Curriculum Analysis (Profile) Report
For the
Health Careers Core Curriculum
Oklahoma Department of Career and
Technology Education
Stillwater, Oklahoma
June 2014
© 2014 by ACT, Inc. All rights reserved. Permission is granted for WorkKeys® Authorized
Profilers to reproduce this document for training or marketing use.
Table of Contents
Table of Contents ................................................................................................................ iii
Executive Summary ..............................................................................................................1
Purpose..........................................................................................................................1
WorkKeys Curriculum Analysis Procedure ....................................................................1
Recommendations .........................................................................................................6
Section 1 ...............................................................................................................................7
Content of the Curriculum .................................................................................................7
A. Analysis of the Training Program Using the WorkKeys ® Curriculum Analysis
Procedure ......................................................................................................................7
B. Operational Definitions of the WorkKeys Skills ..................................................... 11
C. Method Used to Determine the Relationship Between the Skills and the Learning
Objectives of the Training Program ............................................................................. 11
D. Relationships Between Each of the Skills and the Learning Objectives of the
Training Program......................................................................................................... 11
Section 2 ............................................................................................................................. 18
Relationship between the WorkKeys Skill Levels and the Training Program ................... 18
A. Identifying behaviors associated with each skill as they are used during Training... 18
B. Comparison of the Level of Complexity of the WorkKeys Skills with That of the
Training Program......................................................................................................... 19
Section 3 ............................................................................................................................. 29
Contact Person ................................................................................................................ 29
Appendix A ......................................................................................................................... 30
Skill Descriptions ............................................................................................................ 30
Appendix B ......................................................................................................................... 69
WorkKeys Terminology .................................................................................................. 69
Appendix C ......................................................................................................................... 71
Career Majors which include the three core courses ......................................................... 71
Appendix D ......................................................................................................................... 74
Learning Objectives......................................................................................................... 74
Executive Summary
PURPOSE
This report presents the results of an ACT® WorkKeys® curriculum analysis of the
Health Career Core Curriculum (i.e. Technology Center Health Careers Core, Medical
Terminology, and Anatomy and Physiology) for the Oklahoma Department of Career
and Technology Education (ODCTE) based in Stillwater, Oklahoma. The profile was
conducted by ACT – authorized job profiler Carol Snider Farris (Carol Farris) to identify
the WorkKeys skill levels necessary for entry into the core curriculum for Health
Careers programs/career pathways and for successful completion of the training. The
list of career majors which include these courses can be found in Appendix C. The
results of this project and review of its findings can help guide the selection of students
into appropriate career pathways and encourage skill development for those applicants
whose skills currently do not match the requirements for entry.
WORKKEYS CURRICULUM ANALYSIS PROCEDURE
WorkKeys curriculum analysis is conducted by individuals (called profilers) who have
been trained and authorized by ACT Industrial/Organizational Psychologists. The
curriculum analysis procedure has two components: a curriculum review to discuss the
learning objectives associated with a training program, and a skill analysis to link the
learning objectives to the WorkKeys skills and skill levels required for program entry
and for program completion.
The first step in conducting the analysis is to obtain background information on the
training program from ODCTE representatives. This includes obtaining the learning
objectives of the curriculum which indicate the parameters and expectations of the
training and its requirements. Carol Farris, the profiler, discussed the aspects of the
curriculum with Lara Skaggs, ODCTE Health Careers Education Program Manager and
Susan Kuzmic, ODCTE CRC (Career Readiness Certificate) State Coordinator on April
1, 2014. She collected documentation used in the training such as course syllabi, the
plan of study for the “Health Science: Therapeutic Services, Health Science Cluster
1
Career Pathway”, and other teaching aids to understand program requirements. Carol
Farris had previously supervised Health Career programs as an Assistant
Superintendent/Campus Director at both Tulsa Technology Center, and Northeast
Technology Center. She currently serves as an advisor for the Health Careers program
at Northeast Technology Center, Afton Campus and as such is knowledgeable of the
classrooms, equipment, curriculum, and learning materials.
On April 30, 2014, the profiler met with eighteen (18) subject matter experts (SMEs)
to review the learning objectives of the core courses (i.e. Technology Center Health
Careers Core, Medical Terminology, and Anatomy and Physiology), identify the
WorkKeys skills and skill levels needed for entering the Health Science Cluster
Career Pathways which require the core curriculum, and identify the skill levels
expected by completion of the three courses. The site of the profile session was
Francis Tuttle Technology Center in Oklahoma City, Oklahoma. The SMEs
reviewed three WorkKeys skills and determined that all three skills are used by
students as they complete the training program: Reading for Information, Locating
Information, and Applied Mathematics. One hundred and six (106) Health Career
program instructors and their supervisors at twenty-nine (29) Oklahoma Career Tech
Centers were notified of the curriculum profile session and invited to participate.
The Career Technology Centers represented in the curriculum profile are: Francis
Tuttle Technology Center, Mid-Del Technology Center, Northwest Technology
Center, Pioneer Technology Center, Tulsa Technology Center, and Western
Technology Center. Those who were not able to participate may review these
findings for use in their programs.
The results shown for entry in Table 1 may be used for helping guide students into
appropriate Health Career training programs / career pathways and the results shown for
exit performance may be used for training purposes. Entry was defined as the students’
first day in the core curriculum courses, before they gain program-specific knowledge
from training or experience. WorkKeys skill levels found to be required at the entry
2
level are recommended for use as cutoff scores on the WorkKeys assessments. Exit
level is the point at which a student has successfully completed the training requirements
(i.e., a combination of 390 supervised classroom hours and pass objective occupational
proficiency tests). The exit skill levels are provided for use as training goals.
Table 1. Skill Level Requirements for the Health Careers Core Curriculum
Skill Level
Range
Entry
Exit
3-7
4
4
Reading for Information
3–7
5
5
Locating Information
3–6
3
5
WorkKeys Skill
Applied Mathematics
(not a critical skill)
3
Tables 2 and 3 below document the SMEs ratings by Career Technology Center.
Table 2. Skill Level Entry Requirements by Career Tech Center
For Information Use Only
Location
Francis Tuttle Technology
Center
Applied
Mathematics
Locating
Information
Reading for
Information
3–7
3–6
3–7
4-5
4
5
5
3
5
4-5
3-4
5
4-5
3-4
5
*
3
5
4
3-4
5
Oklahoma City, Oklahoma
Mid-Del Technology Center
Midwest City, Oklahoma
Northwest Technology
Center
Fairview, Oklahoma
Pioneer Technology Center
Ponca City, Oklahoma
Tulsa Technology Center
Tulsa, Oklahoma
Western Technology Center
Burns Flat, Oklahoma
* UNABLE TO PARTICIPATE
4
Table 3. Skill Level Exit Requirements by Career Tech Center
For Information Use Only
Location
Francis Tuttle Technology
Center
Applied
Mathematics
Locating
Information
Reading for
Information
3–7
3–6
3–7
4-5
5
5
5
5
5
4-5
5
5
5
5
5
*
5
5
5
5
5
Oklahoma City, Oklahoma
Mid-Del Technology Center
Midwest City, Oklahoma
Northwest Technology
Center
Fairview, Oklahoma
Pioneer Technology Center
Ponca City, Oklahoma
Tulsa Technology Center
Tulsa, Oklahoma
Western Technology Center
Burns Flat, Oklahoma
* UNABLE TO PARTICIPATE
5
RECOMMENDATIONS
There are several issues to consider before using the skill levels established by the
profile to set expectations for potential students:
The WorkKeys assessment scores should be used in conjunction with other admission
criteria (e.g., interviews, application reviews), when the Oklahoma Career Tech Center
includes them in its decision making process.
For appropriate career major placement and instructional purposes, these WorkKeys
assessments should be considered: Reading for Information and Locating Information.
Applied Mathematics should not be included in admission criteria since only 5% of 303
objectives were identified as requiring the use of the Applied Mathematics skill.
Career Technology Centers may choose to administer the Reading for Information and
Locating Information assessments to students after admission into the program. Health
Career students have access to KeyTrain training, and can complete these WorkKeys
skill development modules as they complete their Health Career core courses to ensure
they have the required skills needed to successfully complete their training.
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Section 1
Content of the Curriculum
A. ANALYSIS OF THE TRAINING PROGRAM USING THE WORKKEYS® CURRICULUM
ANALYSIS PROCEDURE
WorkKeys curriculum analysis (curriculum profiling) is conducted by individuals who have
been trained and authorized by ACT WorkKeys Industrial/Organizational Psychologists to
facilitate the profiling procedure. The WorkKeys curriculum profiling procedure is designed to
identify the skills and the skill levels needed to enter into and be successful in completing a
training program. It also gives individuals a clear picture of the skill levels they need if they
are to qualify for a training program in which they want to participate. When combined with
the remaining components of the WorkKeys system, (i.e., the assessments, instructional
support, and reporting), curriculum profiles provide educators information regarding an
individual’s readiness for training, and provide individuals with the information they need to
recognize the areas they may need to strengthen as they pursue their education and career
goals. The WorkKeys curriculum profiling procedure is designed to analyze WorkKeys-related
curriculum requirements through a review of the curriculum objectives and a skill analysis that
is used to identify the skills and skill levels required for entry into, and exit from, a training
program.
CURRICULUM REVIEW
The first step in conducting the profile is for the profiler to obtain the learning objectives for
the training program courses. For this purpose, ODCTE provided course syllabi which list
the objectives associated with each of the three (3) courses of guided learning and practice
that comprise the 390 hours of classroom training for the Health Career Core Curriculum
(i.e. Technology Center Health Careers Core, Medical Terminology, and Anatomy and
Physiology). The profiler compiled these objectives into a sequential list for review by the
SMEs. The learning objectives can be found in Appendix D of this report.
Also, the
training programs which require these 3 courses can be found in Appendix C.
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Development of the Learning Objectives. The Oklahoma Department of Career and
Technology Education (ODCTE) is an agency of the state of Oklahoma located in
Stillwater, Oklahoma. It was founded in 1929.
ODCTE is a statewide system of career and technology education. The system comprises
29 technology center districts, 400 comprehensive school districts, 11 skills centers and
three juvenile facilities. The State Board of Career and Technology Education is the
governing body of the department, composed of the Oklahoma State Superintendent of
Public Instruction and eight members appointed by the Governor of Oklahoma with the
approval of the Oklahoma Senate. The board appoints the director of Career and
Technology Education, who serves as the chief executive officer of the department and
serves as a non-voting member of the state board.
Together with the Oklahoma State Department of Education and the Oklahoma State
Regents for Higher Education, the department forms the core of Oklahoma's public
education system.
The learning objectives for the components of the Health Careers Core Curriculum courses
were developed to comply with standards adopted by the National Healthcare Foundation
Standards and Accountability Criteria, the Oklahoma State Department of Health, and the
Oklahoma Board of Nursing.
The state standards were devised based upon an extensive analysis of the job, examining the
job tasks of Health Career professionals across the state. Participation of Health Care
professionals across the state (see Appendix C) was enlisted to document the critical tasks
(e.g. patient safety) and skills of the job to develop a foundation for Health Careers training.
In addition, the Oklahoma Board of Nursing state standards follow the Institute on Medicine
(IOM) recommendations: five core competencies to be demonstrated by all health care
professionals to meet the needs of the 21st-century health system (Greiner & Knebel, 2003).
The five core competencies are:
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
Provide patient-centered care;

Work in interdisciplinary teams;

Employ evidence-based practice;

Apply quality improvement; and

Utilize informatics
The ODCTE programs must follow the Official Statewide Framework found at
http://www.okcareertech.org/educators/career-clusters/health-science for Health Career
majors. For example, the Advanced Acute Care Nursing Assistant (Pre-Nursing) career
major must include the Health Career Core Curriculum. The Health Careers Core
Curriculum within the ODCTE system emphasizes instruction which includes effective
communication, medical terminology, ethical practices, health care teams, anatomy and
physiology, and prevention of injury and illness; topics that are in alignment with state and
national standards.
Conducting the learning objectives review. In the next step of the curriculum review, the
profiler met with a group of eighteen (18) SMEs on April 30, 2014. The SME group
consisted of eight current students, nine program instructors, and one coordinator to
represent a range of views of core curriculum requirements. (Additional demographic
information is shown on the next page.) The Career Technology Centers represented in the
curriculum profile are: Francis Tuttle Technology Center, Mid-Del Technology Center,
Northwest Technology Center, Pioneer Technology Center, Tulsa Technology Center, and
Western Technology Center.
As a group, the SMEs reviewed and discussed the learning objectives for each of the three
core courses for Health Careers Core Curriculum.
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SME Demographics
SME
Group
Francis
Tuttle
Mid-Del
Tech
Northwest
Tech
Pioneer
Tech
Tulsa
Tech
Western
Tech
8
9
1
2
1
0
1
0
1
1
1
0
0
4
0
3
2
0
1
1
0
SME
Group
Francis
Tuttle
Mid-Del
Tech
Northwest
Tech
Pioneer
Tech
Tulsa
Tech
Western
Tech
16
2
3
0
2
0
2
0
3
1
4
1
2
0
Racial/Ethnic
Group
SME
Group
Francis
Tuttle
Mid-Del
Tech
Northwest
Tech
Pioneer
Tech
Tulsa
Tech
Western
Tech
African American/
Black, Non-Hispanic
American
Indian/Alaskan
Native
Caucasian/White,
Non-Hispanic
Mexican
American/Chicano
Other Hispanic/Latino
1
0
1
0
0
0
0
1
1
0
0
0
0
0
13
1
1
2
3
5
1
1
0
0
0
0
0
1
1
1
0
0
0
0
0
1
0
0
0
1
0
0
Status
Current Student
Instructor
Coordinator
Gender
Female
Male
Other
*Years of Experience
Performing in Job(s) Related
to Health Careers
Average
Highest
Lowest
SME
Group
17
39
3
*Based on 10 SMEs
*Years of Experience
Teaching in this Field
Average
Highest
Lowest
SME
Group
9
15
2
*Based on 10 SMEs
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A representative sample of the curriculum publishers used by Health Career instructors in
ODCTE Health Career programs was included in the profile session: Cenage, Elsevier,
Lippincott, Paradigm, Applegate, and OK Career Tech.
B. OPERATIONAL DEFINITIONS OF THE WORKKEYS SKILLS
The WorkKeys skill definitions are provided in Appendix A.
C. METHOD USED TO DETERMINE THE RELATIONSHIP BETWEEN THE SKILLS AND THE
LEARNING OBJECTIVES OF THE TRAINING PROGRAM
The SME group completed a skill analysis to identify the WorkKeys skills required to
accomplish each objective, and to identify how the skills are used during the training
courses. The skills were reviewed one at a time, and the SMEs finished the analysis for one
skill before going on to the next. The job profiler gave each SME a copy of the WorkKeys
skill definition, read the definition aloud, and then answered any questions the SMEs had.
Once the SMEs understood the definition of a skill and had determined its relevance to the
curriculum, the group identified the objectives that require the skill and specified how
students use the skill to achieve the objectives. Based on this discussion, the job profiler
documented the objectives for which a majority of the SMEs agreed that the skill is required.
The List of Objectives for the three Health Careers Core Curriculum courses is shown in
Appendix D at the end of this report. A checkmark in a skill column means that, according
to the SMEs in the profile session, the objective in that row requires that skill.
D. RELATIONSHIPS BETWEEN EACH OF THE SKILLS AND THE LEARNING OBJECTIVES
OF THE TRAINING PROGRAM
The WorkKeys skills are presented in order, from those most important to completion of the
core curriculum courses to those least important.
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Reading for Information
WorkKeys Reading for Information is the skill people use when they read and use written text
in order to do a job. The written texts include memos, letters, directions, notices, bulletins,
policies, and regulations. It is often the case that these workplace communications are not
necessarily well written or targeted to the appropriate audience. Reading for Information
materials do not include information that is presented graphically, such as in charts, forms, or
blueprints.
The SME group indicated that the WorkKeys Reading for Information skill is required to enter
into, and to complete, the core curriculum courses.
The Reading for Information skill is used to achieve 100% of the objectives on the compiled
Learning Objectives list. Objectives which involve learning experiences that require the
Reading for Information skill include to:








