The document discusses several models for classifying and representing professions:
1) The Dictionary of Occupational Titles (DOT) which divides occupations into categories, groups worker functions, and guides occupational exploration.
2) The Répertoire Opérationnel des Métiers et des Emplois (ROME) which categorizes professions, represents job/occupation sheets, and identifies areas of professional mobility.
3) The Occupational Information Network (O*Net) which analyzes cognitive, psychomotor, and sensory abilities for occupations.
The document provides details on how each model organizes and represents different aspects of occupations and professions.
Ergonomics - occupational health and safetyIhsan Wassan
Outlines:
What is Ergonomics?
Why Ergonomics emerged?
Why ergonomics is important?
Types of Ergonomics
Objectives of Ergonomics
Effects of Ergonomics
Ergonomics Risk Factors
Preventing and Minimizing injuries
Anthropometry ?
Ergonomics principles
Ergonomics solutions
Advantages of Ergonomics
Conclusion
Presentation by Stephen Billett (Griffith University) in the Research seminar "Learning at Work in the Future Economy" on 7 October 2016 at the University of Turku, Turku School of Economics. The seminar was organised by Turku Centre for Labour Studies and Academy of Finland Strategic Research Council consortium SWiPE - Smart Work in Platform Economy, University of Turku.
Richard Corbridge, the dynamic and innovative CIO for the NIHR Clinical Research Network, has brought significant and successful business change across health and clinical research.
He has strong beliefs that technology and
information can have a significant positive impact on the way healthcare is delivered.
Richard will be reaching for his crystal ball and talking about service management in 2030!
A workshop presented by Diana Robinson and Brian Harger to the The Governor's Summit on Work-Based Learning at Illinois Central College in East Peoria on Monday, October 1 2018.
Ergonomics - occupational health and safetyIhsan Wassan
Outlines:
What is Ergonomics?
Why Ergonomics emerged?
Why ergonomics is important?
Types of Ergonomics
Objectives of Ergonomics
Effects of Ergonomics
Ergonomics Risk Factors
Preventing and Minimizing injuries
Anthropometry ?
Ergonomics principles
Ergonomics solutions
Advantages of Ergonomics
Conclusion
Presentation by Stephen Billett (Griffith University) in the Research seminar "Learning at Work in the Future Economy" on 7 October 2016 at the University of Turku, Turku School of Economics. The seminar was organised by Turku Centre for Labour Studies and Academy of Finland Strategic Research Council consortium SWiPE - Smart Work in Platform Economy, University of Turku.
Richard Corbridge, the dynamic and innovative CIO for the NIHR Clinical Research Network, has brought significant and successful business change across health and clinical research.
He has strong beliefs that technology and
information can have a significant positive impact on the way healthcare is delivered.
Richard will be reaching for his crystal ball and talking about service management in 2030!
A workshop presented by Diana Robinson and Brian Harger to the The Governor's Summit on Work-Based Learning at Illinois Central College in East Peoria on Monday, October 1 2018.
In connection with the EU Water Project awarded to CNR Catania, I gave this inspirational talk to Physics Students at Catania University and old research colleagues on how to transition from Academia to the often very non-scientific world of Corporation. How to keep your sanity, curiosity (i.e., “But Why?”) and continue to have fun throughout your career.
Feasibility Report on the use of Robotics in the SurgicaChereCheek752
Feasibility Report on the use of Robotics in the Surgical Setting
Alex Lochlann,
ENGL 235, Technical Writing
February 25, 2021
APA Format
ii
Letter of Transmittal
To: Professor Tobias Peterson
From: Alex Lochlann
Date: February 25th, 2021
Subject: Letter of Transmittal
Dear Professor Peterson,
Enclosed is my feasibility report on the use of robotics in surgery. This term has been an
incredible opportunity for me to sharpen my technical writing skills. It may have been a bumpy
ride, but your sense of humor and creativity has given me the tools I need to be a successful
writer. I want to walk you through the Learning Mastery skills you’ve instilled in me.
The first Learning Mastery achievement that I’ve accomplished is editing with the
highest standards. This is key to writing an ethical document that has specific purpose.
