale, purchase, and
delivery of goods or services.
Coordinates maintenance and repair
activities.
Coordinates personnel programs.
Interprets policy and regulations.
Enforces administrative policies,
operating procedures, or laws.
.,
Formulates, initiates, and executes
policy or programs.
Plans and organizes office practices
and procedures.
-
Plans and implements programs.
G
Reviews budget allocations.
Resolves complaints of the public.
Recommends changes or procedures.
,
Conducts investigations to determine
compliance with laws or regulations.
.
Checks that contracts and/or agree-
ments are being fulfilled.
ct
Reviews product or zervice specifica-
tions.
Sets up controls against the loss
of public property and/or monies.
Interprets, summarizes, or analyzes
quantitative data.
Examines, adjusts, adjudicates, or
authorizes claims for benefits.
(cd 5)
4 7
(1)
(2)
(3)
(4)
(5)
(23)
(24)
(25)
(26)
(27)
(28)
(29)
(30)
(31)
(32)
(33)
(34)
(35)
(36)
(37.)
(38)
(39)
(40)
Duties Contd.
--
:TIME SPENT PER DAY
,
None
-,
Less than
5 mins.
5 to 59
mins.
1 to 4
hours
More than
4 hours
Conducts investigations peitaining
to the suitability of persons for
=benefits or employment.
Kaintan bookkeeping records.
4\
Makes budget estimates.
Periodically reviews expenditures
to help keep the organization within
limitations.
Compiles minutes of conferences and/
or meetings.
Plans office layouts.
Prepares contracts in whole or in
part .
Reads accoUnting books, audit reports,
or financial statements.
Reads legal documents.
Reads blueprints or schematics.
Reads maps or diagrami.
Reads statistical data.
Trains or orients personnel.
Advises high-level decisionmakers.
Applies complex guidelines and prec-
edents to specific cases.
Learns new skills and knowledges.
Orally interpret and explain regula-
tions and policies.
Inspects establishments with respect
_to the compliance vith laws.
Analyzes current market and price
trends,
( cd 5)
48
(1)
(2)
(3)
(4)
(5)
(42)
(43)
(44)
(us)
(4F)
(47)
(48)
(49)
(50)
( 51)
(52)
(53)
(54)
(55)
(56)
Duties Contd.
-6-
TIME SPENT PER DAY
None
Less than
5 mins.
5 to 59
ins.
1 to 4
hours
Mime than
4 hours
Develops system of recording transac-
tions into accounts or records.
,
Keeps abreast of latest findings in
area of specialization or in general
field.
_.
Composes simple letters, announce-
ments, or reports.
Drafts comp/ex letters, memos, or
reports.
Gathers and coordinates background
material, such as agenda items or
drafts of annual reports.
Designs new forms, form letters,
or report formats.
_
_
Corrects grammartpunctuationtetc.
of someone else's
writing.
Translates from English into a
foreign language, or from a foreign
language into
English.
Keeps records,such as personnel, at-
tendance, or equipment.
Computes, classifies, and transcribes
data for financial records.
Preares budget for a:enc
.
Analyzes and systemizes data relating
to transactions and activities into
accounts and records.
Verifies and records orders of incom-
ming shipments.
Prepares invoices, inventories, or
requisitions.
Catalogs and prepares reference cards
for books, manuals, or other public-
ations.
(cd 5)
(1)
49
(2)
(3)
(4)
(5)
OFFICKOP
INEOOVERNOR
04Atio4
GOVERNMENT OF
0
THE VIRGIN ISLANDS OF THE UNITED STATES
tIHIt &J z
PERSONNEL OFFICE
4frActsoo
t 0.143E2314
MEMBER
ChiorioNeAAWW, StThmme,V.I. ICIOI
ML-474.514
February 24, 1977
MEMORANDU4
TO:
FRCM:
Walter Mann, Director
Modernization Project
RE:
Administration of Job Analysis Questiconaire to Clerical
and Administrative billoyees
As you no doubt know, you have been designated to coordi-
nate the aftinistration of a job analysis questionnaire in your agency.
The head of your agency has been contacted and has approved the parti-
cipation of your agency.
Tb ensure prompt, complete cooperation of
your agency personnel, it will be necessary to identify, by name, on a
list, those Who should take the questionnaire in groups of five, ten,
or twenty.
A oonferende roam is a likely place for convening such a
group; a supply of pencils is recommended, most people will finish in
an hour.
If group adOdnistration is impossible, employees should be
given a copy of the questionnaire and provided - reasonable amount cf
work time to complete it.
The names of those who have ompleted the questionnaire
should be checked on the list.
The ranainder should be remdnded after
one week of the invortance of the questionnaire.
Participation is on a voluntary basis.
Do not anmcunce
this fact, but if anyone refuses to take the questionnaire, just tell
them, "No one is going to force you to fill out this form."
Most people
will fill out the form if you explain that it is not a test, the results
will be confidential, and the head of your agency wants them to partici-
pate.
Completed questiOnnaires should be forwarded to the Personnel
Office, to the attention of Dr. Walter Mann (St. Thomas) or Mts. Norma
Martin (St. Croix).
Your support of this study is appreciated.
I will brief
Personnel Officers and interested agency representatives after the question-
naires have been analyzed and plans for new tests have been prepared
watert AB/. 711-4-11,._
;gaiter G. Mann
1046-4a47 PERSONNEL 14Ear1 irrrimi or ny ooviromi(rr or TUE virlaIN ISLANDSAN INVESTMENT IN OOD GOVERNMENT
OfFICX OF
GOVIRNOR
APPENDIX B
Memorandum to Department and Agency Heads
Requesting Participation in the Study
GOVERNMENT OF
THE VIRGIN ISLANDS OF THE UNITED STATES
PERSONNEL OFFICE
P. O. !km 233i
Charlotte Amalie, St. Thomas, V.I. 00101
101-77440
January 24, 1977
MENDRANDUM
TD:
Department and Agency Beads
FROM:
Walter G. Mann, Director
Modernization Project
SUBJECT:
job Analysis of Clerical and Administrative Classes
A ri 0
A-
z0
44NAGEMISS
WENNER
As you nay know, grants to the Virgin Islands in excess
of $25 million yearly are dependent upon neeting various personnel
requirements prescribed by Federal statuteand regulation.
In
addition,
state and local agencies all over the country are being
sued over alleged discriminatory hiring practices.
The situation
has become so critical that the U.S. Civil Service Commission has
xecamerxled wholesale changes, and has provided the nonetary and
technical resources for accomplishing the chawes; the Governor has
approved the project; and the official announcement of the project
by Goverment House was made several months ago.
.
The purpose of thismenowarxham is to call to your
attention an waning activity of the Modernization Project:
a job
analysis of all clerical and administrative classes in the classified
service.
The job analysis will be accomplished by the administration
of questionnaires to all incumbents of these classes; the questionnaire
will be distributed and collected by personnel you designate.
Your
personnel officer, or whomever else you nay want to neke responsible
will coordinate the activity in your agency.
Analysis of the results of the questionnaire will allow
us to scientifically develop job-related tests for clerical and adminis-
trative classes.
These new tests will not only fulfill federal require-
nents, but will provide better ways to neasure the Ability of applicants
for hiring and promotion.
Once the new tests are operational, agencies
will not be allowed to hire or promote in these classes until appropriate
job analysis infonnation is on file in the Personnel Office.
The results of this study - including a documentation of
participating agencies - will be made available to the U.S. Civil
Service Commission.
As soon as saneone has been designated to coordinate this
activity, I would like to be informed (774-7175).
Waflt .70
51
Walter G. Mann
APPENDIX C
Computer Print-Outs of Factor Analysis Data for 99 Activities
NOTF - PFPCENT CF VAP:ArICE FOI
t. POTAT[D FACTOR
15 ThE SO . OF 5CUARE
DIVICFD bY THE t.UnPfk
OF THE 1.7),TATED
OF VARIABLFS,
FACTOR
TIMF5
10n.