explain principles of infection control,
apply safety techniques in the work environment,
apply principles of basic emergency response in natural disasters and other emergencies,
identify methods and types of data collected in healthcare,
apply the fundamentals of privacy and confidentiality policies and procedures,
evaluate the validity of web-based resources,
recognize ethical issues and their implications related to healthcare,
describe strategies for the prevention of diseases including health screenings and
examinations,





identify the roles of the three types of word parts in forming medical terms,
identify the medical specialists who treat disorders of the skeletal system,
describe the four vital signs recorded for most patients,
identify and state the major functions of the organ systems of the body,
identify three major types of chemical reactions that occur in the body,
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

compare and contrast the structure and functions of DNA and RNA,
understand from an anatomical and physiological perspective, the functions of sight,
hearing & balance, taste, and smell,

list and explain the factors that influence blood pressure and describe how blood pressure is
regulated,


define metabolism and explain the difference between catabolism and anabolism, and
list and explain several techniques used to determine or predict genetic diseases.
A representative sample of the curriculum publishers used by Health Career instructors in
ODCTE Health Career programs was included in the profile session: Cengage, Elsevier,
Lippincott, Paradigm, Applegate, and OK Career Tech.
Materials used in the classroom that Health Career Core Curriculum students must read and
understand in order to learn and then perform health care tasks and that address the learning
objectives include:

content from course textbooks: (e.g., Introduction to Health Science Technology, The
Human Body in Health & Disease, Introduction to Medical Terminology, Structure and
Function of the Body, DHO Health Science);

narrative content in instructor materials including course syllabi, worksheets, tests,
quizzes;

National tests: National Consortium Health Science;

federal regulations (i.e., Occupational Safety and Health Administration , and Centers for
Disease Control);

PowerPoint presentations;

reference tools (e.g., health journals, online resources); and

student handbooks.
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Locating Information
WorkKeys Locating Information is the skill people use when they work with workplace
graphics such as charts, graphs, tables, forms, flowcharts, diagrams, floor plans, maps, and
instrument gauges. Employees use this skill when they find information in a graphic or insert
information into a graphic. They also use it when they compare, summarize, and analyze
information found in related graphics.
The SME group indicated that the WorkKeys Locating Information skill is required to enter
into, and to complete, the Health Careers Core Curriculum. The Locating Information skill is
used to accomplish 58% of the objectives on the compiled Learning Objectives list.
Objectives which involve learning experiences that require the Locating Information skill
include:

analyze diagrams, charts, graph, and tables to interpret healthcare results,

identify methods and types of data collected in healthcare,

create documentation in the health record that reflects timeliness completeness and
accuracy,

compare careers within the health science career pathways,

apply procedures for measuring and recording vital signs including normal ranges,

describe the steps in locating a term in a medical dictionary,

identify the body systems in terms of their major structures, functions, and related word
parts,

identify and describe the major functions and structures of the skeletal system,

identify the major components of blood and the major functions of each,

identify and describe the major structures and functions of the respiratory system,

identify the major divisions of the nervous system and describe the structures of each by
location and function,

describe the four vital signs recorded for most patients,
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
compare and contrast the structure and functions of DNA and RNA,

describe the location of the heart in the body, and identify its major anatomical areas on
a model or diagram,

explain and compare the various lung volumes and capacities, and

list and explain several techniques used to determine or predict genetic diseases.
Materials used in the classroom and while completing assignments by Health Career Core
Curriculum students that use the Locating Information skill and address the learning
objectives include:

online and paper-form documentation: completed by the student including medical
history and immunization records, health records (e.g. growth, vital signs, medications),
crash cart and incident reports; including checking option boxes, entering a description into
a form field, or marking initials;

online databases: such as the Oklahoma Board of Nursing, Center for Disease Control and
Prevention, and the Occupational Safety and Health Administration where a student can
research regulations and licensing requirements by entering terms in a search field, then
review tables of results;

tools: (including thermometer, blood pressure cuff) used to take vitals such as temperature
or blood pressure, or vitals entry screens and printouts (e.g., to enter weight) used to plot
data and review data trends;

diagrams: such as the human body structure, kidney anatomy, anatomical areas of the
heart, and circulations of the body, where students read legends to connect the content of
the diagram to key terms, and identify and describe the parts;

conversion charts: such as medication and metric (e.g., kilograms to grams);

graphs: such as Cardiopulmonary Resuscitation (CPR), automated external defibrillator
(AED), and foreign body obstruction (FBAO) which students reference in order to perform
the correct procedures;
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
medical terminology charts and tables: which includes prefixes, suffixes, root words, that
explain proper usage and correct abbreviations to use in recording data:

signs and charts: which demonstrate the proper recording and interpretation of data;

tables: where students can compare the structure and functions such as carbohydrates,
lipids, proteins, and nucleic acids;

safety charts; such as those which demonstrate the proper use of equipment (e.g. Personal
Protective Equipment, fire extinguisher) and evacuation maps; and

Career Tech Health Careers pathways: which are line diagrams that provide information
regarding options, courses required, or education required to proceed along a defined
course of study.
Applied Mathematics
WorkKeys Applied Mathematics is the skill people use when they use mathematical reasoning
and problem-solving techniques to solve work-related problems. Individuals may use
calculators and conversion tables to help with the problems, but they still need to use math skills
to think them through.
The SME group indicated that the WorkKeys Applied Mathematics skill is required to enter
into, and complete, the core curriculum. The skill is used to achieve 5% of the objectives of the
compiled Learning Objectives list.
Objectives which involve learning experiences that require the Applied Mathematics skill
include to:

record duration of time using 24-hour clock:

apply mathematical computations related to healthcare procedures (metric and
household, conversions, and measurements);

discuss healthcare economics and common methods of payment for healthcare;
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
apply procedures for measuring and recording vital signs including normal ranges;

explain what information can be gained from an electrocardiogram;

explain and compare various lung volumes and capacities; indicate types of
information that can be gained from pulmonary function tests;

define basal metabolic rate and total metabolic rate and name several factors that
influence each; and,

list and explain several techniques used to determine or predict genetic diseases.
Activities that Health Career students learn to do which require Applied Mathematics skills and
address the learning objectives in the three core courses include:

figuring the total intake and total output of a patient for both 8 hour increments and
24 hours;

determining ratios such as the percentage of males in the hospital;

converting temperatures from Fahrenheit to Celsius and vice-versa;

