6. 6
Type Main Departments Sub Departments
Electric Arc Furnace
Refractories
Lime Plant
Continuous Casting
Hot Strip Mill
Roll Shop - Flat
Skin Pass
Bar Mill
Roll Shop - Long
Melt Shop
CSP
Bar Mills
Central Workshop & Elecrtical Support
Cranes & Electrical Utilities
Melt Shop
Continuous Casting
Rolling Mill
Bar Mill
Utilities
Utilities Piping & Networks
Water Treatment Plant
Maintenance Planning
Spare Parts Control
Reliability
Central Repair Workshop
Laboratories
Quality Control
Process Control - Product Development
7
1
2
3
4
5
Rolling Mill Department
Job Family for Technical field
Quality & Process
Control Department
Maintenance Planning, Reliability
& Central Repair
Quality & Process Control Department
Melt Shop Department
Electrical & Automation Maintenance
Engineering
Production
Mechanical Maintenance & Utilities
Electric Support Cranes &
Auxiliaries
6
7. Steps
Competency based Job Description
Level of Job Description
Knowledge
Abilities
Attitudes
Safety & Environmental Concerns
Tools, Equipment, Materials
Performance Standards
TASKAnalysis
Howtodoit
Tasks Duties
Areas of Responsibilities
Job Definition
Job Title
JOBAnalysis
Whattodo
8. DACUM W/S Outcome
DEFINATIONS of boxes
TASKS STEPSDUTIES
Represent the smallest
unit of job activity
with meaningful
outcome
Activities
necessary to
perform the
task
Describe large areas
of work and serve
as a title for a
cluster of related
tasks
9. Task Analysis by DACUM
DUTIES T A S K S
Job Competency Profile
(Job Profile Chart)
TASK PROFILE – Example (MS: Eng. / Techn.)
Enabling Requirements
• Knowledge
• Skills
• Abilities
• Attitudes
• Safety
Steps
to carry out
tasks
Performance
Standards
Tools, Equipment,
Materials
Task Analysis
Committee:
•Professional Experts
from our plants SME
•Corporate HR Experts.
•Facilitators.
EzzsteelAcademy
12. DACUM ANALYSIS TRAINING
Object and scope
(1st level of analysis)
… to determine … A Training Program’s
targeted group(s) / individuals
General Areas of
Competencies (GACs)
(2nd level)
… to determine … A Program’s Goal
and Objectives
Tasks / Skills
(3rd level)
… to determine … A Program’s Learning
Units (Modules)
Subtasks / Sub skills
(4th level)
… to determine … A Learning Unit’s
Performance-Based
Terminal Objectives
Sub-Subtasks / Sub-sub
skills
(5th level)
and
Critical Personal
Competencies
(6th level)
… to determine … Performance Indicators (PI) with industry
regulations and with industry standards,
qualitative (how well)
and quantitative (how much)
+
Selection from the Chart of Competencies
(matrix) of the most critical personal
competencies one is required to display when
performing the different subtasks or the task
as a whole
Using A DACUM Analysis for Training Purposes
EzzsteelAcademy
13. Sample Tasks Sample Output
Analysis
The process of defining what is
to be learned
Needs assessment
Problem identification
Tasks analysis
Learner profile
Description of constraints
Needs, problem statement
Tasks analysis
Design
The process of specifying how it
is to be learned
Write objectives
Develop test items
Plan instruction
Identify resources
Measurable objectives
Instructional Strategy
Prototype specifications
Development
The process of authoring and
producing the materials
Work with Producers
Develop workbook,
flowchart program
Storyboard
Script
Exercises
Computer assisted instruction
Implementation
The process of installing the
project in the real world context
Teacher training
Tryout
Student comments, data
ADDIE Sample Tasks and Outputs
14. ADDIE
Analysis / Design / Development / Implementation
Evaluation
is the best known Instructional System Design
ISD Model
15. What is ADDIE ?
Step by step process that helps designers of the
training programs to plan and create training
Materials
The 5 phases represent a dynamic ,flexible
guideline for building effective training and
performance support tools
ADDIE is answering two questions
What do people need to learn ?
Did people learn what they need ?
16. SUMMARY
Analysis, design, development, implementation, and evaluation: these are
the production steps of training.
They are also the phases of the systematic process for the development of
training known as ISD. The strengths of the ISD approach are its simplicity,
reliability, self-adjusting mechanism, and applicability to a broad range of
training and educational needs. Withstanding the test of time, ISD persists
as a strong influence in contemporary training.