FACTOR SUM
PERCENT OF
CUMULATIVE
OF WARES
VARIANCE
PERCENT
I
LI
10.2708
10,4
10,4
2
L2
6.1936
6.3
18.7
3
L3
6,2005
6.3
24,9
4
L4
4.6604
4,7
29,6
5
L5
4.4000
44
34,1
6
L6
3,8722
3.9
38,0
7
L7
364765
3.5
41,5
8
L8
2.8746
2.9
44.4
9
L9--
2,7760
-
2,8
47,2
10
LIO
2.5424
2.6
49,6
11
LII
2.4279
2.5
52.2
12
L12
2.2587
2.3
54,5
13
L13
2.1842
2.2
56,7
14
L14
2.1597
,
2.2
589
15
L15
1.9749
2.0
60,9
16
L16
1.97-30
2.0
62,9
17
LI7
1.9203
1.9
64,8
18
L18
1.9180
1.9
66,8
19
L19
1.8835
1.9
68,7
20
L20
1.6606
1.7
70.3
SCAN,
IN=DATA,
SDATA=0,
STAYM1SS$
F.COEF,
SDATA=Do
FACTOk=VFAC,
FC=FSDUT1ES,
----UADINPUT=USEGOOD$
PRINT=3TX7V1zOS
52
: ,,
VERITIAX FACTORS OF
C
POSITT6N-
LABEL*
1
DUTY420
2
DUTY421
3
DUTY422
_
4
_
DUTY423-
5
DUTY424
DUTY425
DUTY426
DOTY427
OUTY428
DUTY429
DUTY430
DUTY431
7
9
-10
11
-12
13
14
15
17
19
21
22
23
24
25
27
28
29
30
31
12
33
-34
35
36
37
39
40
41
42
43
FILE VFAC
-0.058
0.221
6.065 --------0.302
0.035
0.394
-0.012
0.127
-0.109
-------0:403
0.082
0,323
-0.041
0.06?
0.244
-0,018
0.595
-0.044
0.872
-0.003
0.656
DUTY432
-0.016
0.818
0UTY434
-0.113
-0.072
DUTY435
0.071
.0.091
DUTY436
-0.063
0UT1437
-0.045
0UTY438
-0.163
--OUTY439---
-0.149
DUTY440
.0.035
DUTY441
0.013
DUTY442
0.098
DUTY443
DUTY444
0UTY445
DUTY446
OUTY447
OUTY448
DUTY449
OuTY450
DUTY451
DUTY452
DUTY453
DUTY454
DUTY455
0.368
-0.071
OUTY456
0.083
-0.052
"DUTY457-
0.075-
DUTY458
0.207
0.130
DUTY459
0.005
0.598
DUTY460
0.02S
0.653
DUTY461
-0.021
0,315
DUTY46z
0.222
0.723
DUTV463---
0;135-
0.536
0.096
0.132
.0.026
Z0.1.99
0,013
0.047
-0.336
0.256
0.056
-0.044
-0.041
G.028
-0.093
-0.032
-0.121
0.009
0.516
0.439
-0.091
0.654
-0.076
0.688
------0.188
0,479
0.044
0.205
0.175
0.353
0.020
45
MT Y464
0.306
0.462
46
DuTY465
0,250
0.099
4/
OuTY466
0.223
-0.055
48
00rY505
0.500
-0.083
49
UUTY506
9,08h
0.070
50
DUTV507
-0:20.1-
-0.304
6 3
4
5
6
_
.
L5
L6
L7
-0.096
-0.069
0.733
.0.042
-0.024
0-.1-02-----
-0.0-07 --------0,I3I-
07107
0,035
-0,061
0.108
0.323
0.063
-0,004
0.
4
--;0.109---- --;0.090-----
0.355
-.0.096
---0.049
0.069--
0,120
0,181
0,573
-0.030
0 008
0.152
'0:054
0.014
-0.057
-0.036
0.032-------1MX45
PAGE
1.-6,
0.065
0:059--
-0.035
-0.002
.0,025
0.022
-0.105
-0.076
----0,021
.0.029
-0,030
0.068
-07015-------30.064
-0,086
-0.054
-0.108
-0.172
-0.119
0.234
0.039
0.278
-0.137
0.028
0.106
0.044
0.050
-0.074
-0.088
0.365
0.145
-0.090
-0.005
.0.00r-
.0.081
-0.050
0.011
0.017
0.047
-0.020
-0.019
0.172
.0.025
-0.014
0.180
0,14f
-0.086'-
0.118
0.093
0.046
0.023
-0.071
0.258
-0,068
-0.119
-0.086
0.054
0,030
0.006
0.038
-0.006
0,041
0.132
0.087
0.050-
-0.089
0,136
-0.074
-0.048
.0,090
0.123
0.037
0.591
0.643
0.6(8
.0,000
0.082
0,144
0.123
0.015
0,-188
-0,190
0.161
0.076
-0,029-M:0,071
0,065
..0.023
0,100
0.113
0.026
-u.lit
-0.096--
-0.026
-0,032
0.067
-0.060
-0,072
0.059
.4.101
-0.105
0.039
.0,079
-0,040--
.0.004
0.034
-0.105
-0.033
0,065
0.051
0.104
0.017
.0.002
0.013
-0.031
0,080
-0.064
0.763
-0.082
-0,095
0,106
.0.190
'0,791
-0,073
--=07056
0.490
0.114
-0.022
0.035
0.135
0.011
0.364
0209
-0.018
-0,030
-0,124
0.067
0.182
0.354
.0,099
-0.n83
0,045
0.059
0.186
0,093
0.190
.0.059
0,044
.0.005
- 0,069
-0,081
-0.029
-0.003
- 0.054
0.383
0.321
.0.123
0.029
0,064
0.120
0,082
-0.031
.0.025
-0.085
.0.050
0.107
0.064-
0.112
-0.028
-0.074
.0.006
0,109
0.111
-0.064
-0.176
0.294
0.093
0,126
0.668'
0.148
0.580'
0,130
0.295
0.023
----0.322
.0.052
0.160--
.0.160
0.003
0.226
-0.006
0,028
.T.060---------0;264
-0.029
0.085
-0.032
--0.015
0.041
.0.009
0.109
-0.066
0,093
0.062
0.103
0.162--
0.083
0.046
0.151
0.083
-0.007
0.070
-0.016
0.040
0,079
0.070
0.013--
digit is the "cd"
.0.045
0.061--
0.112
0.180
0.014
0.627
-0.004
0.151
-0.020
---1CI:110-- 0.075------ -7072'96 ---------0;n
0.115
0.169
0,227
0,071
0,288
0,730
0,041
0,090
0,645
0.527
-0.092
0.134
0.193
0.278
-0.146
0.077
0.231
0.764
0,010
0,143
c. 361--
0.678'
-0;025--------070-115
*Note:
Questionnaire items are represented by three-digit numbers.
The first
number at the bottom of a page.
The last two digits are next to the item.
6 4
PAGE
VERIMAX FACTOkS OF
C
FILE VFAC
POSITION
LABEL
_.