measuring and recording blood pressure; and

determine the probability of occurrence of genetic traits in the next generation.
17
Section 2
Relationship between the WorkKeys Skill Levels and the Training Program
A. IDENTIFYING BEHAVIORS ASSOCIATED WITH EACH SKILL AS THEY ARE USED
DURING TRAINING
Once the SMEs understood the definition of a WorkKeys skill and had determined its
relevance to the training program curriculum, they independently identified the objectives
that required the skill and they identified how the objectives/competencies specifically
use that skill. For example, the Reading for Information skill may be identified by SMEs
as necessary for reading such documents as the course textbook and workbook. After
discussing the relationship between the skill and the objectives, only those objectives
which the majority of SMEs agreed require the skill were included in the subsequent
discussion, and only those objectives were used to determine the level of skill required
for the training program curriculum.
Determining the WorkKeys skill levels of the program
The job profiler presented detailed descriptions of the WorkKeys skill levels to the SMEs
and showed them examples of problems or situations individuals deal with at each level.
For each WorkKeys skill, the SMEs decided which skill level is necessary for entry to the
training courses and which level of skill is expected by completion of the training
courses.
Prioritizing the WorkKeys skills
The WorkKeys skills are prioritized in terms of their relevance to the Health Careers Core
Curriculum. This is based on an examination of the number of objectives identified by
the SMEs as requiring each skill. The result is an ordering of the WorkKeys skills that
are most relevant to successful performance in the core curriculum. The skills, in priority
order, are presented below.
18
B. COMPARISON OF THE LEVEL OF COMPLEXITY OF THE WORKKEYS SKILLS WITH
THAT OF THE TRAINING PROGRAM
Section 1 of this report documents the need for specified WorkKeys skills by identifying
the objectives that require those skills. This section (Section 2) summarizes the SMEs’
discussions of the skill levels and documents their reasons for finding that the specified
levels are required for entry into the training courses. The skill levels required for entry
into the core curriculum are presented in Table 1 in the Executive Summary.
Reading for Information
WorkKeys Reading for Information is the skill people use when they read and use written
text in order to do a job. The written texts include memos, letters, directions, notices,
bulletins, policies, and regulations. It is often the case that these workplace communications
are not necessarily well written or targeted to the appropriate audience. Reading for
Information materials do not include information that is presented graphically, such as in
charts, forms, or blueprints.
To determine the level of Reading for Information skill needed to master the learning
objectives, the SMEs considered the complexity of the reading material, whether the
information is clearly stated, how detailed is the material, are students required to apply
instructions to other situations, and is it necessary to draw conclusions.
The SMEs compared the requirements of the training to WorkKeys Reading for Information
skill Levels 3 through 6.
The SMEs agreed that Level 5 skills are required to enter the core curriculum, and for
successful completion.
At Level 5, policies, procedures, and announcements have many details. The information that
individuals need to finish a task is stated directly, but it is hard to understand because of the way
it is worded. The materials include jargon, technical terms, and acronyms or words that have
several meanings. Individuals must consider several factors in order to identify a course of
19
action that will accomplish their goals. When individuals use Level 5 Reading for Information
skills, they can figure out the correct meaning of a word based on how the word is used; identify
the correct meaning of an acronym that is defined in the document; identify the meaning of a
technical term or of jargon that is defined in the document; apply technical terms and jargon and
relate them to stated situations; apply straightforward instructions to a new situation that is
similar to the one described in the material; and apply complex instructions that include
conditionals to situations described in the materials.
According to the SMEs, a Health Careers Core Curriculum student needs Level 5 Reading for
Information skills because the reading materials used during the three core courses (e.g.
Introduction to Health Science Technology, The Human Body in Health & Disease, Introduction
to Medical Terminology), Center for Disease Control documents, CPR certification documents,
health journals, and tests have many details, the materials include technical terms and acronyms,
and the individuals apply straightforward instructions to a new situation that is similar to the one
described in the materials, and apply complex instructions.
For example, this is an excerpt from The Human Body in Health & Disease:
“The electrocardiogram is the graphic record of the heart’s electrical activity. This chart is also called an ECG or
EKG when spoken aloud. Skilled interpretation of these ECG records may sometimes make the difference between
life and death. A normal ECG tracing is shown in Figure 14-12. A normal ECG tracing has three very characteristic
deflections, or waves, called the P wave, the QRS complex, and the T wave. These deflections represent the
electrical activity that regulates the contraction or relaxation of the atria or ventricles. “
Students must use Level 5 Reading for Information skills because there are technical terms (e.g.
electrocardiogram, deflections, contraction, atria, ventricles) and acronyms (e.g. ECG, EKG,
QRS) and the student must apply technical terms and relate them to stated situations.
Another example is an excerpt from the textbook Introduction to Health Science Technology:
“Contact precautions must be followed for any patients known or suspected to be infected with epidemiologically
microorganisms that can be transmitted by either direct or indirect contact. Examples of diseases requiring these
precautions include any gastrointestinal, respiratory, skin, or wound infections caused by multidrug-resistant
organisms; diapered or incontinent patients with enterohemorrhagic E. coli, Shigella, hepatitis A, or rotavirus….”
20
In the above example, the student must figure out the correct meaning of a word based on how
the word is used (e.g. contact, precautions, incontinent) and the student must identify a course of
action by considering several factors (e.g. examples of diseases requiring these precautions
include…).
The following is taken from the textbook Introduction to Medical Terminology:
“A combining vowel is not used when the suffix begins with a vowel. For example, the word root tonsill means
tonsils. The suffix that is added to complete the term tells what is happening to the tonsils…. Tonsillitis is an
inflammation of the tonsils …. A tonsillectomy is the surgical removal of the tonsils (tonsill means tonsils, and –
ectomy means surgical removal.”
In this example, there are numerous technical terms (e.g. tonsill, tonsillitis, tonsillectomy) which
require Level 5 Reading for Information skills.
The following is taken from the textbook Essential Skills for Health Career Success:
“The sagittal plane, a vertical plane, divides the body into inexact left and right sides. The midsagittal plane, or
median plane, divides the body evenly into left and right sides. The coronal plane also divides the body vertically,
but into front and back halves.”
There are numerous technical terms (e.g. sagittal, midsagittal, coronal) in just the first three
sentences of the paragraph.
Other examples provided by the SMEs as requiring Level 5 Reading for Information skills are
Brainbench: Anatomy and Physiology and Medical Terminology exams; CPR certification
requirements; and online health journals.
Health Career students have access to KeyTrain Reading for Information training , and can
complete these WorkKeys skill development modules as they complete their Health Career core
courses to ensure they have the required Level 5 Reading for Information skills needed to
successfully complete their training.
21
Locating Information
The WorkKeys Locating Information skill is the skill people use when they work with
workplace graphics such as charts, graphs, tables, forms, flowcharts, diagrams, floor plans,
maps, and instrumental gauges. Individuals use this skill when they find information in a
graphic or insert information into a graphic. They also use it when they compare,
summarize, and analyze information found in related graphics.
To determine the level of Locating Information skill needed to master the learning
objectives, the SMEs considered the difficulty of the graphics and how hard it is for
employees to find the information they need and make use of it.
The SMEs compared the requirements of the training program to WorkKeys Locating
Information skill Levels 3 through 6.
Ten SMEs (55%) stated that Level 3 skills are needed to enter the core curriculum, and eight
SMEs (44%) stated that Level 4 skills are needed to enter the core curriculum. All SMEs
agreed that Level 5 skills are gained by exit.
After much discussion, the SMEs determined that Level 3 skills are required for entry
because students are taught higher level concepts as they progress through the curriculum.
They are taught to understand the concepts such as extracting data from various types of
graphics and then summarize those findings. They are taught to understand that there may
be a subtle relationship between two graphics and to explore what information is required
when they apply information from these graphics. Further, students are given access to
KeyTrain learning tools which are designed to develop the WorkKeys skills.
At Level 3 Locating Information, the graphics are elementary. They may be simple order
forms, bar graphs, tables, flowcharts, maps, instrument gauges, or floor plans. At Level 3,
individuals use one graphic at a time. When individuals use Level 3 Locating Information
skills on the job, they can find one or two pieces of information in a graphic, and fill in one
or two pieces of information that are missing from a graphic.
22
According to the majority of the SMEs, Level 3 Locating Information skills are needed to
use elementary graphs that are part of the initial content of the core curriculum courses.
They stated Level 3 Locating Information skills are used to interpret safety charts (e.g.
personal protection equipment), signs, and evacuation maps. They also rated conversion
charts for medication and metric conversions as requiring Level 3 skills because the student
finds one or two pieces of information in a graphic, and fills in one or two pieces of
information that is missing from a graphic. Completing online and paper forms (e.g.,
medical history, immunization forms, patient assessment worksheets, crash cart, incident
reports) which are straightforward forms that require the student to find or fill in one or two
pieces of information at a time by checking boxes, entering a description into a form field,
and marking initials. Tools (including thermometer, blood pressure kit, scales) that students
learn to take vital signs (e.g. temperature, blood pressure) display outputs that are interpreted
from a line scale; and entering vitals information into data entry screens require the student
to use Locating Information skills as they enter specified values (e.g. temperature) into
specific screen fields (e.g. temperature field in patient record).
Straightforward graphics (such as those used to monitor heart rate) show a series of data
points in a single line graph and the Health Careers student is required to document one or
more readings for specific time periods. Graphs of this nature require the student to find one
piece of information at a time from a single graph that shows minimal information.
The SMEs stated that Level 3 Locating Information skills are required for entry into the
Technology Center Health Careers Core courses.
Eight of the eighteen SMEs had initially stated that Level 4 Locating Information skills are
needed for entry, however, given the subsequent discussion that revealed that Level 4
concepts are taught during the training program, they were comfortable documenting that
Level 3 skills are appropriate for program entry.
At Level 4, the graphics are straightforward. They may be basic forms, diagrams, line
graphs, tables, flowcharts, instrument gauges, or maps. At this level, individuals may work
with one or two graphics at a time to find several pieces of information in one or more
23
graphics, understand how the graphics are related to each other, summarize information
from these graphics, or identify trends shown in the graphic(s).
According to the SMEs, Level 4 Locating Information skills are needed to use tables which
present common medical abbreviations and acronyms. There are two columns of
information (abbreviation/acronym, meaning), the tables are lengthy, and the information is
used to complete medical forms so the student must understand how the graphics are related
to each other. Other examples of tables requiring Level 4 skills are the “Bones of the Skull”
table which includes cranial, face, and ear bones, has 3 columns (name, number, and
description). Also identified was the “Word parts commonly used as prefixes” table with
multiple columns (word part, meaning, example, and meaning of example).
MSDS (Material Data and Safety Sheets) are used to obtain information regarding bio
hazards and what to do in case of contact which are summarized and compared to
information located on products. Another Level 4 example provided are immunization
records which are compared to charts describing recommended “check” dates. Students are
also required to compare the structures and functions of carbohydrates, lipids, proteins and
nucleic acids; and compare the various lung volumes and capacities. They need to learn how
to differentiate between the axial and appendicular skeletons. They also stated that the
“Career Tech Pathway” chart requires Level 4 skills in order to use the information correctly
due to multiple parts, detailed information, and the need to compare information to make a
decision.
The SMEs provided examples that illustrated that Level 4 Locating Information skills are
required in all three core curriculum courses (i.e. Technology Center Health Careers Core,
Medical Terminology, and Anatomy and Physiology) and that during the training, students
can develop the Locating Information skills to use these graphics.
According to all of the SMEs, Level 5 Locating Information skills are required for
successful completion of the Health Career core curriculum courses, particularly in the
Anatomy and Physiology course.
At Level 5, individuals may work with one or more graphics at a time. When individuals
use Level 5 Locating Information skills, they can sort through distracting information,
24
summarize information from one or more detailed graphics, identify trends shown in one or
more detailed or complicated graphics, or compare information and trends from one or more
complicated graphics.
The SMEs stated that diagrams depicting the structural organization that make up the human
body require Level 5 Locating Information skills to interpret accurately. The diagrams
include organ system levels, and microscopic levels. These diagrams are complicated and
detailed, with less common formats, several graphics are presented, and the student must
sort through distracting information to find the information needed to fill in a chart or
answer a test question.
Another Level 5 example, the cardiac pumping cycle chart, is a composite of several
diagrams of heart function during rest (72 beats/min). The diagrams depict details of the
cardiac pumping cycle, aortic blood flow, ventricular volume, valve actions, heart sounds,
and ECG which are all adjusted to the same time scale. The legend is atrial systole,
ventricular systole, and diastole. This chart is complicated and detailed with less common
formats and the student must notice relationships between the diagrams (there are four of
them) by using several pieces of information.
Another Level 5 Locating Information example given was the electrocardiogram (ECG or
EKG) which is the graphic record of the heart’s electrical activity. A normal EKG tracing
has three characteristic deflections called the P wave, the QRS complex and the T wave.
These deflections represent the electrical activity that regulates the contradiction or
relaxation of the atria or ventricles. Students must understand how to interpret these graphic
readings in order to successfully complete the Anatomy and Physiology training.
All of the SMEs stated that Level 5 Locating Information skills are required for successful
completion of the three Health Career Core Curriculum courses which are included in the
majority of career majors in Health Sciences. The 390 hours of supervised instruction
provides adequate training (e.g. using complicated charts and graphs) for an individual to
enter at Level 3, and acquire Level 5 skills to successfully complete the training at
Oklahoma Career Technology Centers. In addition, KeyTrain Locating Information lessons
are available the length (i.e. seven months) of the training period. Health Career students
25
can complete these WorkKeys skill development modules as they complete their courses to
ensure they have the needed Level 5 skills to successfully complete their training (have the
skills to work with a variety of concepts regarding data presented in complicated graphics in
order to learn how to summarize information found in these mediums and make decisions).
Applied Mathematics
To determine the level of Applied Mathematics skills needed, the SMEs considered the
types of mathematical operations students must perform how the information in the problem
is presented to students, and whether all the information students need for solving problems
is provided. In setting the skill level required, it is assumed that a student would have access
to a calculator and/or formula sheet, as needed, to perform calculations.
The SMEs compared the requirements of the training program to WorkKeys Applied
Mathematics Levels 3 through 6. The SMEs established that Level 4 skills are required to
enter the training and that Level 4 skills are optimal for successful completion.
At Level 4, information may be presented out of order and may include extra, unnecessary
information. A simple chart, diagram, or graph may be included. Problems at this level
require solutions with one or two operations, dividing positive numbers, adding commonly
known decimals, and figuring out averages.
The SMEs identified the following objectives as requiring Level 4 skills:

apply procedures for measuring and recording vital signs including normal ranges,
such as recording temperatures in either Fahrenheit to Celsius. The student must
learn and apply the formula when a conversion chart is not available. The formula
for converting Fahrenheit temperatures to Celsius is C= 5/9 * (F-32), the formula
for converting Celsius temperatures to Fahrenheit is F=9/5(C) +32.

figure the total intake and total output of a patient for both 8 hour increments and
24 hours where information is presented out of order, and requires the use of a
conversion chart to convert household units to metric units (milliliters); the student
26
must record both intake and output in milliliters, total amounts every 8 hours, then
total the three 8-hour totals.

compare similar components to each other using ratios to determine the percentage
of the total that is represented by the individual components. A textbook example
of what students are required to learn in the first course is: “In Eastridge
Extended Care Hospital, the ratio of male patients to female patients is 1:4. What
is the percentage of male patients at the hospital?” The answer is calculated by
totaling 1 male + 4 females = 5. The percentage of males in the hospital is 1/5 or
0.2, then multiply 0.2 by 100 to get the percentage (0.2 x 100 – 20%).
When shown the definition and examples of Level 5 Applied Mathematics, the SMEs stated
that few objectives are associated with Level 5 skills in the Health Career Core curriculum
courses. Examples provided were listed in the Anatomy and Physiology learning objectives:
comparing the various lung volumes and capacities, and predicting genetic disease using the
PUNNETT square, however, students are taught the specific mathematics needed to perform
these tasks and the full range of mathematics skills at Level 5 are not required. At Level 5,
tasks require several steps of logic and calculation. Individuals may be required to use
formulas, convert between systems of measurement, calculate perimeters or areas, or figure
the “best deal” (i.e., complete one- and two-step calculations and then compare the results to
determine the solution that meets the stated conditions).
Health Career Core Curriculum students have access to KeyTrain Applied Mathematics
training, and can complete these WorkKeys skill development modules as they complete
their Health Career core courses to ensure they have the required Level 4 Applied
Mathematics skills needed to successfully complete their training.
27
Prioritizing the WorkKeys skills
The skills were prioritized according to the number of objectives identified by the SMEs
as requiring the skills. Skills with the largest percentage of objectives requiring the skill
are given the top ranking. Oklahoma Career Technology Center Health Career programs
which include the three core courses (i.e. Technology Center Health Careers Core,
Medical Terminology, and Anatomy and Physiology) should consider using the Reading
for Information and Locating Information assessments.
28
Section 3
Contact Person
For further information regarding this study, contact:
Carol Snider Farris
ACT authorized WorkKeys Job Profiler
Carol Snider Farris Consulting, Inc.
1647 Pine Drive
Grove, OK 74344
Phone: 918-906-5144
Email: [email protected]
29
Appendix A
Skill Descriptions
APPLIED MATHEMATICS SKILL
WorkKeys Applied Mathematics is the skill people use when they use mathematical
reasoning and problem-solving techniques to solve work-related problems. Employees may
use calculators and conversion tables to help with the problems, but they still need to use
math skills to think them through.
There are five levels of difficulty. Level 3 is the least complex and Level 7 is the most
complex. The levels build on each other, each incorporating the skills assessed at the
previous levels. For example, at Level 5 employees need the skills from Levels 3, 4, and 5.
Examples are included with each level description.
When deciding what level of the Applied Mathematics skill employees need for the tasks
they do at work, consider the following questions:
How is the information presented? That is:


Is it presented in the same order that it is needed?
Is it necessary to change the order that the information is in before the math can be
performed?
Is all the information needed for solving the problems provided? That is:




Is all the information presented in the right form?
Is it necessary to do some calculations to get some of the important information?
Does the problem require a formula?
Does the information need to be taken from a graphic?
What kind of mathematical operations do employees perform? That is:



Can the math problem be completed in one step?
Does the problem need to be done in several steps?
Is it necessary to convert measurements from one form to another, either within or
between systems of measurement?
30
Applied Mathematics Level 3
Level 3 problems can easily be translated from a word problem to a math equation. All the
needed information is presented in a logical order and there is no extra information given.
When employees use Level 3 Applied Mathematics skills on the job, they can:

Solve problems that require a single type of mathematical operation. They add or
subtract either positive or negative numbers (such as 10 or -2). They multiply or
divide using only positive numbers (such as 10).

Change numbers from one form to another. For this they use whole numbers (such
as 10), fractions (such as ½), decimals (such as 0.75), or percentages (such as 12%).
For example, they can convert 54 to 80%.

Convert simple money and time units (for example, hours to minutes and vice versa).
For example, at this level employees can add the prices of several products to reach a total,
and they can make the correct change for a customer.
Applied Mathematics Level 4
At Level 4, tasks may present information out of order and may include extra, unnecessary
information. A simple chart, diagram, or graph may be included.
When employees use Level 4 Applied Mathematics skills on the job, they can use the skills
described at Level 3, and they can:

Solve problems that require one or two operations. They may add, subtract, or
multiply using several positive or negative numbers (such as 10, -2), and they may
divide positive numbers (such as 10).

Figure out averages (such as
(such as
10
100
(10 1112)
3
), simple ratios (such as
3
4
), simple proportions
cases), or rates (such as 10 mph). For this they use whole numbers and
decimals.


Add commonly known fractions, decimals, or percentages (such as ½, .75, or 25%).

Multiply a mixed number (such as 12 8 ) by a whole number or decimal.

Put the information in the right order before they perform calculations.
Add three fractions that share a common denominator (such as
1
8
+
3
8
+ 78 ).
1
For example, at this level, employees can figure out sales tax or a sales commission on a
previously calculated total, and they can find out rates of use or business flow.
31
Applied Mathematics Level 5
Level 5 tasks require several steps of logic and calculation. For example, at this level
employees may complete an order form by totaling an order and then computing tax.
When employees use Level 5 Applied Mathematics skills on the job, they can use the skills
described at Levels 3 and 4, and they can:

Decide what information, calculations, or unit conversions to use to find the answer
to a problem.

Look up a formula and change from one unit to another in a single step within a
system of measurement (for example, converting from ounces to pounds).

Look up a formula and change from one unit to another in a single step between
systems of measurement (for example, converting from centimeters to inches).



Calculate using mixed units, such as adding 3.50 hours and 4 hour 30 minutes.


Calculate perimeters and areas of basic shapes like rectangles and circles.
Divide negative numbers (such as -10).
Identify the best deal by doing one- and two-step calculations and then comparing
the results to determine the solution that meets the stated conditions.
Calculate percent discounts or markups.
32
Applied Mathematics Level 6
Level 6 tasks may require considerable translation from verbal form to mathematical
expression. They generally require considerable setup and involve multiple-step
calculations.
When employees use Level 6 Applied Mathematics skills on the job, they can use the skills
described at Levels 3, 4, and 5, and they can:

Use fractions with unlike denominators, reverse percentages, or multiply two mixed
numbers.

Rearrange a formula before solving a problem (for example, 8X = 20  X =

Look up and use two formulas to change from one unit to another unit within the
same system of measurement (for example, 1 cup = 8 fluid ounces; 1 quart = 4 cups).

Look up and use two formulas to change from one unit in a system of measurement
to a unit in another system of measurement (for example, 1 mile = 1.61 kilometers;
1 liter = 0.264 gallons).



Find mistakes in problems that belong at Levels 3, 4, and 5.


Find the volume of rectangular solids.
20
8
).
Find the best deal and use the result for another calculation.
Find the area of basic shapes (rectangles and circles) when it may be necessary to
rearrange the formula, convert units of measurement in the calculations, or use the
result in further calculations.
Calculate multiple rates (such as by comparing production rates or pricing plans).
33
Applied Mathematics Level 7
At Level 7, the task may be presented in an unusual format and the information presented
may be incomplete or implicit. Tasks often involve multiple steps of logic and calculation.
When employees use Level 7 Applied Mathematics skills on the job, they can use the skills
described at Levels 3, 4, 5, and 6, and they can:

Solve problems that include nonlinear functions (such as rate of change) and/or that
involve more than one unknown.


Find mistakes in Level 6 problems.




Calculate multiple areas.

Apply basic statistical concepts such as measures of central tendency (e.g., mode,
median, and weighted mean).
Convert between systems of measurement that involve fractions, mixed numbers,
decimals, or percentages.
Calculate volumes of spheres, cylinders, or cones.
Set up and manipulate complex ratios or proportions.
Determine the better economic value of several alternatives by using graphics or by
finding a percentage difference or a unit cost.
34
APPLIED TECHNOLOGY SKILL
WorkKeys Applied Technology is the skill people use when they solve problems with
machines and equipment found in the workplace. This skill includes four areas of
technology: electricity, mechanics, fluid dynamics, and thermodynamics. Employees need to
know the basic principles of each area, as described below.
Electricity involves the flow of electrons. Employees need to know how electrical current
moves through a circuit or a system and how electricity affects a circuit or system. For
example, they need to know how to control current and resistance.
Mechanics involves the way solid things move and how leverage, force, friction, and
momentum affect that motion. Employees need to solve problems with simple machines,
complex machines, and mechanical systems.
Fluid dynamics involves the way fluids (liquids and gases such as water and air) move
through systems. Employees need to use this knowledge to solve problems with plumbing,
hydraulics, or pneumatics (compressed gas).
Thermodynamics involves the movement of heat. Employees need to know which
substances warm up quickly when heated and which ones warm up more slowly. For
example, air heats faster than water. They also need to know how specific heat works. That
is, they need to know how different materials hold heat for different amounts of time. They
need to solve problems with refrigeration, heating, air conditioning, and phase changes.
35
Applied Technology Skill Continued
The Applied Technology skill focuses on reasoning, not math. Therefore, employees do not
need to make calculations or use formulas to solve problems.
When employees use the Applied Technology skill, they may:




Analyze a problem by identifying the problem and its parts.
Decide which parts of a problem are important.
Decide on the order to follow when dealing with the parts of the problem.
Apply existing tools, materials, or methods to new situations.
There are four levels of difficulty. Level 3 is the least complex and Level 6 is the most
complex. The levels build on each other, each incorporating the skills assessed at previous
levels. For example, Level 5 includes the skills used at Levels 3, 4, and 5. Individual
situations may involve only one area of technology, but each skill level requires employees
to know the basic principles of all four areas at that skill level.
When considering the level of Applied Technology skill needed for the tasks employees
complete on the job, you should think about the complexity of the system and the physical
principles involved. You might consider the following questions:
How complex is the system? That is:



Is the system one simple object or several objects working together?
Are tools or test equipment involved?
How much extra information is included?
How complicated is the troubleshooting task? That is:



How many components of the system are involved?
Are the underlying principles elementary or complex?
Is more than one area of technology involved?
36
Applied Technology Level 3
Level 3 tasks are straightforward because the situations include the following characteristics:

They involve one simple system (such as a sprinkler) that generally has two to five
components.



They show clear physical symptoms and usually have only one variable.
They include all the needed information.
They use only basic technical terms (such as loosen, temperature, and flow).
When employees use Level 3 Applied Technology skills on the job, they can:


Identify how basic tools (such as hammers and wrenches) work.

Apply basic principles to solve problems involving a simple system (for example,
friction creates heat).

Solve basic problems (for example, using heat to loosen a metal nut stuck to a bolt or
using a rubber washer to stop a leak at a hose connection).

Identify the clear physical symptom (such as an oil leak, a stopped shaft, or warm
coils) that points to the potential source of a problem.

Identify the best solution after getting rid of clearly unsuitable options.
Identify how simple machine parts work (such as how turning a screw clockwise
drives it into wood).
37
Applied Technology Level 4
Level 4 tasks are moderately complex because the situations include the following
characteristics:

They can involve two or more simple systems that work together (such as a timer
and sprinkler) or one moderately complex system (such as plumbing for a sink).
These systems have up to ten components.



They can involve one or two variables.
They present all the information that is needed but may contain extra information.
They include less common technical terms that are defined (such as heat exchanger
and circuit breaker).
When employees use Level 4 Applied Technology skills on the job, in addition to the skills
at Level 3, they can:

Understand the operation of moderately complex tools (such as gear pullers) and
diagnostic equipment (such as continuity testers).

Understand the operation of moderately complex machines and systems. These can
include appliances, pulley-driven equipment, or piping systems that carry more than
one fluid. For example, they can find the drive wheel shown on a diagram of a tape
player.

Apply less obvious basic principles to solve problems within physical systems
(moving air cools a warm object).

Solve moderate problems such as installing a valve to manage oil flow or using a
block to improve the leverage of a pry bar.

Eliminate physical symptoms that do not point to the source of a problem by
choosing which information is important and ignoring information that is clearly
extra.

Identify the best solution after getting rid of other unsuitable options.
38
Applied Technology Level 5
Level 5 tasks can be moderately complex or of advanced difficulty because the situations
include the following characteristics:

They can involve two or more simple tools or systems that affect each other or a
complex system (such as the plumbing in a house) that includes several components
(such as drains, hot and cold water lines, and valves). These systems perform
somewhat complex operations and generally have more than ten components.


They can involve two or three variables.

They use technical terms, which may be clearly defined or whose meaning may be
implied in the context and illustrations.
They may require the use of technical knowledge (for example, condensing coils
should be warm and evaporating coils should be cool) and often include extra
information.
When employees use Level 5 Applied Technology skills on the job, in addition to the skills
at Levels 3 and 4, they can:

Understand the operation of moderately complex tools (such as cutting torches and
drill presses) and diagnostic equipment (such as ohmmeters, micrometers, or
thermometers) and choose the best tool for the task.

Understand the operation of complex machines and systems, such as gasoline
engines, dishwashers, freezers, and building electrical systems.

Apply two or more principles of technology (within one area or in two or more
areas) as they interact in moderately complex systems (heat from friction causes
components to expand).

Solve moderate and advanced problems, such as how to change the speed of pulleydriven machines, protect electric circuits from overload, place fans in the best
position, or find a problem in a hydraulic cylinder.

Eliminate physical symptoms that do not lead to the source of a problem by choosing
which information is important and ignoring extra information. To do this, it is
necessary to use clues to find the source of a problem. For example, the smell of hot
rubber near a conveyor might indicate a loose drive belt.

Identify the best solution after getting rid of other suitable options.
39
Applied Technology Level 6
Level 6 tasks are advanced because the situations include the following characteristics:

They involve complex tools or systems (such as the water system of a new
subdivision) with more than ten components and they include large amounts of
information.

They present a variety of possible sources of problems that are subtle and difficult to
diagnose.


They may involve many variables at the same time.

They use technical terms, which may be clearly defined or whose meaning may be
implied in a complex context and illustrations.
They require the use of technical, although not job-specific, knowledge (for example,
how an electromagnetic relay operates) and contain considerable extra information.
When employees use Level 6 Applied Technology skills on the job, in addition to using the
skill at Levels 3, 4, and 5, they can:

Understand the operation of complex tools (such as an arc welder or compound miter
saw) and diagnostic equipment (such as an oscilloscope) and choose the best tool for
the task.

Understand the operation of complex machines and their components (for example,
hydraulic lifts, automobiles, and water treatment facilities).

Apply two or more principles of technology (within one area or in two or more
areas) as they interact in complex systems. For example, fluids, like refrigerant, are
often subjected to phase changes in order to move greater amounts of heat.

Solve advanced problems where a variety of mechanical, electrical, thermal, or fluid
faults could be the reason for the problem.

Eliminate physical symptoms that do not lead to the source of a problem by choosing
which information is important and ignoring extra information. To do this, it is
necessary to use less obvious clues to find the source of a problem. For example,
discolored oil may mean a faulty gasket is allowing moisture into an engine.

Test possible hypotheses to ensure the problem is diagnosed correctly and the best
solution is found. This is necessary when systems have difficult problems that could
be caused by a variety of mechanical, electrical, thermal, or flow faults.
40
BUSINESS WRITING SKILL
WorkKeys Business Writing is the skill people use when they write an original response to a
work-related situation. Components of the Business Writing skill include sentence structure,
mechanics, grammar, word usage, tone and word choice, organization and focus, and
development of ideas.
The main requirement of workplace writing is clarity. Employers want their employees’
written communications to be direct, grammatically correct, and easy to read. Careless errors
may lead the reader to believe there are also errors in the facts, and the writer loses credibility
and trustworthiness. WorkKeys Business Writing requires standard business English,
defined as writing that is direct, courteous, grammatically correct, and not overly casual.
There are five skill levels. Level 1 is the least complex and Level 5 is the most complex. At
each new level, employees demonstrate more competent writing skills than those used at the
previous levels. For example, Level 3 builds upon the skills used at Levels 1 and 2. With the
increased skills at each level, the writing that employees produce communicates more clearly
and smoothly as they move to Level 5. At the same time, errors become less frequent and
less serious.
When you evaluate a job to see what skill level employees need for completing their tasks,
consider the following questions:

To what extent do the ideas need to be developed? Should the writing include
relevant supporting examples and details, or should there just be a focus on the main
ideas themselves?

How important is the writing style? Does the writing have to flow smoothly, or can
it be choppy as long as the writer’s thoughts are successfully communicated?

Is it necessary to have a professional tone? Does the writing need to be formal, or is
it all right to be casual?

How important are the writing mechanics and grammar? Is it important for all the
grammar, punctuation, and spelling to be correct, or are errors acceptable as long as
the ideas get across?
41
Business Writing Skill Continued
When measuring the WorkKeys Business Writing skill, we focus on the writing a person can
produce without help from a dictionary, a spelling or grammar checker, another person, or
any other aids. As you decide which writing skills employees need on the job, you need to
consider what kind of writing they must produce.

The assigned skill level will be higher if the writing must be polished and well
developed, but the writer does not have the chance to get help from a dictionary, a
spelling or grammar checker, another person, or any other aids.

The assigned skill level will be lower if the final product must be polished and well
developed, but the writer has the chance to use writing aids.

The assigned level will also be lower if the important thing is to convey the
information, and what the writing looks like is not as important.
After this skill description, the skill levels are described individually. Sample responses are
also provided, and each sample is followed by an explanation of why the response is at the
specified level.
42
Business Writing Level 1
Employees with Level 1 skills can write responses in English. However, a large number of
errors make the response very difficult to understand.
When employees use Level 1 Business Writing skills on the job, they produce writing:


That consists of incomplete sentences the majority of the time.

That has rude or overly casual language, tone, and style that may be inconsistent
with standard business English.


That has no organization.
That includes a large number of major grammatical, mechanical, and word usage
errors that interfere with communication.
That attempts to communicate their ideas but provides little or no development or
support.
Business Writing Level 2
Employees with Level 2 skills can write responses that are generally understandable. When
employees use Level 2 Business Writing skills on the job, they can produce writing:

That has some complete sentences, although some sentences may be simple or
repetitive.

With enough correct mechanics, word usage, and grammar to convey an idea,
although many errors may somewhat interfere with comprehension.

That has rude or overly casual language, tone, and style that may be inconsistent
with standard business English.


With some organization, but with an unclear focus. They use few or no transitions.
With ideas that are generally understandable but that are not expanded.
43
Business Writing Level 3
Employees with Level 3 skills can write clear responses. The writing may include incorrect
structure, some errors in grammar and punctuation, and adequate development, although the
ideas may be limited.
When employees have Level 3 Business Writing skills on the job, they produce writing:


With most of the sentences complete. Some variety and complexity are attempted.

With style and tone that are generally consistent with standard business English. The
writing may have somewhat casual language, but does not contain rude language.

That exhibits some organization but that may lose focus at some point. Transitions
are simple.