L3
5
L5
_
7
_
L7__
51
DUTY508
01,618
01.173_
0..319
0.274
.0,098
.0.018
0058
.0.011
52
DUTY509
.6,622
0.118
0.373
.6,063
.07016
0,272-0,170-
53
DUTY510
0.632
.0.070
0.138
0,313
.0,071
.0.032
0,348
0.140
54
DUTY511
0,629
.0,082
0,344
.0.000
.0,006
.0.015-- ---0,059---
0.201
55
DUTY512
0,742
9,265
0,196
0.083
0.071
0.003
.0,010
0.073
DUTY513
0.655
.0.060
0.318
0.042
.0,056
.0.065
0.089
.0.005
54
57
DUTY514
0.248
.0,005
0,744
0,078
.0,019
0.137
0,068
0.067
58
DUrY515
6.616
0.013
.0.108
0:093
.o05,33
o.nr-------0.011-
59
OUTY514
0.497
0,048
0.227
0.020
0.095
.0061
0.523
0.215
60
DUTY517
0.418
.0.114
0,118
0.051
-0.090
-0054
0,701
0.015
61
DUTY518
0.126
.0,148
0.504
0,224
.0,059
0.050
0,381
0.072
62
DUTY519
0.242
-0.039
0.226
0,436
-0.016
0.045
0.502
.0.131
63
0U1Y520
0.110
.0.157
0.499
0.218
.0.115
0.077
0,216
0.120
64
DUTY521
0.318
-0.066
6.307
U;r98
-07077
15062
0.21:12
0.031-
45
0UTY522
0.173
0,042
0.082
0.078
0.069
-0.013
0,014
0.033
66
0UTY523
0.518
-0.022
0.036
0.025
0,016
0,049
.0,000
0.074
47
-
DUTY524
.0.044
-0.034
0.264
0.068
.0.078
0.728
.0.065
0.014
68
DUTY525
0,278
-0.013
0,818
0.131
0,044
0,063
-0.036
0.037
49
DUTY526
0.217
0,031
0.791
0,176
-0.014
0.120
0.170
.0.016
t.it
.t--
DuTy527---- ---0.3G5
-0.634
---0.073
-----.0:024
0,099
.032--------ZD-044 --------40.092-
71
D0TY528
0,373
0.211
0.306
.0,042
0,283
0.046
0.110
0.302
72
DUTY529
0.221
0.059
0,360
0.285
0.079
.0.012
-.0.060
.0.031
73
DUTY530
0,021
.0.098
0.431
.0.064
.0.036
0.508
0.324
0.121
74
DUTY531
0.153
0.154
0,147
0,073
.0,074
0.007
0,252
0.307
75
0UTY532
0.129
-0.082
.0.023
-0,107--
0.642
-0.044
0.031
.0.072
0.134
-DUTY533
-------0.247--------:0;066
U,Z0Z--------0.228-
0,355-
.0055
.0-080
77
DUTY534
0.263
0.065
0.281
.0.003
.0.020
0,054
0,218
0.325
76
DUTY535
0,676
0.070
0.208
0.308
0.045
0.016
--.0,062--
0.266
79
0UTY536
0,751
0.043
0,245
0.110
.0,006
0.033
0.083
0.154
80
9UTY537
0,451
0.006
0.309
0,081
-.0,081
0.055
0,066
0.213
81
DUTY538
0.198
0.213
0.092
0.187
0,001
0,174
.0,044
0.700
00TY539
0;586
----I:1093------U,144 ------0,06
-----0:144-
82
-0,050
.0-008
148-
83
D01Y540
0.134
-0.108
0.094
.0.057
0.011
.0.049
0,772
0.078
84
0UTY541
0.176
0.082
0,186
0i207
0.001
0.008--
0.236
0.035
85
0UTY542
0.323
0.016
0,380
0,067
-0.009
0.208
.0,002
.0.041
84
DUTY543
0.337
-0.034-
0099
0.398
.0,014
0,022
0,124
0.239
87
DUTY544
0,314
0,463
0,078
0.086
0.046
0.196
0.232
0.247
88
DUTY545--- ----0.502
-----0.307-
--0;157
.0.070--------0,141
(7.041
u,[63--------0.084-
89
DUTY546
n.461
0.159
0.022
0,062
0.085
0.484
0.133
0.069
90
DUTY547
0,484
0,311
0.221
.0,036
0.312
0.089
0.066
0.031
91
DUTY548
0.332
0.547
.0.031
.0.127
0,182
0,007
.0,046
0.200
92
DUTY549
0.134
-0.069
.0.023
.0.047
0.078
-0.017
0.081--
0.052
93
OUTY550
0,234
0,451
0,130
0.256
0.108
0,010
0,140
0.030
9i
0UTY551
-0.16-6-
-00r1
0:307-
----0*.120
0088
0 775-4"
0-0078-
.0.050-
95
0UTY552
0.344
0.110
0.755
0.161
0.005
0.067
.0,021
.04064
96
D0TY553
0,172
.0.101
0,390
0,241
0.008
0.568
0,003
0.095
97
OUTY554
3.088
0.211
0.282
0,430
0,187
0.256
-0,022
.0.086
98
0UTY555
-0.112
0;508
0,193
0,369
0.147
0.148
.0.061
.0.040
99
DUTY556
0.144
0.340
-0,104
0,024
0,158
0.128
0.028
.0.070
ck-----
0
VER1MX F,AC10R5 OF
PO51110
---------
1
2
1
3
4
5
LABEL
OUTY420
OUTY421
OUTi422
OUTY423
OUTY424
OUTY425
7
1.
1
OUTY426
8
OUTY4f7
9
_\OUTY428_
10
,OUTY429
11
TUTY430
12
OUTY431
13
OUTY432
4
\
OUTY433
15
OUTY434
16
OUTY435
17
0141.436
18
0UTY437,
19
OUTY438
qUTY439
;;
DOT440
OLIT'i'441
23
OUTY442
------24
DUTY443
25
26
21
28
29
30
31
33
35
36
37
39
40
41
42
43
44
45
46
47
48
49
50-1-
67
OUTY444
DOY445----
OUTY446
001.448
OU1447
OUTY\449
007Yit5(
11OUTY951
01)1,1,4b2,
OuTy43,
OUTY44
001,45,5
DUTY45
OUTY451 !
Du7Y458,
OUTY4591
DLITY46(J\I
DUTY461
cory462
,
0UTY463
UUTY464
DuTY465
DuTY466
D07Y505
L,U1Y506
OUTY507
_L9
L13
-0,002
.4.070
0.115
0.669
0.054
0.019
.0,065
.4.193
0.073
.0.018
-0.059
.4.136
0.133
0.014
0.171
.0.076
-1%0.001
UQ.
--- L11
PAGE-
FILE VFAC-
12
13
14
.4.096
.4.073
0.167
0:025
-0.099
.01.206
0.022
.4:041
0.230
0.006
1
7-0.16o-Zof,.05i
.4.036
0:189
0.039
0.07-8
0.082
-0.008
-en35
._
.4.036
7.tc036
.0.113_
.4.043
.1.019
...
.000
.4.071
-0.022
.4.067-
.0.068
0.185
0.060
4.005
-0.035
0.247-------4.036
0.131
-0.169
-0.074
0.071
0.236
-4.059
.0.141
.0.039
(3468
10.054
0.002
0.175
0.166
-4.023
t0.088
-0.066
0.134-------1.:0.-098---------0.130
0.008
i 0.047
0.078
-0.019
/ 0.003
.0.030
-0.065
0.047
0.199
0.009
0.063
0.761
0.130
-0.086
.4:031-- ----0.077
.4441
-0.018
.0.029
.0.049
0.041
0.079
0.063
0.357
0.048
0.271
-0.138
0.280
0..215
0.045
0.030
-.0.167
0.059
-0.180
-0.147
-J.168
0.052
-0.057
----0.179
-0.083
0.266
0.146
0.170
0.328
0.147
-0.195-
-0.061
-0.017
-0.061
.0.015
0.107
-0.053
-0.090
-0.116
.4.065
0.126
0.040
0.407
-0.037
0.109
0.070
.4.060
0.062
.0.022
_
0.022
0.016
.0.019
0.619
0.753
0.024
0,039
0.048
04.113
0.038
. 0.012
0.343
. 0.046
-0.064
0.147
-0.000
0.022
.4.099
0.094
0.098
0.049
07018
0.091
- 0.072
.4.024
0.032
0.002
.4056
0.276
. 0.037
0.0/6
0.542
0.001
.4.017
.0.065
0.049
0.023
0.005
. 0.058
0.026
0.826
0.711
*0.040
15
16
L16
.4.092
0.019
0.028
.4.045
0.028
0.051--
0.014
.0.057
0.031
.0.044-
.0.104
0.217
0.033
.0.152
.4.198
-------0.O88
.0.061
-----0.041
0.009
.0.047
.0.108
0.033
.0.038
.4.022
. 0.101
0.022
.0.044
.0.076
-0004
0.143
. 01:041
0.088
0.014
0.163
0.119
0.245
07358
0.117
0.078
.0.040
0.063
0.741
0:535
.4.088
0.053
. 0.115
0.035
0.103
.0.040
.0.089
0.0113
----707039-------7.-07064
0.232
0.019
0.111
0.017
0.169
0.161
0.049
.0.141
0.180
.0.126 4
.0.074
0.104
0.168
0.136
.4.040
-11.4.010
0.134
.0.018
.4.041
--10:049----0.217--
0.02"6
0.008
-0.024
0.046
-0.103
-0.147
.4.061
0.137
.0.118
0.006
0.170
0.069
.0.008
0.121
0.007
.0.028
-0486-.0.012 ---------U.05
0.144
.4428
0.279
0.059
-0.019
0.136
0453
-0.001
-0.059
0.260
0.062
.0.072
-0.004
0.028
-0.043
-0.051
0.144
.4.060-
0.020
o.orr---
-.70:047----0-131-4.