That has adequate development of ideas, but which may be limited in depth and
thoroughness. Supporting examples tend to be general and details are relevant, but
they may be repetitive.
With few mechanical, grammatical, and word usage errors so that the response is
adequately conveyed, but may be repetitive. Spelling is generally correct.
Business Writing Level 4
At Level 4, employees write responses that are clear, with almost no errors. When
employees have Level 4 Business Writing skills on the job, they produce writing:


With all sentences complete and generally varied in length and complexity.

With style, tone, and language that are consistent with standard business English (the
writing contains no rude or overly casual language).

That is organized and maintains consistent focus. Transitions are effective, if not
especially varied.

That has most of the ideas developed well with relevant supporting examples and
details.
With very few mechanical, grammatical, and/or word usage errors. These do not
interfere with communication. Word usage is precise and varied.
44
Business Writing Level 5
At Level 5, employees write responses that are clear, precise, and generally free of errors.
The writing communicates in a professional, courteous manner.
When employees have Level 5 Business Writing skills on the job, they produce writing:


That uses complete sentences that are varied in length and complexity.

With style, tone, and language that are consistent with standard business English (the
writing contains no rude or overly casual language).

That is smoothly organized and that maintains clear and consistent focus from
beginning to end. Transitions are varied and effective, creating a seamless flow of
ideas.

That has well-developed ideas elaborated on with relevant supporting examples and
specific details. The writing shows insight, perception, and depth.
With few or no errors in grammar and/or mechanics. Any errors present do not
interfere with communication. They write with word usage that shows considerable
precision and variety.
45
LISTENING FOR UNDERSTANDING SKILL
WorkKeys Listening for Understanding is the skill people use to listen to work-related
information and respond or use the information they hear. The work-related information is
conveyed verbally and may be in the form of a greeting, announcement, voice mail,
conversations, interviews, business meetings, and presentations. The employee must listen
to, understand, and apply the information in the workplace.
There are five skill levels measured by the test. Level 1 is the least complex and Level 5 is
the most complex. The levels build on each other, each incorporating the skills assessed at
the preceding levels. For example, at Level 5, examinees use the skills from Levels 1, 2, 3,
and 4. At Level 1, individuals listen to simple and logical information or instructions where
the main ideas and details are clearly stated with no extra information given. As individuals’
skills move toward Level 5, the spoken information will include complex spoken information
and they will be able to use this information to identify cause and effect using few context
clues or to make inferences about unusual or abstract information.
When you evaluate a job to see what skill level employees need for completing their tasks,
consider the following questions:
How complex is the spoken information?

Are the main ideas and details simple or complex? Are they easy to identify or hard to
pick out?

Are there instructions to follow? Are the instructions simple and straightforward or are
they complex? Do they include if-then statements?

Do employees need to understand sequences or time relationships?
How much do employees need to understand from the spoken information?

Do employees have to draw conclusions about what kinds of relationships exist between
speakers? If so, how difficult is it to reach these conclusions based on what the speakers
say?

Do employees have to figure out the meaning of words based on other words in the
spoken information (i.e., context clues)? Is it easy or difficult to figure out the meaning?

Do employees need to pay attention to tone? Do the employees need to understand how
the same words can mean different things based on how they are said? For example, can
they tell the difference between a question and a statement?
When measuring the WorkKeys Listening for Understanding skill, we focus on the listening
a person does when they are able to listen to the audio once, take notes, not ask any followup questions, and no other aids are available such as agendas, charts, tables, graphs, video,
pictures, and text. As you make your decision about the listening skills employees need on
the job, you need to consider the kind of aids available.
46

The assigned level may be higher if the employee cannot take notes and/or no other aids
are available.

The assigned level will be lower if the employee can listen to the audio more than once
and/or has aids available.
Listening for Understanding Level 1
At Level 1, the spoken information an employee listens to will have the following
characteristics:

The structure is simple and logical, usually presented by one speaker, and related to
immediate needs.

Main ideas, main details, or simple instructions are clearly stated (e.g., short direct
announcement or statement).

Common words will be used.

No extra information is given.
When employees use Level 1 Listening for Understanding skills on the job, they can:

Identify clearly stated main ideas or details (e.g., identifying the time and location of a
meeting that is announced or understanding the purpose of a call).

Follow simple instructions (i.e., usually single-step).
47
Listening for Understanding Level 2
At Level 2, the spoken information an employee listens to will have the following
characteristics:
 The information is straightforward, but may be presented by more than one speaker (e.g.,
short conversations).

The meaning of one or two less common words or jargon may need to be determined
based on context.

Main ideas, main details, or straightforward instructions are clearly stated.

Extra information or a conditional may be given.
When employees use Level 2 Listening for Understanding skills on the job, they can:

Answer questions about or take action on directly stated main points (e.g., who, what,
where) and details (e.g., basic work details or personal details).

Follow straightforward instructions with several steps (e.g., Fill this out; then take it to
the finance department.).

Determine the meaning of one or two words based on explanations in the spoken
information.

Recognize basic sequence and time relationships from time-related words (e.g., during,
finish, between) that are directly stated.
48
Listening for Understanding Level 3
At Level 3, the spoken information an employee listens to will include the following
characteristics:

The information is moderately complex and the context is somewhat unclear or unusual.

May contain less common words and jargon whose meaning may need to be determined
based on context clues.

Some details are not clearly or directly stated.
When employees use Level 3 Listening for Understanding skills on the job, they can:

Identify clearly stated main points and details where the context is somewhat unclear and
the information may be unusual or unclear.

Follow complex multiple-step instructions that may contain conditionals. (e.g., If you are
a new employee, fill out this form).

Identify changes in meaning when familiar words or phrases are spoken in a different
context or determine the meaning of a few words based on context clues (floods of
applicants vs. spring floods).

Determine sequence and time relationships from words with meanings that may not be
obvious. (e.g., yet, just, once).
 Make simple inferences about the setting, the topic of conversation, and the relationship
between the speakers.
49
Listening for Understanding Level 4
At Level 4, the spoken information an employee listens to will include the following
characteristics:

The information is moderately complex because it is based on unusual topics and/or may
not be clearly stated; or the structure may be complex and as a result directly stated
information is hard to find.

The information may contain less common words, unfamiliar expressions or jargon, but
context clues can be used to identify the meaning.

The information may include many implied or unclear details.
When employees use Level 4 Listening for Understanding skills, they can:

Identify main points that are not clearly stated and may be hard to find including noticing
whether the speaker approves, disapproves, or gives no opinion.

Follow indirect instructions (i.e., not step-by-step) containing conditionals

Determine the meaning of some words, including jargon, based upon context clues in
complex spoken information (learn new words as they listen).

Make inferences about information that may not be directly stated and may be abstract,
such as the responsibilities or the roles of the speakers (e.g., departments or companies
they represent, products they should deliver).

Demonstrate understanding of reason or cause and effect from context clues (e.g.,
therefore, because, although) by completing graphics such as flow charts or diagrams or
by answering direct questions about causes or reasons.

Demonstrate understanding of sequence and time relationships when planning,
scheduling, or identifying problems with timelines.
50
Listening for Understanding Level 5
At Level 5, the spoken information an employee listens to will include the following
characteristics:

The structure may be complex and cover abstract (e.g., ideas) or unfamiliar topics.

The information may not be clearly stated and may include mainly implied details.

The information may contain unfamiliar expressions and jargon with few or no
context clues.
When employees use Level 5 Listening for Understanding skills on the job, they can:

Identify relevant details that are not directly stated and may be hard to find (e.g.,
recap or summarize what they have heard, with main ideas and details clearly
delineated).

Determine the meaning of some words, unfamiliar expressions and jargon, based
upon few or no context clues in complex spoken information (i.e., learn new
vocabulary or jargon without explanation or use of a dictionary).

Identify general principles.

Make inferences about very complex and abstract information, such as identifying the
attitude of the speaker (e.g., irony, sarcasm, or satire) or ideas presented (e.g.,
principles, policies, generalizations).

Prioritize using information provided or identify ways to improve the process.

Identify relevant information and make connections (cause and effect) that the
speaker has left out (i.e., speaker assumes listener has background knowledge or is
trying to be diplomatic or neutral).
51
LOCATING INFORMATION SKILL
The WorkKeys Locating Information skill is the skill people use when they work with
workplace graphics such as charts, graphs, tables, forms, flowcharts, diagrams, floor plans,
maps, and instrument gauges. Employees use this skill when they find information in a
graphic or insert information into a graphic. They also use it when they compare,
summarize, and analyze information found in related graphics.
There are four levels. Level 3 is the least complex and Level 6 is the most complex. At
each new level, employees need more demanding skills in addition to the skills used at the
previous levels. For example, Level 5 includes the skills used at Levels 3, 4, and 5. At
Level 3, employees look for information in simple graphics and fill in information that is
missing from simple graphics. At Level 6, employees may use the information in one or
more complex graphics to draw conclusions and make decisions. The complexity can also
increase as the quantity and/or density of the information increases.
When considering the level of Locating Information skill needed for the tasks employees
complete on the job, you should think about the difficulty of both the graphics and the task.
You might consider the following questions:
How difficult are the graphics? That is:


How many graphics are used?
Are the graphics simple or complicated?
Do the graphics use elementary, common language or do they include unfamiliar, technical
terms or symbols?





How many extra details are included?
How complicated is the employee’s task when using the graphics? That is:
Is it only necessary to use information that is stated clearly?
Does the information in the graphics need to be summarized or compared?
Is the information in the graphics used to draw conclusions or make decisions?
52
Locating Information Level 3
Level 3 workplace graphics are elementary. They may be simple order forms, bar graphs,
tables, flowcharts, maps, instrument gauges, or floor plans. At Level 3, employees use one
graphic at a time.
When employees use Level 3 Locating Information skills on the job, they can:


Find one or two pieces of information in a graphic.
Fill in one or two pieces of information that are missing from a graphic (for example,
they might fill in a bill number on a form).
Locating Information Level 4
Level 4 workplace graphics are straightforward. They may be basic order forms, diagrams,
line graphs, tables, flowcharts, instrument gauges, or maps. At Level 4, employees may
work with one or two graphics at a time.
When employees use Level 4 Locating Information skills on the job, they can use the skills
described at Level 3, and they can:


Find several pieces of information in one or more graphics.

Summarize information from one or more straightforward graphics (for example,
they might find how many oak trees in an inventory table are taller than four feet).

Identify trends shown in one or more straightforward graphics (for example, they
might use a line graph to find how sales of a product change from one month to
another).

Compare information and trends shown in one or more straightforward graphics.
Understand how graphics are related to each other (for example, they might use a
parts table and shipping ticket together).
53
Locating Information Level 5
Level 5 workplace graphics are complicated. The graphics are sometimes in a less common
format (such as a three-dimensional bar graph). They may be detailed forms, tables, graphs,
diagrams, maps, or instrument gauges. At Level 5, employees may work with one or more
graphics at a time.
When employees use Level 5 Locating Information skills on the job, they can use the skills
described at Levels 3 and 4, and they can:

Sort through distracting information (that is, information in a graphic that may not be
useful for the current task).

Summarize information from one or more detailed graphics (for example, they might
find the maple trees in an inventory table that are taller than four feet, are less than
$50, and are in the sales region).

Identify trends shown in one or more detailed or complicated graphics (for example,
they might use a detailed line graph to find how sales of five separate products
changed from March to July).

Compare information and trends from one or more complicated graphics.
Locating Information Level 6
Level 6 workplace graphics are very complicated. They contain large amounts of
information and may have challenging formats (such as a wiring diagram, airplane control
chart, or contour map). They may be very detailed graphs, charts, tables, forms, maps, and
diagrams. At Level 6, employees may work with one or more graphics at a time, and
connections between the graphics may be subtle.
When employees use Level 6 Locating Information skills on the job, they can use the skills
described at Levels 3, 4, and 5, and they can:


Draw conclusions based on one complicated graphic or several related graphics.

Use the information to make decisions (for example, they might use handling forms,
facility maps, and storage guidelines to figure out where to put a product that is
highly flammable and/or corrosive).
Apply information from one or more complicated graphics to specific situations (for
example, using multiple schedule forms and clinic maps, they might find times for
several people to visit doctors, clinicians, and labs in various parts of a large
hospital).
54
READING FOR INFORMATION SKILL
WorkKeys Reading for Information is the skill people use when they read and use written
text in order to do a job. The written texts include memos, letters, directions, notices,
bulletins, policies, and regulations. It is often the case that these workplace communications
are not necessarily well written or targeted to the appropriate audience. Reading for
Information materials do not include information that is presented graphically, such as in
charts, forms, or blueprints.
There are five levels of difficulty. Level 3 is the least complex and Level 7 is the most
complex. The levels build on each other, each incorporating the skills assessed at the
preceding levels. For example, at Level 5, employees need the skills from Levels 3, 4, and 5.
The reading materials at Level 3 are short and direct. The material becomes longer, denser,
and more difficult to use as readers move toward Level 7. The tasks also become more
complex as readers move from Level 3 to Level 7. At Level 3, readers begin by finding very
obvious details and following short instructions. At the more complex levels, tasks can also
involve more application and interpretation.
When you consider what level of Reading for Information skill is needed for the tasks
employees complete on the job, you might consider the following questions:
How difficult are the materials? For example:

Are the sentences short, simple, and clear, or are they complex and possibly even
confusing?

Do the materials use only common words, or do they include difficult words, jargon,
and words used in unfamiliar ways?

How much extra information is included?
How complicated is the task? For example:


Is it only necessary to use information that is stated clearly?

Do the employees need to apply the information to a situation exactly like the one
described in the materials or to one that is quite different?
Is it necessary to draw conclusions based on the reading materials before using the
information?
55
Reading for Information Level 3
Level 3 reading materials include basic company policies, procedures, and announcements.
They are short and simple, with no extra information. Employees read the materials to find
out what they should do. All the information they need is stated clearly and directly, using
easy words and straightforward sentences.
When employees use Level 3 Reading for Information skills on the job, they can:


Pick out the main ideas and clearly stated details.

Choose the correct meaning of common everyday and workplace words (such as
employee, timecard, office).


Choose when to perform each step in a short series of steps.
Choose the correct meaning of a word when the word is clearly defined in the
reading.
Apply instructions to a situation that is the same as the one they are reading about
(such as knowing what button to push first after reading instructions on how to run a
copy machine).
Reading for Information Level 4
Level 4 reading materials include company policies, procedures, and notices. They are
straightforward, but have longer sentences and contain a number of details. These materials
use common words, but do have some harder words, too. They describe procedures that
include several steps. When following the procedures, employees must think about changing
conditions that affect what they should do.
When employees use Level 4 Reading for Information skills on the job, in addition to using
Level 3 skills, they can:


Identify important details that may not be clearly stated.

Apply instructions with several steps to a situation that is the same as the situation in
the reading materials.

Choose what to do when changing conditions call for a different action. For
example, they can follow directions that include “if-then” statements.
Use the reading material to figure out the meaning of words that are not defined for
them.
56
Reading for Information Level 5
At Level 5, policies, procedures, and announcements have many details. The information
that employees need to finish a task is stated directly, but it is hard to understand because of
the way it is worded. The materials include jargon, technical terms, and acronyms or words
that have several meanings. Employees must consider several factors in order to identify a
course of action that will accomplish their goals.
When employees use Level 5 Reading for Information skills on the job, in addition to using
the skills described at Levels 3 and 4, they can:





Figure out the correct meaning of a word based on how the word is used.

Apply complex instructions that include conditionals to situations described in the
materials.
Identify the correct meaning of an acronym that is defined in the document.
Identify the meaning of a technical term or of jargon that is defined in the document.
Apply technical terms and jargon and relate them to stated situations.
Apply straightforward instructions to a new situation that is similar to the one
described in the material.
Reading for Information Level 6
Level 6 materials include elaborate procedures, complicated information, and legal
regulations found in all kinds of workplace documents. They use complicated sentences with
difficult words, jargon, and technical terms. Most of the information is not clearly stated.
When employees use Level 6 Reading for Information skills on the job, in addition to using
the skills described at Levels 3, 4, and 5, they can:







Identify implied details.
Use technical terms and jargon in new situations.
Figure out the less common meaning of a word based on the context.
Apply complicated instructions to new situations.
Figure out the principles behind policies, rules, and procedures.
Apply general principles from the materials to similar and new situations.
Explain the rationale behind a procedure, policy, or communication.
57
Reading for Information Level 7
At Level 7, the reading materials are very complex. The information includes a lot of details,
and the concepts are complicated. The vocabulary is difficult. Unusual jargon and technical
terms are used, but they are not defined. The writing often lacks clarity and direction.
Readers must draw conclusions from some parts of the reading and apply them to other parts.
When employees use Level 7 Reading for Information skills on the job, in addition to using
the skills at Levels 3, 4, 5, and 6, they can:



Figure out definitions of difficult, uncommon words based on how they are used.
Figure out the meaning of jargon or technical terms based on how they are used.
Figure out the general principles behind the policies and apply them to situations that
are quite different from any described in the materials.
58
TEAMWORK SKILL
WorkKeys Teamwork is the skill people use for choosing behaviors and actions that both
lead toward the accomplishment of work tasks and support the relationships between team
members. A team is defined as any workplace group with a common goal and ownership
of shared responsibility in achieving that goal.
There are four levels of difficulty. Level 3 is the least complex and Level 6 is the most
complex. At Level 3, employees have a number of teamwork-related skills already in place.
The levels build on each other, each incorporating the skills assessed at the preceding levels.
For example, Level 5 includes the skills used at Levels 3, 4, and 5.
Skill levels depend on two things: the complexity of the work situation and the task that the
employee is asked to perform.
When you think about what level of Teamwork skill is needed for the tasks that employees
complete on the job, consider the following:




How clear are the goals and consequences of the team’s actions?
How available are the resources needed (e.g., time, people, and supplies)?
How many problems and alternative solutions exist?
How challenging is it for team members to work toward the goals?
59
Teamwork Level 3
At Level 3, the employee is faced with simple work situations involving a single,
recognizable problem, goals and consequences are clear, resources are readily available, and
the team members get along well.
When employees use Level 3 Teamwork skills on the job, they can:





Recognize team goals that are clear.

Demonstrate a positive attitude, respond appropriately to praise, and give positive
feedback.

Display trust in other team members by asking for help or showing confidence that
the team will complete the task.

Be dependable in completing their tasks correctly and on time.
Show acceptance of team goals by working cooperatively with other team members.
Identify recognizable problems and their causes.
Persist in solving problems, seeing them through until completion.
Accept membership in the team, such as by supporting and soliciting the input of
others.
60
Teamwork Level 4
At Level 4, the employee must deal with work situations that involve several problems or
sources of difficulty. The goals and consequences are not altogether clear, some resources
may not be available, and/or team members have competing concerns.
When employees use Level 4 Teamwork skills on the job, they can:





Use the skills described at Level 3.

Take direction from team members and respond to feedback in a way that furthers
team relations and task accomplishment.

Demonstrate respect for other team members by asking honest questions and
accepting feedback appropriately.

Show an appreciation for the diversity among team members by recognizing and
respecting individual differences.
Organize and schedule tasks.
Generate alternatives to solve problems or accomplish tasks.
Show a commitment to quality by their desire to do a good job.
Be sensitive to customer needs by effectively interpreting both verbal and nonverbal
communication.
61
Teamwork Level 5
At Level 5, the work situations involve many subtle and competing problems, team goals and
consequences are unclear, resources are limited, and/or team relationships are uncertain due
to team members’ competing concerns and needs.
When employees use Level 5 Teamwork skills on the job, they can:


Use the skills described at Levels 3 and 4.

Delegate responsibility by weighing opinions and ideas and assigning responsibilities
in ways that reflect the talents and needs of each team member.

Show leadership by both giving direction to other team members and taking
direction from them as the situation demands.

Empower other team members by making each other responsible for reaching the
goal and considering all points of view.

Display initiative by doing what is required and showing willingness to try new tasks
or methods.

Be properly assertive in explaining personal beliefs honestly and with sincerity.
Exhibit good decision making and analyzing skills that indicate an ongoing process
of identifying problems, proposing alternatives, examining the likely consequences
of reasonable alternatives, selecting the best course of action, and monitoring the
operation.
62
Teamwork Level 6
At Level 6, the work situations involve complex problems and sources of difficulty, team
goals and/or consequences conflict, resources are limited or not available, and/or team
relationships are changeable due to team members’ varying levels of commitment,
cooperation, or disagreement.
When employees use Level 6 Teamwork skills on the job, they can:


Use the skills described at Levels 3, 4, and 5.

Create and revise team goals by moving from one objective to another, depending on
the situation.

Coordinate multiple parts of a task (which include materials, staffing, transportation,
time, and different types of personalities) to help the team meet its goals.

Be flexible in the roles they play on the team using active listening, questioning, and
directing behaviors.

Resolve conflict among team members by using supportive behavior and language,
and by giving negative feedback in a constructive manner.

Build team cohesiveness by helping to create a feeling of unity within the team.
Identify and organize the various parts of a problem or task, order them, and
determine who will be responsible for them.
63
WORKPLACE OBSERVATION SKILL
WorkKeys® Workplace Observation is the skill that employees use to visually observe a
workplace event, notice details, and remember instructions, procedures, processes, and
demonstrations in order to generalize to workplace situations that may be similar or very
different from what was observed. Employees must pay careful attention to steps that are
followed, to safety procedures, and to quality-control standards.
There are five levels. Level 1 is the least complex and Level 5 is the most complex. The
levels build on each other, each incorporating the skills assessed at the previous levels. For
example, Level 5 includes the skills used at Levels 1, 2, 3, 4, and 5. The skill level is
determined by the complexity of the situation being observed and the task(s) that employees
are asked to do based on their observations. At Level 1, employees must be able to recall
information from a short, straightforward sequence with few details, no distractions, and
obvious differences from the standard. For example, they may need to identify the next step
in a series of steps. At Level 5, employees must be able to generalize information from a
complex situation to new situations in order to make accurate predictions or anticipate
changing variables. Distractions and differences are difficult to recognize.
A DVD shows examples of situations that belong at each skill level. When you consider
what skill level is needed for the tasks that employees complete on the job, think about the
following things:
How complex is the procedure being observed and remembered?

Is it logical or illogical, familiar or new, commonplace or unique, straightforward or
complicated?

How much information is involved, and are the procedure’s parts independent or
interactive?



How much distracting information is there?
Are extra details likely?
How difficult is it to detect differences, discrepancies, or changes?
How difficult is the task that employees are asked to do?

How much generalizing is the employee required to do? Are they identifying the
next step in a straightforward process or are they determining how a change will
affect an outcome?

How subtle are the details or differences in the procedure to be noticed by
employees? Are these differences significant?

Are employees required to apply instructions, demonstrations, procedures, or
processes to other situations?

Do employees need to take changing conditions into account to choose the best
course of action?
64
Workplace Observation Level 1
At Level 1, employees follow a short, straightforward, and simple procedure with each step
clearly shown. The task is performed in a routine and predictable manner. There are no
distractions and differences are obvious. There are a few details, but no unnecessary details.
When employees use Level 1 Workplace Observation skills on the job, they can:






Repeat a short, straightforward demonstration, process, pattern, or procedure
Recognize an incorrect step (wrong order or not in process)
Identify the next step in a series of steps
Put steps in correct order
Identify a missed or incorrect step
Match placement or identify misplacement of components (e.g., follow instructions
for putting phone cord in proper location when packing a box)
Workplace Observation Level 2
At Level 2, employees interpret a straightforward procedure, but there is a condition (if –
then or cause-effect). Several possible things may happen and a specific response is
provided for each one. There are obvious and easily disregarded distractions. There are a
few extra details and differences.
When employees use Level 2 Workplace Observation skills on the job, they can:

Recognize cause and effect in a straightforward demonstration, process, pattern, or
procedure


Filter out obvious distractions


Recognize what to do next in a situation given a single condition
Identify the cause of a particular effect (e.g., alarm sounds when pressurized air is
released)
Indicate action to be taken when there is an incorrect step identified
65
Workplace Observation Level 3
At Level 3, employees watch complex procedures that include several tasks that may occur at
the same time, interact, and change from one situation to another. More than one condition
(if-then or cause-effect) may be present. Several important details are presented, but a few
are not clearly prompted. Some distractions may make remembering details difficult. The
employee may be asked to apply information observed to other similar situations. Steps may
seem similar, but differ based on varying factors. A few differences may be present that are
not clear.
When employees use Level 3 Workplace Observation skills on the job, they can:







Identify course of action to take given more than one condition

Apply information to a similar situation
Distinguish steps that seem similar but are different based on varying factors
Maintain attention to significant details with little prompting
Recognize when steps can be combined and when they must be kept distinct
Combine steps to achieve desired result
Identify differences and/or details that are not clear
Select, interpret, and integrate the steps, in the correct order, within a complex
process
66
Workplace Observation Level 4
At Level 4, employees must analyze and determine the basic principles before a process can
be generalized to a new situation. Several conditions are present that may influence the
course of action. Strong distractions compete for attention. Some steps may not be
demonstrated (i.e., inferred). Some of the differences are difficult to notice.
When employees use Level 4 skills on the job, they can:


Make inferences from situational cues in a demonstrated process or procedure




Apply complicated instructions to new situations

Break down a given process and apply results to unfamiliar processes to complete a
task or diagnose a problem

Use situational cues to determine steps to be taken
Derive steps that are missing from a partial or non-explicit pattern, process or
procedure
Decide which conditions apply to a new situation
Determine the general principle underlying the condition, process, or procedure
Determine what comes next (e.g., tiling a floor and figuring out the next placement
in the pattern)
67
Workplace Observation Level 5
At Level 5, employees evaluate a new situation with multiple conditions and then choose the
best course of action. General principles may be difficult to determine and may need to be
applied differently in order to achieve a desired outcome. The situation requires innovation
and the level of abstraction may be high. Distractions are present that appear to be relevant
but are not. Differences are difficult to recognize and/or evaluate.
When employees use Level 5 skills on the job, they can:

Determine the best course of action by applying principles to a new situation and/or
when the information is not complete.

Make accurate predictions based on what has been observed (e.g., what is the likely
result).

Consider the implications of a process or procedure and how they will affect
outcomes.

Prioritize appropriately (identify aspects of process that should be given priority
under certain circumstances, identify parts of the process that can be omitted in
different circumstances)