0.05
0.092
.0.045
.0.016
- 0095-
.0.037
0.088
-0.137
0-073
0.021
.4.046
0.041
.0.077
0.052
0.034
7- 0.074-
0.006
.0.066
0.040
0.151
.0.090
0.101
.0.002
0.125
.0.051
.0.131
0.029
. 0.003
0.167
'
. 0.048
00019
070-01
.0.119-
0.030
.0.039
-.4.1221
.4.004
0.249
.4.080
0.181
4.032
0.094
0.007
0.009
-0.019
0.035
0.044'
.0.052
.0.088
.0.049
0.371
0.099
0.754
0.422
0.087
. 0.044
.0.026
. 0.023
-0.067
0.024
0.263-
0.528
0.508
-0.005
0.299
. 0.041
0.225
-0.024
0.224
0.016
-0.020
0.170
-0742$
0.399
.0.091
0.065
0.045
0.048
.0.008
.4.031
0.026
.0.019
.0453
.0.074
0.126
. 0.028
68
'.-VERTPAX FACTORS OF
C
POSITION
LABEL
L9
JL10
1.11
L12
L13
L14
.,,,,....L15
06
51
DUTY508
.0.005
0,038
0,040
0.075
0.090
0,162
52
53
DUTY509
DUTY510
0.182
.0600-4
..(0"1115'
.0092
.0017
0.007
0.084
Mc;
.0.b43
------
-
DUTY511
0.044
0.003
0.101
.0.070
0.007
0.080
+0012-
+0.121
.0.102
.0.000
55
VUTY512
.0,094
0.159
0.041
.0.044
00:006391---------- 0069
0.271
0.019
0.016
+0.102
56-
DUTY513
0.048
0.030
0.082
.0,007
+0,012
0.012
00305
.0.071
.00037
0.241-
-.0028
0.030--
--t.00001
57
DUTY514
0.138
0,118
DUTy-515
----70.076
0.277
0.008
0.014
0.223
-6:055---------0,063-------17070 1
0021
59
DUTY516
0 172
0 123
0 050
60
DUTY517
0.143
0.160
0.051
-0.001
-0048 ------.0.013
0,125
wg:01:
-------
.0.042_
0.006
.0.030
61
DUTY518
.0,128
0.063
-62
DuTy519
0.327
- 0.126
0.002
.0066
63
0u1y520
0.315
0:102
-0.132
0.135
.0053
-g:glg
0.105
0.094
0:09:
0.267
.0 021
65
OUTY522
0.145
+0.011
47,005
m0,018
0.031--
64
0UTY521
0.6415
0.185
1:0;79
.0.038
0.147
-0.083
=6:100
-0.023
0.051
.0.035
... .00732182-001.1 n717 -0
66
DUTY523
0.038
0.176
0.097
+0.080
0.028
.0.075---.----0,231..---
.0.032
----
DUTY525
0.073
.0.006
+0.095
1:0(113
67
DUTY524
.0.159
.0.047
0018
.0.020
-0.060
g:g4491
:g:00:51--"-
--'----.0.045
---.00:g101--
.0.022
VI
--70------..OUTY527------0:111
Z,040
0,071
.0.024
.0,044
00..003362_
69
DUTY526
0.099
0.057
C.,
0.160
-15051----
0.104
0-.010---
.:0.063-------7.0-004
-0.017
72
73
DUTY529
DUTY530
0.167
0.018
. 0.146
.0.011
.0.024
0.023
00..010392
00..012081
0.086
-0.101
g:g:
0,341
0.123
.0.045
71
DUTY528
0.023
+0.098
0.085
0.074
wg:T
0.109
1.116
74
DUTY531
0,355
0.404
.0.102
0,158
.0.031
75
OUTY532
0.004
0.146
0.014
0.041
0.071
0,027
77
6
DUTY533----.;0.007---
0:5Z(
----1g-..15)
DUTY534
0.406
0,278
.0.067--
+0,007
0.003
..0.146
. 0.110
.070
DUTY535
.0.189
-0.049
.0,008
.0.064
0,[08
+0.084
gffir-
74
.
0UTY536
0.123
0.259
0,039
0.113
(0)..(0).17:'
0.056
80
DUTY537
0.572
0.0S0
.0.066
0 151
g:gg
81
DUTY538
0.118
.0.012
.0,001
+0016
0.067
0088
.0.015
-0.053
g:f3810)
0.091
0,002
0.22-9
.0.010
.0.064
+0.051
83
DUTY540
.0.027
0.037
.0.003
------0067,-------.g:(0):1(;._
+0.049
0.038
DUTY539"---
0.013
0-.0927
=0.031
-Z0.053
0.103
:Cr.-110.06r
84
85
OUTY542
DUTY541
0.071
0.362
0.340
0.633
'
.0.084
.0.023
----..g..g::
--
-0.121
0.167
0.303
0.120
,-0.014
.0.155
.0.142
.01.09;
0.143
-.0.121
0.004
.0.025
0.070
86
87
DUTY544
DUTY543
0.127
0.033
:g:g71
.0041
1:g:
'
. 0.160
0.196
q0
DUTY546
DUTY547
+0.040
.0.119
.g:g:71
00..115153._
DUTy545-------0-097
.0;055
.0.163
-0.010
.0;1T3
89
0.209
-0.147
. 0.107
-0.120
0a78
91
0.017
-0.030
0.055
.0.048
. 0,041
0.068
0.273
1.0Ni
.0.005
0.827
.0019
.0.077
.00036
-0.018_
-92
DUTY549
OUTY548
+0.032
0.274
.0.072
(4164
.0.102
.00071
.0.054
0,077
.0065
0.017
+0.096
.0.017
:g:(31::
-14
93
OUTY550
DUTY551
-0.154
-0.07.0
70.016
.0.026-- .0064
.0.062
0.072--- .0079- --:=0.05Z--; 0 . 0
0.031
OUTY552
0,075
+00044
::::::
95
.0.029
.0.100
96
DUTY553
+0.034
97
DUTY554
0.134
0.274
1:g101
1:(2:/
.:(0ii
0.110
.0008-
.0084
0013
+0080
.0.155
0.124
0.004
98
DUTY555
0,201
_
.0.003
0.078
.0.053 -----4-.0.084
.04003
"7,0.00255
0.008
LITHD
99
DUTY556
0.163
0,037
0.107
0,067
+0.039
0.121
.00129
0013
10
11
12
PAGE
13
FILE VFAC
14
15
16
VERIMAX FACTORS
-015-51 ft ON-
OF
C
LABEL
DUTY420
PAGE
5
FILE VF4C-
17
IS
19
20
L17
L18
1.19
620
.0.032
.0.029
0.009
0.099
2
Dar(421
0.213
.0.100
.0.142
00106
3
DUTY422
.0011
..0.099
0.096
0.211
4
DUTY423
.0.162
.4.093
14106
00299
5
DUTY424
0.024
0.047
0.272
.0.040
6
DUTY425
0,187
0T022--------0,TI7 5-
0.036
7
DUTY426
0.069
.0.033
.0.107
.0.041
UTY427 --------00750
04038
0019
9
DUTY428
.0.055
0.715
0.106
0.123
10
--
DUTY429
0.086
0.416
0.01-3
.0.122
11
DUTY430
0.025
0.032
0.030
0.081
DUTY431
.0.131
0.019
.0.300
0.041
13
DUTY432
.0.155
.0.175
0.022
0.139
14
MITY433
0.11 f
0.022
.0.234
0.118
15
DUTY434
0.264
0.041
0.098
0.022
6
DUTY435
.0.087
.0.004
0.066
.00037
17
DUTY436
0.040
0.044
0,090
0.018
18
DUTY437
0.012
0.229
.0..120
0.288
19
DUTY438
0.018
0.004
.0.054
0.020
00147
DUTY439
-0136
.0.003
..0.00b
21
DUTY440
.0.012
0.313
0,346
0.350
22
DUTY441
0.003
0.099
.0.032
0.715
21
DUTY442
0.031
0.089
.0.141
.0.075
DUTY443
.0.015
.0.019
0.132
.00111
25
DUTY444
.0.025
.0.019
0.002
0.167
DUTY445
0.13T
07036
0.012
.0.122
27
DUTY446
0.050
0.021
-0.001
00.005
28
DUTY447
.0.117
.0.061
0.043
.0.042
29
DUTY448
.0.123
0.267
0.289
.04(193
30
DUTY449
0.222
0.401
.0.062
.0.021
31
-12
DUTY450
0.142
0.016
0.172
0.001
DUTY451
0033
00142
07139
0.1-68
33
DUTY452
-.......
--.0.0011--------00140
DUTY453
.0.123
00164
.0,152
0:040
0,029
0,114
35
-16
DUTY454
0,107
0.072
.04017
.0.027
-DUTY455
.0004
0,020
0,145
0.153
37
DUTY456
0.054
-04027
.0.011
.0.026
004'457
04015
.0.0
39
DUTY458
.0.209
.0.073
0.076
0.055
40
DUTY459
.0.028
0.086
0.142
.0.006
41
DUTY460
.06073
0.083
0.225
.0.108
42
0U/Y461
"41240
0.047
.0.091
.0.167
43
0UTY462
0.134
0.091
0.119
.0.132
0UTY463-'""---;;070T1-.-"---07214-153-0.017
45
DUTY464
.0046
0.107
0.046
.0.128
46
DUTY465
.0.121-----
0.081
.0.052
00.063
47
DUTY466
0.072
.0.016
.0.028
0.071
48
0U1'Y505-----
.0.029
.0.071
0.068
0.073
49
01JTY506
0.175
0.003
0.094
0.154
50
DUT7307
0.079
.0.130
6,o56
p-0703z-
7.1
URTMAK FACTORS OF C
POSITION
LADEL
_EA
17
18
19
20
FILE VFAC
119
la°
0 052
.0!681
51
DUTY508
.0,086
0.071
.0,147
.0.007
0,019
52
DUTY509
g:(0)21151
0.017
53
DUTY510
.0.081
0,038
------- ----
.0.053
0.030
54
OUTY511
"g:00791
1,g5323
.0009
.0.098
55
DUTY512
.0.085
0,000
56
DUTY513
-0.015
.0.042
0.090
.0.062
57
DUTY514
.0.007
0.098
DuTY5i5
0.054
0077
OUTY516
0.158
.0.000
0.042
.0,057
0.018
- - --
TA
DUTY517
0,014
.0,022
---.0.030
0.285
0.044
0.013
01
DUTY518
0.170
n2
DUTY519
0,110 --------.0.050 "------0,036
0.003
63
DUTN520
0.2 9
39
0.127
.0,104
0u117521
-07611
.21:.-22'
0.67I
4005
-
.
1,5
VU1Y522
0,103
.0.086
.0.292
0.090
61,
OUTY523
-0,404
0,043
.0.036
"0,0024?
.0.131
.0.046
..,7
DUTY524
(,8
----DUTY525--------0,039
0014
.0,007
.0.086
0.056
61
DUTY526
0,046
.0,022
0.082
DUTY527"
.07027--------07151
0.078
071581
.0,09G
.0.096
71
DUTY528
0,525
.0093
.00:01112
.0.095
----
-----
72
DUTY529
:.0,044
.0.0141:
13
DUTY530
0.003
.0.085
-- ---- .,
DUTY531------ 0.180--
0102-- o.lia
.0.017
00
75
D1)TY532
.0,095
0.068
.0.113
3.038
71
OU1Y533
.0039
-Gorf
0,039
--------40-49
.0.110
-0.015
-7:15070
77
DUTY534
0.072
7e
------0U11535
-00
0
36
089
.0.106
.0.021
.0.081
79
0U1Y536
Q.052
0.003
::03:
.0.056
80
0U1Y537
0,055
.0,048
.0.069
81
DUTY538
.0.001
.0046
-0.045---
-072315---- ----g:((33461--------
82
001'519
.0.1.35
.0.068
.0.075
1.0:f
83
DUTY540
0.010
0.017
84
DUTY541
.0.042-
.0.218
.0,179
1.0193:
85
DUTY542
0.088
0.090
0.010
0.304
0.093
87
66
DUTY541
.0.107-
.0,022
0.202
0.276
0.038---------C-119
-""----80
DUTY544
0.164
DUTY545
0.277
89
NUTY544
0.071
0.062
0,078
.0.072
---ig.(401
90
------DUTY547
0,207
----0,013
-0.059
0.400
.0.139
g.251
91
VUTY548
0.010
:7(0.2(3
0.003
92
DUTY549
0.235
0.060
93
OUTY550
0,146
0U1Y551
0.064"
0;ori--------0.005--------0.052
95
DUTY552
.0.022
-0,034
0,024
0.046
--------96-------
DUTY553-"`----0,057
.0,088
-0063
---.0,150
.0.006
0.302
0.287
0.212
97
______
DUTY554
0.055
98
DUTY555------0.186-----.7.V.w3--------584
.
00.10i--
99
DUTY556
.0,094
0.078
,
FJLE
F.SUUT1E.S.
160 ROWS HY
20
COLUMNS.
HAS 4E61754VLD-UN POT --29-A5-FILE
14-11185-7 BOCK-rs.
275 .
APPENDIX D
Computer trinj-QuL _QS
tQraa1yj. ata_ for, .15 Job EysliLiat ion Scales
NOTE
PERCENT OF VAIIIANCE FOR A_ROTAT7D FACTOR
IS THE SUM OF.SOUARES OF ThE ROTATED FACTOR
DIVIDED BY THE NUMBER OF VARIABLES, TIMES 100.
FACTOR SUM
PERCENT OF
CUMULATIVE
-VARfANC-E---
PERCENT
26.8
1
L1
4,0161
26.8
2
L2
2,4794
16,5
43,3
3
L3
1.7379
11.6
54,9
OF
C
VERIMAX FACTORS
POSITION
2
3
LABEL
L 1
L2
_ J-3
1.