Identify ways to improve the process
Evaluate whether something is or is not a distraction
68
Appendix B
WorkKeys Terminology
This information is presented in the order that it typically appears during a curriculum
analysis.
WorkKeys Skills
Applied Mathematics, Applied Technology, Business Writing,
Listening for Understanding, Listening, Locating Information,
Observation, Reading for Information, Teamwork, Workplace
Observation, Writing
Curriculum Analysis Also referred to as a curriculum profile, an analysis of a curriculum
where the learning objectives of a curriculum are reviewed by content
experts (e.g., current or recently graduated students, instructors) to
determine the relevant WorkKeys skills and skill levels needed for
success in a training program
Profiler
An individual who has completed ACT's WorkKeys Job Profiling
training program successfully. An ACT – authorized profiler has been
trained to facilitate the job profiling process, use ACT’s proprietary
software, and write a report of the profile results
SME
Subject matter experts are people knowledgeable about the job,
occupation, or training program being profiled (e.g., incumbents in a
job being profiled or students and instructors in a training program that
is being profiled).
Profiling Session
A focus group meeting facilitated by an ACT authorized job profiler.
The job profiler meets with SMEs to perform a curriculum review and
a skill analysis.
Learning Objectives A list of the learning objectives that represent the curriculum of a
training program.
Skill Analysis
A skill analysis consists of two parts:
 The SME group identifies the objectives associated with the
WorkKeys skills under consideration.
 The SME group compares detailed descriptions of the WorkKeys
skill levels to the tasks/objectives that require the specified skill.
The job profiler seeks to bring the group to a consensus regarding
the skill levels required for successful performance in the training
program.
69
Entry-Level
The level of skill needed to enter a training program. Entry-level
requirements are recommended for use as cutoff scores on the relevant
WorkKeys assessments.
Exit Level
The level of skill demonstrated by individuals (e.g., students or
apprentices) by the conclusion of the training program. Exit
performance levels are provided for use as training goals.
Final Report
A summary generated by the profiler that includes the learning
objectives, detailed descriptions of the session discussions of each
skill, and recommendations for using the results.
Assessment
A test used to evaluate individuals' performance in a skill area. Scores
on the WorkKeys assessments can be compared to the WorkKeys skill
levels identified in a profile. The difference between the profiled level
and a score indicates the need for training.
Skill Gap
When the profiled skill level is higher than the assessment score, the
difference is referred to as a “skill gap.”
70
Appendix C
Health Career Majors which include the three core courses
Advanced Acute Care Nursing Assistant (Pre-Nursing) - The Health Careers Core
Curriculum (Technology Center), Medical Terminology and Anatomy and Physiology are
included in this major. Students in this career major complete a long-term care career major and
the first two courses of the Licensed Practical Nurse career major. . The advanced acute care
nursing assistant cares for patients with routine healthcare needs, bedside care, and basic nursing
procedures. Students must pass the Oklahoma State Department of Health’s certification exam
for long term care assistants to work in most facilities as nursing assistants.
Chiropractic Assistant - In this Career Major, students complete the Health Careers Core
Curriculum (Technology Center), Core Medical Terminology and Anatomy and Physiology,
Core First Aid and Healthcare Provider CPR. Students in this major learn the history, basic
philosophy, techniques, and vocabulary of the chiropractic profession. Ethics, insurance billing
and coding, and office management will be taught along with how to provide basic patient care.
The student will study physiotherapy for athletic training by studying various types of exercises
and their functions in patient education; the use of range of motion; strengthening and
proprioceptive exercises for major areas of the body. An internship is also included in this major.
Direct Care Aide - The health core, medical terminology and anatomy and physiology are
included in this major. After completion of the health core, the students in this major will
complete Long Term Care/Home Health Care Aide career major along with the Advanced
Unlicensed Assistant (AUA) career major. They will learn how to provide basic care in nursing
facilities, acute care facilities, and in the patient’s home. In addition, the will learn the skills
necessary for basic ECG recognition and its use by health care providers. Students will need to
obtain Long Term Care and Home Health Care aide certification from the Oklahoma State
Department of Health and may obtain AUA certification from the Oklahoma Board of Nursing.
Electrocardiograph Technician – Electrocardiograph (ECG or EKG) technicians usually work
under the supervision of physicians in hospitals, doctors' offices, or clinics. They operate
electrocardiogram equipment to monitor the patient’s heart rhythm. Students in this major
complete the health care core curriculum, medical terminology, and anatomy and physiology.
They also learn how to connect electrodes to patients, monitor equipment output, record test
results, and identify emergencies or abnormalities. Additionally students are provided the
opportunity to use the theory in practical clinical experiences.
71
EMR Emergency Medical Responder - In this Career Major, students complete the Health
Careers Core Curriculum (Technology Center), Core Medical Terminology and Anatomy and
Physiology, Core First Aid and Healthcare Provider CPR. Students in this major learn how to
treat and assess patients in emergency medical and trauma situations, including how to treat
patients in shock and those who are unconscious. The major is designed for firefighters, law
enforcement personnel, industry and first response providers and it prepares students for testing
and registration through the Oklahoma State Department of Health or NREMI as EMR.
Occupational Therapy Aide - After completion of the Health Careers Core Curriculum
(Technology Center) core students in this major will learn about the field of occupational therapy
including licensure and certification requirements and the legal/ethical issues of the field. They
will learn how to perform clerical duties for this profession along with the communication skills
that they will need. Students will also learn how to assist with therapy agent and modalities
including therapeutic exercises. In addition, students will also complete the health core,
CPR/First Aid, medical terminology, and anatomy and physiology. Additionally, the student is
provided the opportunity to use the theory in practical clinical experiences.
Phlebotomist - Students in this career major learn how draw blood for donations, tests,
transfusions, and research. They learn the importance of ethics, timeliness, and the importance
of following procedures. Students also complete the health care core curriculum, medical
terminology, and anatomy and physiology. An externship also is included as part of the
coursework. A Registered Phlebotomy Technician (RPT) certification is available.
Physical Therapy Aide - In this Career Major, students complete the Health Careers Core
Curriculum (Technology Center), Core Medical Terminology and Anatomy and Physiology,
Core First Aid and Healthcare Provider CPR. A physical therapy aide has many duties such as
keeping the treatment area clean and prepped and assisting patients in preparation for treatment.
Many physical therapy aides also have clerical duties such as paperwork, maintaining patient
records, and making sure that supplies are in stock. In addition to the physical therapy aide
courses include courses in ethics and law, patient care, clerical skills, ambulation, therapeutic
exercises, agents and modalities. Students practice in a variety of settings as chosen by the
instructor.
Radiology Aide - Radiology aides assist radiologic technologist in obtaining diagnostic images.
Students in this major will learn about patient care, radiation safety, radiograph handling
procedures and how to assist radiologic technologists. Students will also have an opportunity for
clinical practice. In this Career Major, students complete the Health Careers Core Curriculum
(Technology Center), Core Medical Terminology and Anatomy and Physiology. Also, Core First
Aid and Healthcare Provider CPR is included in this career major.
72
Restorative Aide – This major allows students the opportunity to complete the requirements for
being a long-term care assistant and to continue their education to be a restorative aide.
Restorative aides focus their care on patients in long term care facilities and they may help in the
rehabilitation with patients with physical and mental impairments. Students must obtain CNA
certification prior to completing the restorative care courses in the major. In this Career Major,
students complete the Health Careers Core Curriculum (Technology Center), Core Medical
Terminology and Anatomy and Physiology. Also, Core First Aid and Healthcare Provider CPR
is included in this career major.
Student Athletic Training Aide - In this Career Major, students complete the Health Careers
Core Curriculum (Technology Center), Core Medical Terminology and Anatomy and
Physiology, Core First Aid and Healthcare Provider CPR. Students will also be provided a
history and introduction to the athletic training profession and an introduction to pharmacology
and nutrition. They will learn to recognize, evaluate, and provide care to athletic injuries
including how to wrap, tape, and fit equipment according to safety regulations. In addition,
patient care and exercises and their functions will also be covered. Students practice in a variety
of settings as chosen by the instructor.
Veterinary Assistant - In this Career Major, students complete the Health Careers Core
Curriculum (Technology Center), Core Medical Terminology and Anatomy and Physiology,
Core First Aid and Healthcare Provider CPR. Veterinary Assistants feed and bathe animals,
administer medication as prescribed by the Veterinarian and assist the Veterinary team with
animal nursing techniques. Students learn how to do basic office procedures and how to provide
large and small animal care including how to perform diagnostic procedures. Students practice in
a variety of settings as chosen by the instructor. Upon completion of this course, students have
experiences and skills necessary to become employed in a veterinary clinic or hospital.
73
Appendix D
Learning Objectives
The Learning Objectives for the training program are shown in the table below. A checkmark in a skill column means that, according
to the SMEs in the profile session, the objective on that row requires that skill. The Skill Percent (i.e., percentage of objectives
requiring the skill) for each skill are shown at the end of the table.
Learning Objectives
Applied
Math
Locating
Information
Reading for
Information
Interpret verbal and nonverbal communication.
Identify barriers to communication.
Report subjective and objective information.
Interpret the elements of communication using a basic sender-receiver-feedback model.
Apply speaking and active listening skills.
Modify communication to meet the needs of the patient/client and to be appropriate to
the situation.
Critique elements of written and electronic communication (spelling, grammar, and
formatting).
Prepare examples of technical, informative and creative writing.
Apply mathematical computations related to healthcare procedures (metric and
household, conversions and measurements)
Analyze diagrams, charts, graphs, and tables to interpret healthcare results.
Record time using 24-hour clock.
Explain principles of infection control.
Assess methods of controlling spread and growth of microorganisms.
Apply personal safety procedures based on Occupational Safety and Health
Administration (OSHA) and Centers for Disease Control (CDC) regulations.
74
Learning Objectives
Applied
Math
Locating
Information
Reading for
Information
Apply principles of body mechanics.
Apply safety techniques in the work environment.
Recognize Safety Data Sheets (SDSs). (www.osha.gov)
Comply with safety signs, symbols, and labels.
Practice fire safety in a healthcare setting.
Apply principles of basic emergency response in natural disasters and other
emergencies.
Identify methods and types of data collected in healthcare.
Use health record data collections tools (such as input screens, document templates).
Differentiate between types and content of health records (patient, pharmacy and
laboratory).
Create documentation in the health record that reflects timeliness, completeness and
accuracy.
Adhere to information systems policies and procedures as required by national, state,
local and organizational levels.
Apply the fundamentals of privacy and confidentiality policies and procedures.
Identify legal and regulatory requirements related to the use of personal health
information.
Identify and apply policies and procedures for access and disclosure of personal health
information.
Describe the consequences of inappropriate use of health data in terms of disciplinary
action.
Describe appropriate methods to correct inaccurate information/errors personally
entered into an electronic medical record (EMR).
Apply basic computer concepts and terminology in order to use computers and other
mobile devices.
Demonstrate basic computer operating procedures.
75
Learning Objectives
Applied
Math
Locating
Information
Reading for
Information
Demonstrate use of the file organization and information storage.
Use basic word processing, spreadsheet, and database applications.
Evaluate the validity of web-based resources.
Analyze legal responsibilities and limitations.
Apply procedures for accurate documentation and use of electronic and print health
records.
Apply standards for the privacy and confidentiality of health information (HIPAA).
Describe advance directives.
Summarize the essential characteristics of a patient's basic rights within a healthcare
setting.
Demonstrate use of appropriate email and social media usage.
Understand informed consent.
Differentiate laws governing harassment, labor and scope of practice.
Differentiate between ethical and legal issues impacting healthcare.
Recognize ethical issues and their implications related to healthcare.
Utilize procedures for reporting activities and behaviors that affect the health, safety
and welfare of others.
Research religious and cultural values as they impact healthcare and develop
plans/guidelines for addressing cultural diversity.
Demonstrate respectful and empathetic treatment of ALL patients/clients (customer
service).
Understand roles and responsibilities of team members.
Recognize characteristics of effective teams.
Differentiate creative methods for building positive team relationships.
Analyze attributes and attitudes of an effective leader.
76
Learning Objectives
Applied
Math
Locating
Information
Reading for
Information
Apply effective techniques for managing team conflict.
Apply behaviors that promote health and wellness.
Describe strategies for the prevention of diseases including health screenings and
examinations.
Investigate complementary (alternative) health practices as they relate to wellness and
disease prevention.
Understand the healthcare delivery system (public, private, government and non-profit).
Describe the responsibilities of consumers within the healthcare system.
Assess the impact of emerging issues on healthcare delivery systems.
Discuss healthcare economics and common methods of payment for healthcare.
Classify personal traits or attitudes desirable in a member of the healthcare team
Summarize professional standards as they apply to hygiene, dress, language,
confidentiality and behavior.
Discuss levels of education, credentialing requirements and employment trends in
healthcare.
Compare careers within the health science career pathways (diagnostic services,
therapeutic services, health informatics, support services or biotechnology research and
development).
Develop components of a personal portfolio.
Identify innovative strategies for obtaining employment.
Apply procedures for measuring and recording vital signs including normal ranges.
Apply skills to obtain training or certification in cardiopulmonary resuscitation (CPR),
automated external defibrillator (AED), foreign body airway obstruction (FBAO) and
first aid.
Identify the roles of the three types of word parts in forming medical terms.
Analyze unfamiliar medical terms using knowledge of word parts.
77
Learning Objectives
Applied
Math
Locating
Information
Reading for
Information
Describe the steps in locating a term in a medical dictionary.
Define commonly used prefixes, word roots (combining forms) and suffixes.
Pronounce medical terms correctly using the "sounds like" system.
Recognize the importance of always spelling medical terms correctly.
State why caution is important when using abbreviations.
Recognize, define and pronounce the medical terms.
Define anatomy and physiology and use anatomic reference systems to identify the
anatomic position, body planes, directions and cavities.
Recognize, define, and pronounce the terms related to the abdominal cavity and
peritoneum.
Recognize, define, and pronounce the terms related to the structure, function, pathology
and procedures of cells, tissues and glands.
Define the terms associated with genetics including mutation, genetic engineering and
genetic counseling.
Differentiate between genetic and congenital disorders and identify examples of each.
Identify the body systems in terms of their major structures, functions and related word
parts.
Recognize, define and pronounce the terms related to types of diseases and the modes
of disease of transmission.
Identify and describe the major functions and structures of the skeletal system.
Describe three types of joints.
Differentiate between the axial and appendicular skeletons.
Identify the medical specialists who treat disorders of the skeletal system.
Recognize, define and pronounce terms related to the pathology and diagnostic and
treatment procedures of the skeletal system.
Describe the functions and structures of the muscular system including muscle fibers,
78
Learning Objectives
Applied
Math
Locating
Information
Reading for
Information
fascia, tendons and the three types of muscles.
Recognize, define and pronounce the terms related to muscle movements and how
muscles are named.
Recognize, define and pronounce the terms related to the pathology and diagnostic and
treatment procedures of the muscular system.
Describe the heart in terms of chambers, valves, blood flow, heartbeat, blood supply
and heart sounds
Differentiate among the three different types of blood vessels and describe the major
function of each.
Identify the major components of blood and the major functions of each.
State the difference between pulmonary and systemic circulation.
Recognize, define and pronounce the terms related to the pathology, diagnostic and
treatment procedures of the cardiovascular system.
Describe the major functions and structures of the lymphatic and immune systems.
Recognize, define and pronounce the major terms related to pathology and diagnostic
and treatment procedures of the lymphatic and immune systems.
Recognize, define and pronounce terms related to oncology.
Identify and describe the major structures and functions of the respiratory systems.