SCOPE1
0,551
0.495
0.278
SCOPE2
COMPLEXITY1
0.508
0.470
0.330
0.597
0.116
0.034
5
COMPLEXITY2
COMPLPUTY3
0.130
0.296
0.850
0.138
0.804
0.119
----7:6;1-9-6
-0.5-6-9
0;301
6
10007LEDGE.1
7
5KILL.1
0.432
..0.289
.40.567
8
GUIDELTNES1
D.616
0.232
.4,032
9
GUIDELINES2
0.688
0.2-5-9
0.034
6.646
0,194
_
-
0.647
10
ENVIRONMENT
11
PHYSICAL.REO
0.047
0.079
12
5UP,CONTROL1
0.694'-
0.225--
z. 30,070
13
SUP.CONTROL2
0.780
09117
0.154
14
SGP.CONTROL3
73.50-----------0-.24
0.083
15
CONTACTS_
0.498
0.221
0,322_
59
APPENDIX E
Computer Print-Outs or Factor -Analysis Data Tor-164Slills 5ITE Abilities
OF VARIANCE FOR A
OF THE ROTATED
NUMBER OF VARIABLES,
ROTATED FACTOR
FACTOR
NOTE . PERCENT
IS_THE SUM_QF SQUARES
DIVIDED BY THE
TIMES 1009
FACTOR SUM
QF SQUARES
14.8555____
PERCENT OF
CUMULATIVE
YARIAtia.
pERCENT_
Ll_
2
L2
5.8741
5.6
19,9
3
_L3
5.5
2.54JL
4
L4
_5,6872_
5.1756
5.0
30,4
5
L5_
4.4021
4.. 6_
6
L6
4.1527
_4 ...2
4.0
_I
38.6
7
3_. 96.5. 3
8
_1:1
L8
30665
3.2
65.7
9
L9
2,530
2..4
48.1
10
LIO
2,3871
2.3
50.4
11
L11
1,9180
52.2
12
___
L12
___
1.8357
_1..8 ____
1.8
___
54,0
13
14
L14
1,5915
1.5
57,1
15
L15
1.5114_
1.5
58.6.______
16
L16
1.4649
1.4
60,0
17
L12
1.20.80.
1...2.
_.61_..2.____
PRINT=3./VFSUP3
60
ITERATIVE 1A oF.,suPERtoy Ammo
PAGE
FILE_
VFSUR
VERImAx FACTORS
_POSITION
OF
FSUR
LABEL
AB1LITY236
ABILITY237
L1
1
2
-
0.179
0056_
3
ABILITY238
0.255
4
ABILITY239
0.261
5
ABILITY240
0.301
6
ABILITY241
0,363
7
ABILITY242
0.531
e
ABILITY243
0,405
9
ABILITY244
0.726
ABILITY245
0.562
11
ABILITY246
0.658
12
ABILITY247
0,679
13
ABILITY248
0.602
14
ABIL11Y249
0,667
15
ABILITY250
0.729
16
ABILITY251
0,707
17
ABILITY252
0.593
18
ABILITY253
0,653
19
ABILITY254
0.583
crs
I-+
20
21
ABILITY255
ABILITY256
0,705
8:g4
522
ABILITY257
23
ABILITY258
0.374
24
-----25
ABILITY259
ABILITY26o
0,420
0.371
--
_
26
ABILITY261
0009
27
ABILITY262
0.232
28
ABILITY263
0,277
29
ABILITY264
0.600
-- 30
A8IL11Y265
..
0,443..
31
ABILITY266
0.611
32
ABILITY267
0.725
33
ABILITY268
0.657
34
ABILITY269
0,495
35
ABILITY270
0.631
- ---- 36
ABILITY271
0.499
37
ABILITY305
0.590
38
ABILITY306
0.567
39
ABILITY307
0.473
40
ABILITY308
0.512
41
ABIL/TY309
0.485
42
ABILITY310
0,518
43
ABILITY311
0.457
44
ABILITY312
0.175
45
46
ABILITY313
AUILITY314
0.183
0.289
47
ACJILITY315
0.128
48
ABILITY316
0.126_
49
ABILITY317
0.182
50
ABILITY318
0.172
_1_
-
L2-
T.3
L4
L5
L6
Li
Li-
:1::
::::;
!!!!!
::g::
0.184
0 208
0.085
I:2f
0.116
.0.064
0 033
0,076
0.085
0.175
0.070
0,138
0,639
0.114
0,149
0,117
0.040
0 054
-------
-----__
0
.0 023
.0.033
0.624
0,577
::2::
t!.:1:
.0,063
0.103
0:083
0.548
0.129
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8
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04033
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0.043
0.538
0.10
0.195
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0,10$
0/74
76
ITERATIVE FA OF SUPERIOR ABILITIES
---V,EPIOAX FAcTORS OF MP
POSITIO4
LABEL
LI
51
ABILITY319
0.105
52
A8ILITY320
0,120
53
ABILITY321
0.119
54
A1ILITY322
0047
55
AbILITY323
0,228
56
A8ILITY324
0,171
57
ARILITY325
0.062
58
A8ILITY326
0.180
59
ABILITY327
0.179
60
ABILITY328
0,137
61
ABILITY329
0.163
62
ABILITY330
0,136
63
ABILITY331
0.198
64
ABM ITY332
0049
65
ABM ITY333
0,188
66
ABM ITY334
0.206
67
ABILITY335
0,070
6.8
ABILITY336
0.163
69
ABILITY337
0.277
70
AbILITY338
0.260
71
A8ILITY339
0,222
72
ABILITY340
0.226
73
ABILITY341
0.286
74
AOILITY342
0.115
75
ABILITY343
76
ABILITY344
g.(0)::
77
ABILITY345
0,170
70
ABILITY346
0.227
79
ABILITY347
0.057
80
81
ABILITY348
ABILITY349
0.141_
0,232
82
AUILITY350
08236
83
A8ILITY351
.0,042
84
ABILI1Y352
0.053
85
ABILITY353
0,044
_
86
,ABILITY354
0.066
67
ABILITY355
0,040
88
AOILITY386
.0.051
89
ABILITY357
.0,042
90
AHILITY358
.0.024
91
ABILITY359
0,057
----. 92
93
ABILITY360
ABILIU361
.
9.092.
0,053
94
AbIL1TY362
0.369
95
AbIL1TY363
0,196
96
ABILITY364
0,398
97
ABILITY365
0,331
. 98
A8ILITY366
0,411
99
AB1LITY367
0.358
100
A8ILITY368
0.382
3
L2
L3
PAGE
_
FILE
VE5UP_
6
4
L4
5
L5
--":0;617
.0.039
0.273
0,020
.0.121
0.033
0.381
.0005
0.024
0.073
._
. 0.369
0.197
0.142
0.341
0.193
0.209
0.356
0.322
._
0.609
0.135
0.468
0.172
---06360_
0,296
_0.251
_
04368
00:014557
0.038
0,802
0.128
0.113
0.698
0.794
_ _Poo_
.
0.387
0.203
0.173
0.107
0.026._
0.159
0.521
0.422
0.040
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08351
0.095
0.079
0.578
gft84
0.150
0.056
0.580_
0.128
0,188
0.514
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0.252
0.366
0.111
0.095
_
0.088
0.131
0.118
0.072
0.001
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0.136
0.084
0.064
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0.013
.
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0.049
0.029
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0.110
P.647
0.158
0.242
0.004
0.595
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0.680
0.033
0.251
1.9.153._
_ Q.610
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0.077
0.506
0.012
0,314
0.056
0.349 _
0.053
0.483
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08138
0.485
0..420
0.146
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0.101
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0.919
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0,365
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0.212
0.300
0.535_
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0.308
0.138
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0.108
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0.099
0.156
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0.148
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0.149
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0.262
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0.223
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0.184
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0.156
0,152
0.096
0.085
0.286
0.250
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0.121
_-
0.32
0
0.200
8
0,160
0.157
0.141
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0.124
.
.
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0.142---
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0.212
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0.282
0.139
0.079
0.023
0.056
0.470
1.01;:
p0.055
0.111
0.150
0.218
-0.153- ----.0.084 .
7
,
ITERATIVE FA OF SUPERIOR ABILITIES
VERIMAX FACTORS OF
FSUP
POSITION
LABEL
ABILITY236
2
ABILITY237
3
ABILITY238
4
ABILITY239
5
ABILITY240
6
ABILITY241
ABILITY242
8
ABILITY243
9
ABILITY244
10
ABILITY245
11
ABILITY246
12
ABILITY247
13
A6ILITY248
14
ABILITY249
15
ABILITY250
16
ABILITY251
17
ABILITY252
18
ABILITY253
19
ABILITY254
ON
20
ABILITY255
L.)
21
ABILITY256
22
ABILITY257
23
ABILITY258
24
ABILITY259
25
ABILITY260
26
ABILITY261
27
ABILITY262
28
ABILITY263
29
ABILITY264
30
ABILITY265
31
ABILITY266
32_
ABILITY267
33
ABILITY268
34
ABILITY269
35
ABILITY270
36
ABILITY271
37
ABILITY305
38
ABILITY306
39
ABILITY307
_ _40
ABILITY308
41
ABILITY309
42
ABILITY310
43
ABILITY311
44
ABILITY312
45
ABILITY313
46
ABILITY314
47
ABILITY315
46
ABILITY316
49
ABILITY317
50
ABILITY318
40
11
12
_-
PAGE
3
FILL
VFSUP
13
14
15
--
L9
LIO
1.I1
LI2
LI3
LI4
1.15
L 16
.0.152
--0;024"-----0.072
6;1568-- -00.;016162---
0.017
0.101
0,208
0,012
.0.038
0,004
.0.026
:::::-
--"187-
0.020
. 0.011
0.264
0.215
--.
.
-.
_
._-.
.
.0.132
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g:gg
0.010-0:103
.0.029
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0.082
.
.0.010
0.068
0.000
.0.113
0.085_
0.077
In:
.0.006
0.039
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.0.01i-------7
0.085
.0.219
.0.072
--
-- ------ --
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.
.0.078'-
0.024
0.137
0.047
0.073
4.(04.(11g:
.0.082
0.099
.0.053
0.152.
.0 221
0.093
0.364
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.0.076
0.072
.0.032
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.0.052
.
....g.:;1911,
.0.115
0.137
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0.053
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0.059
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0.148
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0.022
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0,030
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0.002
0.055
0.196
0.076
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0.049
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r_g:gg_-----
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0.111
0,054
0.069
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0.128
0.057
0.005
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0,070
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0018
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0 070
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0.042
0.050
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0.027
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0.009
0.006
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0.035
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0.009
0.095
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0.292
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0.126
0.078
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0.198
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0.120
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0,027_
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_
0.125
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0.059
0.206
0.056
0020.
0.181
0,004
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0.085
,
0.039
0.075
0.064
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0.236
0.015
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0,041
0.121
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0.140
0,120
0,125
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0.124
0 119
geog175
0 113
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0.004
0.106
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0,051
0.321
0.110
0.050
0.086
0.008
0.142
0.135
0.006
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00221
0.188
O. 25
0.ins
0,181_
0.465
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0.025
0.159.
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0.148
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0,395
0.066
geor311
0.015
0.065
_24.050
0.098
,
8-
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0.005
0.029
0.165
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0.440
0,490
0.018
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0.046
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0.426
0.042
0.035
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0-042
0.102
00065
00.081
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gt.54t;
0.120
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_
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0.149
00.000
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0,003
0,066_
0.199
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0.139
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0.046
0.087
0.131
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.0.046
09007
.0.007
0.106
0.030
0.203
0,115
0.045
0.0.008
1:1:10t-0,
14.(0)?:
0,105
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0.047
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0.006
0.004
0,161
0.105
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0.092
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I:0471
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.0005.1.0
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0.110,
0.122
4,137
,00.0
=
73
80
ITERATIVE FA OF SUPERIOR ABILITIES
-YERIMA.K fACTORS OF
FSUP
20.5IT10
9
LABEL
L9
10
_
L10
_
L11
L12
PAGE
4
YEIUL
_
13
-15 --
.14.
L13
L14
L15
L16
51
ABILITY319-
0.051
0.164
.0.008
0,022
.0.092
.0.033
.0.047
0.072
.
52
ABILITY320
0.075
r0.043
10,156
0.024,--.
0.032
0.108
0,153
0.165
.0.017
53
ABILITY321
0.042
.0,074
54
56
ABILITY322
ABILITY323
.0,114
0.061
7.(9.47Q01
'
0.183
0 .138
0E049
0.115
.0.003
.0.074
0.125
'01063
0.145
-----
0.049
.0,076
'0.102
0.001
ABILITY324
9089._
0036-
0.032_
0,031-------0.003
0.014_
--___ .56
57
ABILITYA25
0.058
0.010
.0,082
0.057
0,251
0.044
0.134
58
ABILITYS26
9.067_
.0.170
--...0.000--
....-.0.004.--
_0.369 - ----0.173
-.0.049
0.072
0.270
0.225
0.132
59
ABILITY327
0,103
06025
0.076
'
60
ABILITY328
0.043
.Q.067
.0.082
-.0.029
0.169
-0.206
.0.214.
0.169-.
61
ABILITY329
0.091
.0.089
0,224,
.-
...--_
0.074
0.143
0.070
0.103
ABILITY330.
9.11.4_..
9A211
°A PIA
0.048
0..058--
63
ABILITY331
0.184
.0.082
.0.112
0,236
0.094
06064
.0.030
.06008
64
ABILITY332
0.085
.0.190
0.280
0.110
0.104
.0,090 .--
65
ABILITY333
_
.0.048
0.148
0.021
0.082
0.068
.06017
0.103
0.013
66
ABILITY334
.0.075
0.100
9041.
0.013
0.095
.0.097.
0.055
0.034-
67
ABILITY335
0.058
0.177
.0,114
0,104
----
-
.0.001
0.002.
.04000
0.005
ABILITY336
P
4014.-----0.101-_-_._*0.122--
-68
69
ABILITY337
.0.007
_stoA056
_0.486- -----.40Q6
0.046
0.250
.0.111
-40074.
----9
0.0-66
.0.098
0.202
.0.030
79
ABILITY338
0.118-
.0.014 -
.0.478
.0,062
_...._0.005
-.---- 0.001-- --
.0008 -........ _ 0.012--
71
ABILITY339
0,222
.0.030
0.386
.0.058
0.040
0.096
.0.090
p
0.087
72
ABILITY340
.0.000
0.187_
0.266
4.205
0.012
_ 0.027
0.070---m0.002
73
ABILITY341
.0.011
.
..0.032
0.075
0.163
_
0.030
0.184
.0.032
0.290
ABILITY342
.0.12Z
0029
0482
4.6638--
75
ABILiTY343
0.059
0.126
.0.023
.06033
.0.053
.0.078
0.051
.0.016
76
ABILITY344
0.087
0.010
0.059----- 0.018-- ---0.107 -..........---0.035. -
_
77
ABILITY345
0.014
0.178
0.038
.00020
..-.
.0.114
. .0,020
.0.075
0.103
78
ABILITY346
0.037
-
0.015 ----0.105 -
0.064
0.070.
.0.301
0.191-
- _
.0,023
0.205
.0.128
0.081
79
ABILITY347
0.224
.0.030
.0.133
.0.184
80
ABILITY348
0.078
0.019
x0,002
0.439....
81
82
ABILITY349
ABILITY350
.9.261
0.221
0.028_
.0.037
.0.377
.0,019
_0.206
0.013
06081
0.009
9.127
- _ .0.010 .....__,0.133
-...Qa033---.01.003- -
83
ABILITY351
0.008
0,109
.0,117
0.040
0.160
0.027
0.046
.06092
84
ABILITY352
0.007
-
0.10Q- --- r0.077. ---. -.0.059 ___
0.142-- 08060
.0.027-
.-.
-- ---0.078.