Recognize, define and pronounce terms related to the pathology and diagnostic and
treatment procedures of the respiratory system.
Identify and describe the major structures and functions of the digestive system.
Describe the processes of digestion, absorption and metabolism.
Recognize, define and pronounce terms related to the pathology and diagnostic and
treatment procedures of the digestive system.
Describe the major functions of the urinary system.
Name and describe the structures of the urinary system.
79
Learning Objectives
Applied
Math
Locating
Information
Reading for
Information
Recognize, define and pronounce terms related to the pathology and diagnostic and
treatment procedures of the urinary system.
Describe the functions and structures of the nervous system.
Identify the major divisions of the nervous system and describe the structures of each
by location and function.
Identify the medical specialists who treat disorders of the nervous system.
Recognize, define and pronounce terms related to the pathology and diagnostic and
treatment procedures of the nervous system.
Recognize, define and pronounce terms related to the pathology and diagnostic and
treatment procedures of mental health disorders.
Describe the functions and structures of the eyes and adnexa.
Recognize, define and pronounce terms related to the pathology and diagnostic and
treatment procedures of eye disorders.
Describe the functions and structures of the ears.
Recognize, define, spell and pronounce terms related to the pathology and diagnostic
and treatment procedures of ear disorders.
Identify and describe the functions and structures of the integumentary system.
Identify the medical specialists associated with the integumentary system.
Recognize, define and pronounce the terms used to describe the pathology and
diagnostic and treatment procedures related to the skin.
Recognize, define and pronounce terms used to describe the pathology and diagnostic
and treatment procedures related to hair, nails and sebaceous glands.
Describe the role of the hypothalamus and endocrine glands in maintaining
homeostasis.
Name and describe the functions of the primary hormones secreted by each of the
endocrine glands.
Recognize, define and pronounce terms relating to the pathology and diagnostic and
80
Learning Objectives
Applied
Math
Locating
Information
Reading for
Information
treatment procedures of the endocrine glands.
Identify and describe the major functions and structures of the male reproductive
system.
Recognize, define and pronounce the terms related to the pathology and diagnostic and
treatment procedures of the male reproductive system.
Name sexually transmitted diseases.
Identify and describe the major functions and structures of the female reproductive
system.
Recognize, define and pronounce the terms related to the pathology and diagnostic and
treatment procedures of the female reproductive system.
Recognize, define and pronounce the terms related to the pathology and diagnostic and
treatment procedures of the female during pregnancy, childbirth and the postpartum
period.
Describe the four vital signs recorded for most patients.
Recognize, define and pronounce the terms associated with basic examination
procedures.
Identify and describe the basic examination positions.
Recognize, define and pronounce terms associated with frequently performed blood and
urinalysis laboratory tests.
Recognize, define and pronounce terms associated with radiography and other
techniques.
Differentiate between projection and position and describe basic radiographic
projections.
Recognize, define and pronounce pharmacology terms.
Define and explain how anatomy and physiology are related.
Name and explain the relationship between levels of structural organization that make
up the human body.
81
Learning Objectives
Applied
Math
Locating
Information
Reading for
Information
Identify and state the major functions of the organ systems of the body.
Properly use the terms that describe relative positions, body sections and body regions.
Describe the functions of the human body and explain how these functions aid in the
maintenance of life.
Develop an understanding of homeostasis and its role in normal body function.
Explain how the study of living materials requires understanding of chemistry.
Describe the relationships among matter, atoms and molecules.
Identify three major types of chemical reactions that occur in the body.
Differentiate between a salt, an acid, and a base.
Describe factors that affect chemical reaction rates.
Compare the processes of osmosis, diffusion and filtration and give examples of their
uses in the body.
Explain the importance of water and salts to body homeostasis.
Distinguish between organic and inorganic compounds.
Compare the structures and functions of carbohydrates, lipids, proteins and nucleic
acids.
Distinguish between different types of proteins.
Describe how and where enzymes work in the body.
Compare and contrast the structure and functions of DNA and RNA.
Explain the role of ATP in cell metabolism.
Identify on a cell model or diagram the cell organelles and be able to explain their
functions.
Describe the structure of the plasma membrane, and explain how the various. transport
processes account for the directional movements of specific substances across the
plasma membrane.
Describe different cell types and explain the functionality of the differences.
82
Learning Objectives
Applied
Math
Locating
Information
Reading for
Information
Describe the cell cycle, including the phases of mitosis, and explain how the timing of
cell division is regulated.
Have an understanding of stem cells and how they are used in modern medical
procedures and research.
Name the four primary classes of human tissues and explain how they differ structurally
and functionally.
Know the anatomical location of the different tissue types.
Describe ways the body repairs damaged tissue.
Identify the various forms of cancer and describe how it affects the body.
Have an understanding of the functions of the skin and be able to relate them to its
structure.
Recognize and identify the major skin structures when provided a diagram or model.
Identify and know the purpose of the accessory structures of the skin.
Describe the normal and pathological colors that the skin can have and explain their
causes.
Identify and differentiate between the three types of skin cancer.
Describe the three classes of burns and the priorities in burn treatment.
Understand the role of the integumentary system in maintaining homeostasis.
Identify the subdivisions of the skeleton as axial or appendicular.
State several functions of the skeletal system.
Demonstrate knowledge, with the use of models or pictures, the major bones, their
surface features, and basic functions.
Describe the developmental aspects of the skeleton from formation in the fetus
throughout the lifetime of the bones.
Distinguish between and give the function of the four major classes of joints.
Be able to identify and understand the function of tendons and ligaments.
83
Learning Objectives
Applied
Math
Locating
Information
Reading for
Information
Understand the causes and current medical treatments of skeletal disorders and
abnormalities.
Distinguish between the three types of muscles, and tell where they are located in the
body.
Describe the structure of a skeletal muscle with respect to location and names of its
connective tissue coverings and attachments.
Describe the microscopic structure and functional role of the skeletal muscle fiber.
Explain how muscle fibers are stimulated to contract and what occurs during a muscle
twitch with regard to each component's function.
Explain how skeletal muscle fibers are innervated and how they contract.
Explain how skeletal muscle meets its energy demands during rest and exercise.
Explain oxygen debt and muscle fatigue and discuss situations that would cause them.
Describe the effects of aerobic and resistance exercise on skeletal muscles and other
body organs.
List and define the criteria used in naming muscles and be able to provide an example
to illustrate the use of each criterion.
Name and identify, on a diagram or model, each of the muscles. State the origin and
insertion for each, and describe the action of each.
List the general functions of the nervous system.
Explain the structural and functional divisions of the nervous system.
List the types of supporting cells and cite their functions.
Describe the important anatomical regions of a neuron and relate each to a
physiological role.
Classify sensory receptors according to body location, structure, and stimulus detected.
Describe the events that lead up to, happen during, and result after a nerve impulse and
its conduction from one neuron to another.
Identify and indicate the functions of the major regions of the cerebral hemispheres,
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Learning Objectives
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Math
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diencephalons, brain stem, and cerebellum on a human brain model or diagram.
Identify the three meningeal layers, and state their functions.
Understand the formation and function of cerebrospinal fluid and the blood-brain
barrier.
Describe spinal cord structure and list its functions.
List the components of the peripheral nervous system.
Distinguish between sensory, motor, and mixed nerves.
Name the 12 pairs of cranial nerves and describe the body region and structures
innervated by each.
Name the four major nerve plexuses, give the major nerves of each, and describe their
distribution.
Distinguish between autonomic and somatic reflexes.
Compare and contrast the general functions of the parasympathetic and sympathetic
divisions.
Understand from an anatomical and physiological perspective, the functions of sight,
hearing & balance, taste, and smell.
Describe the developmental aspects of the nervous system, from embryo to old age.
Indicate important differences between hormonal and neural controls of body
functioning.
List the major endocrine organs, and describe their locations in the body and the
hormones they secrete.
Describe what a hormone is and how it functions.
Understand the negative feedback mechanism and describe its role in regulating blood
levels of the various hormones.
Describe major pathological consequences of hypersecretion and hyposecretion of the
hormones.
Identify the endocrine role of the kidneys, the stomach and intestine, the heart, and the
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Learning Objectives
Applied
Math
Locating
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Reading for
Information
placenta.
Describe the effect of aging on the endocrine system and body homeostasis.
Describe the composition and physical characteristics of whole blood and explain why
it is classified as a connective tissue.
List the functions of blood.
Discuss the composition and functions of plasma.
Describe the blood-clotting process.
Describe the ABO and Rh blood groups and explain the basis of transfusion reactions.
Explain the importance of blood testing as a diagnostic tool
Name some blood disorders that become more common with age.
Describe the location of the heart in the body, and identify its major anatomical areas
on a model or diagram.
Name the coverings of the heart.
Describe the structure and functions of the four heart chambers. Name each chamber
and provide the name and general route of its associated great vessels.
Identify the elements of the intrinsic conductions system of the heart, and describe the
pathway of impulses through this system.
Explain what information can be gained from an electrocardiogram
Compare and contrast the structure and function of arteries, veins, and capillaries.
Define vasoconstriction and vasodilation.
Identify the body's major arteries and veins, and name the body region supplied by
each.
Discuss the unique features of special circulations of the body: arterial to the brain,
hepatic portal, pulmonary, and fetal.
List and explain the factors that influence blood pressure and describe how blood
pressure is regulated.
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Learning Objectives
Applied
Math
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Describe the structure and function of a capillary bed.
Describe the fetal circulatory system.
Name the two major types of structures composing the lymphatic system and explain
how the lymphatic system is functionally related to the cardiovascular and immune
systems.
Describe the composition of lymph and explain its formation and transport.
Describe the general location, histological structure, and functions of lymph nodes.
Name and describe the other lymphoid organs of the body. Compare and contrast them
with lymph nodes structurally and functionally.
Describe the surface membrane barriers and their protective functions.
Explain the importance of phagocytosis and natural killer cells in nonspecific body
defense.
Relate the events of the inflammatory process.
Name several antimicrobial substances produced by the body that act in nonspecific
body defense.
Explain how fever helps protect the body against invading pathogens.
Explain what an antigen and hapten is and name that act as complete antigens.
Compare and contrast the origin, maturation process, and general function of B and T
lymphocytes. Describe the role of macrophages and other phagocytes in immunity.
Describe immunodeficiencies, allergies, and autoimmune diseases.
Identify the organs forming the respiratory passage-way in descending order until the
alveoli are reached.
Describe several protective mechanisms of the respiratory system.
Describe the makeup of the respiratory membrane and relate its structure to its function.
Describe the structure and function of the lungs and the pleural coverings.
Explain the relative roles of the respiratory muscles and lung elasticity in effecting
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Learning Objectives
Applied
Math
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volume changes that cause air to flow into and out of the lungs.
Explain the functional importance of the partial vacuum that exists in the intrapleural
space.
Describe several physical factors that influence pulmonary ventilation.
Explain and compare the various lung volumes and capacities. Indicate types of
information that can be gained from pulmonary function tests.
Describe how oxygen and carbon dioxide are transported in the blood.
Describe the neural controls of respiration.
Name several physical factors that influence respiratory rate.
Describe the symptoms and probable causes of Chronic Obstructive Pulmonary Disease
and lung cancer.
Describe normal changes that occur in respiratory system functioning from infancy to
old age
Describe the overall function of the digestive system and differentiate between organs
of the alimentary canal and accessory digestive organs.
List and briefly describe the major processes occurring during digestive system activity.
Explain how villi aid digestive processes in the small intestine.
Describe the anatomy and basic function of each organ and accessory organ of the
alimentary canal.
Name the deciduous and permanent teeth and describe the basic anatomy of a tooth.
Describe the composition and functions of saliva and explain how salivation is
regulated.
Describe the mechanism of chewing and swallowing.
Explain how gastric secretion and motility in the stomach are regulated.
Describe the function of local hormones in the digestive process.
State the roles and tell how bile and pancreatic juice are regulated in the small intestine.
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Learning Objectives
Applied
Math
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List the major functions of the large intestine and describe the regulation of defecation.
List the major enzymes or enzyme groups produced by the digestive organs or
accessory glands and name the foodstuffs on which they act and the end products of
protein, fat, carbohydrate, and nucleic acid digestion.
List the six major nutrient categories and note important dietary sources and the main
cellular uses of each.
Define metabolism and explain the difference between catabolism and anabolism.
Analyze and explain the chemical reactions that provide energy for the body. Identify
the means, including the structure and function of the digestive system by which energy
is processed and stored within the body.
Explain the importance of energy balance in the body and indicate consequences of
energy imbalance.
Define basal metabolic rate and total metabolic rate and name several factors that
influence each.
Describe how body temperature is regulated and indicate the common mechanisms
regulating heat production/retention and heat loss from the body.
Analyze the effects of energy deficiencies in malabsorption disorders and name
important congenital disorders of the digestive system and significant inborn errors of
metabolism.
Describe the anatomy of the kidney and its coverings.
Trace the blood supply through the kidney.
Identify the parts of the nephron responsible for filtration, reabsorption, and secretion
and describe the mechanisms underlying each of these functional processes.
Describe the normal physical and chemical properties of urine.
List several abnormal urine components and name the condition when each is present in
detectable amounts.
Describe the general structure and function of the ureters, bladder, and urethra.
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Learning Objectives
Applied
Math
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Compare the course, length, and functions of the male urethra with those of the female.
Define micturition and describe the micturition reflex.
List the factors that determine body water content and describe the effect of each factor.
Compare and contrast the relative speed of buffers, the respiratory system, and the
kidneys in maintaining the acid-base balance of the blood.
Describe some congenital problems and explain the effect of aging of the urinary
system.
Describe the common function of the male and female reproductive systems.
Using a model or diagram, identify the organs and accessory organs of the male and
female reproductive systems and discuss the general function of each.
Know the process of meiosis to the extent of comparing and contrasting it to mitosis.
Outline the process of spermatogenesis.
Discuss hormonal regulation of testicular function and the physiological effects. of
testosterone on male reproductive anatomy.
Trace the pathway of sperm cells from their site of formation to the body exterior.
Describe the phases of the ovarian cycle and relate them to events of oogenesis.
Describe how hormones control the activities of female reproductive organs and the
development of female secondary sex characteristics.
Discuss the structure and function of the mammary glands.
Describe the process of fertilization and the changes of the female body during
pregnancy.
Understand the major functions of the placenta.
Explain how labor is initiated and describe the three stages of labor.
Describe the stages of human embryology and gestation including investigation of
gestational and congenital disorders.
Discuss several agents that can interfere with normal fetal development.
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Learning Objectives
Distinguish among the modes of inheritance and describe the events that lead to genetic
variability of gametes.
List and explain several techniques used to determine or predict genetic diseases.
Skill Percent
Applied
Math
5.0
Locating
Information
58.1
Reading for
Information
100.0
91