.0.002
.0.008
0.110
.0.021
85
ABILITY353
0.021
0.019
0.085
.0.038
86
ABILITY354
0.014'
-------9.166--
0.070-..----.0.027.
-
-
.J.0.086.-----..0.049-.
0.074
'.0.050
.0.048
0.120
87
AdILITY355
.0.143
.0.051
.0.026
,0.287
88
AUILITY356
0.058
6.138
-.-
0.05311
0.068
0.714_
4.014
0.033
0.085 --
- -
----
---
0.596
0.010
.0.057
.0,048
89
ABIL(TY357
0.041
.0.086
.0.077
.0.052
90
ABILITY358
.0.018
^8101
_
0.019_
0.127
_
0:072
_
___ 0.084 _- . -.0.034. - --- .0.105
.
91
ABILITY359
40.160
.0.028
.0.104
0.343
0.368
0.012
0.100
.0.100
92
AOILITY360
0.003 -
0.105--- -
_
QA624
-- - 00.010 - rQ01Q--- - -..0.048__-_-.0.012 ---
93
ABILITY361
(3.042
0459
.0.037
0.705
0.030
0.006
0.028
.06077
94
ABILITY362
0.083
0.495
_ 0.046
_
_ ..0.009
0.011
0.028_
- -.0.018 __--,--0.041.-----
0.001
0.139
0.002
00129
95
ABILITY363
0.049
0.560
0.147
0,100
96
ABILITY364
0.227
0.365
0.214_
.
0.117.
0.088
.
-- 0.182
_
.
.0.007____.- 0.024
-
97
AdILITY365
0.022
0.444
.0,161
0.09p
0.038
0.009
.0.032
0.068
98
AUILITY366
.0.034
0.400-
0.060_
0.010.-
----
0.131
0.114
0.049
-
--- -.0.052_
. --.0.130
.0.052
0.164
-0.093
.0.094
99
ABILITY367
0.027
100
ABILITY368
0.036
0.416
.0.158
. _0.089_
0.007
.04,055
- 0.006 -
0.020
--
ITERATIVE FA OF SUPERIOR ABILITIES
VERIMAX FACTORS OF
FSUP
POSITION
LABEL
PAGE
FILE
VFSUP
L17
.1 ---_-
1
2
3
_ 4
_
ABILITY236
.0.024
ABILITY237
ABILITY238
0.054
ABILITY239
0017
_
-
ABILITY240
40.099
5
6
ABIL/TY241
.02005
7
ABILI1Y242
40.099
a
ABILITY243
40,209
-
9
ABILITY244
40.039
10
ABILITY245
0025
-
11
_
A8ILITY246
40.056
12
ABILITY247
0.014
13
ABILITY248
0.071
14
ABILI1Y249
0246
15
ABILITY250
0.078
16
ABILITY251
0.1Z0
11
ABILITY252
0.080
19
ABIUTY253__
(0187:
ABILITY254
cr.
sn
20
21
ABIL4TY255
'...21.1:0)21
ABILITY256
22
ABIWTY257
0.000
23
ABILITY258
.0.167
24
ABIL-ITY2S9
0_004__
25
ABILITY260
0.027
26
ABILITY2NLW
27
ABILITY262'
0.465
28
ABILITY263
0,/O3
ABILITY264
0.001
29
30
ABILITY20
31
ABILI1Y266.
.0.239
32
ABILITY267
_
33
ABIL1TY268
40.101
34
ABILITY269
0 068
-
35
ABILITY270
40.089
36
ABILITY27I
0048
37
ABILITY305
40.035
38
ABILITY306
40.10
39
ABILITY307
.0.136
40
ABILITY308
40032
_
41
ABILITY309
40.092
4Z
ABILITY-310
01124
43
_
ABILITY311
0.097
44
ABILITY3I2
0.054
45
ABILITY313
0.015
46
ABILITY3I4
0020
47
ABILITY3I5
.0.083
40
AB!LITY310
9.111_
_ _
ABILITY317
40.121
49
59
ABILITY318
0.014
83
ITERATIVE FA 0F SUPERIOR ABILITIES
EREmAA FACTORS oF
F5uP
.._P051110N
17
LABEL
1.17
51
AB1LITY319
-0,175
52
ABILITY320
-0.108
53
A8ILI1Y321
-0,101
54
AOILITY322
0.146
55
ABILI1Y323
0.190
_56
A8IL1T1324
0.044
57
A91LI1Y325
-0.308
58
ABILI1Y326
-0.111
59
A8ILI1Y327
-0.189
60
A13ILI1Y328
0.127
61
A8ILI1Y329
0.136
62
ABILITY330
-0.028
63
ABILITY331
-0,010
64
A3I4ITY332
0.098
65
a112ITY333
-0.092
66
A1ILITY334
-0.090
67
A8ILI1Y335
0.106
68
ABILITY336
0,044
69
ABILITY337
0,061
c
70
ABILITY338
0.073
cs
71
ABILITY339
0.079
72
ABILITY340
-0.053
73
A13ILI1Y341
0.007
74
AB1LITY342
75
ABILITY343
0,050
76
A8ILI1Y344
0.045
77
A6ILI1Y345
-0,050
78
ABILITY346
-0,032
79
.
A8ILI1y347
0,032
80
ABIL1TY348
0.122
81
A8ILI1y349
-0.019
82
ABILITY350
v0.039
83
ABILITY351
0.035
84
ABILITY352
0.057
85
ABILI1Y353
0.062
86
A6ILITY354
.
_0.054
87
ABILITY355
-0,053
88
ABILITY356
-0.010
89
ABILI1Y357
0,085
90
AOILITY358
91
ABILI1Y359
-0.116
.92
ABILITY360
-0.050
93
A13ILI1Y361
0.030
94
A0ILITY362
-0.018
95
AEILITY363
-0,156
96
ABILITY304
0,103
97
A8ILITY365,N,
-0,008
98
A8ILITY366
-0.010
99
A13ILI1Y367
0.125
100
A8ILITY368
'''.. 0,047_
PAGE
6
.FILE _ _VFW?
ITERATJVF FA OF SUPERIOR ABILITIES
VERIMAX FACTORS OF
FSUP
POSITION
LABEL
-101
ABILITY369
_-
102
ABILITY370
103
ABILITY37I
104
ABILITY372
.___PAGg_
7
FILE
VF5UP
LI
--
2
L2
3
L3
4
_
L4
5
L5.
0.001
0 050
,
o~ozs
4
_
L6
L7
0.242
0,473
0.429
0,310
.0,038
0 095
.0.021
0,077
0.375
0 130
0.138
0.240
.0.024
0.135
0.043
0.152
0.157
0,100
0.040
0.121
0,701
0,527
__--- _ ,-------
o,orn
.
0.692
_TEPAT1YE FA OF SVPERLOR ABILITIES
--YEEILSX-EASTORS _OF
_
F5U2
FILE- --YES112--
---
as
....,
___
L9
LIO
L II
LI2
LI3
L14
L15
LI4
- - -__
0.114
0.101
.0.044
0.08-2
0.060
0.042
0.147
0.051
101
AB1LITY369
102
ABILITY370
0.018
0.J0------_Qa022_
0.Q76
0.127_-__
103
A3ILITY371
0.004
_
_-_0.260
0.035
___-__
___-
0.191
0.1u0
----T(4044---____0.030
----
.0.018
0.015
w0.032
0.039
104
ABILITY372
0,210
_0.074
0,052
_
_ ___,LO_LOka-______ _9,132 --.4....011_____.0.025___.a0.011.0_-__
_
ITERATIVE FA OF soolop
VERIMAX FACTORS OF
FSUP
POSITION
LABEL
17
L17-
----.-
_
_
.
101
_.
ABILITY369
_
0.052
102
ABILITY370
0,021
103
ABILITY37I
0.001
104
ABILITY372
.0,163
PAGE
FILE
VFSUP