Work-world ethical documents are an important part for any future career path.
Therefore, these documents should be clear and concise because they represent our work
efficacy.
The second Learning Mastery achievement grasped is the appropriate formatting of
visual aids when creating technical documents. Visual aids are what tie any written work
together. They are appealing to the eye and they represent a different way of addressing
the topic.
The third Learning Mastery skill is the location and proper citation of credible sources
that supports our written work. The lesson of this Learning Mastery is what builds the
foundation of our work. The sources gathered would be the determining factor to how our
document will be presented. It is also equally important that the research presented is
cited correctly. This gives credit to work that is not our own, and provides respect to the
information addressed in our written work.
The fourth and final Learning Mastery skill you have encouraged is how to contribute
within a group setting, to create work-world documents of the highest ethical standards.
Our work will not just represent ourselves in our professional careers. They will also
represent people who contribute to the process, and the Organization we represent. It is
highly unlikely that we would provide work-world documents solely on our own. Our
best work is compiled through a team effort, and that is what produces documents of the
highest ethical standard.
These mastery skills that you’ve taught me will carry into my future. This class has allowed me
the chance to self-reflect on the work I produce and contribute to. It has given my work a higher
purpose and standard to adhere to. As a teacher, you have been clear and supportive of the
direction of this course. You have encouraged your students, and given us the tools necessary to
produce quality work. This class was not easy, but the teachings will move us forward in any
direction we set.
iii
My only regret was that my time, as a student, was split between other core classes ...
Dear ParentsGuardians,This newsletter is to keep you informed a.docxedwardmarivel
Dear Parents/Guardians,
This newsletter is to keep you informed and up-to-date on the importance of language acquisition in your children. Language is a way by which we interact and communicate with others (Piper, 2012). It is imperative that, as great influencers in children’s lives, we understand language and its attributes to aid in their development. There are four attributes of language: arbitrariness, semanticity, productivity, and displacement. Arbitrariness in language represents words being unpredictable from their meanings. For example, “The animal known in English as pig is represented by other words in other languages” (Piper, 2012).
Residential Construction Monitoring Survey
Monitiring Sampling
Physical Hazards
Chemical Haz.
Biological Haz.
identify hazards
Falls, slip and trips, extreme heights on ladders, falling from rooftops, machinery failure, unguarded machinery, being struck by heavy construction equipment, electrocutions
lead, welding emissions, accidents, chemicals from roofing and pavement tar, engine exhaust fumes
Silica dust, asbestos
assess worker exposures
locate potential sources of contamination
evaluate uncertain exposures
identify the need for further sampling
determine the level of personal protection needed
evaluate the effectiveness of existing controls and work practices
determine compliance with government regulations
Page 1
Personal Protective equiPment: needed at this worksite? Yes no Do not know
HarD Hats comments
1. Supplied by employer Yes No Not Needed DK
2. Worn when required Yes No DK
Boots
1. Supplied by workers Yes No Not Needed DK
2. Worn when required Yes No DK
Hearing Protection
1. Supplied by employer Yes No Not Needed DK
2. Worn when required Yes No DK
eYe Protection
1. Supplied by employer Yes No Not Needed DK
2. Worn when required Yes No DK
resPiratorY Protection
1. Supplied by employer Yes No Not Needed DK
2. Training provided Yes No DK
3. Worn when required Yes No DK
laDDers: are present at this worksite? Yes no Do not know
1. Correct size for the job Yes No DK
2. Fully opened and spreader bars locked Yes No DK
3. Firm foundation for ladder feet Yes No DK
4. Proper climbing procedures Yes No DK
5. Three-point contact rule followed Yes No DK
6. Free from obvious defects Yes No DK
7. Workers stand below top 2 steps Yes No DK
8. extend more than three feet above support Yes No DK
City, Street/Address
Observer (Initials) Date Observed
CheCklist Completed: (Check all boxes that apply)
From sidewalk (Not working here)
Off-Site before or after work
On-Site
instruCtions
every section of the audit should have a check :
Yes = Observed and in compliance
no = Observed and not in compliance
not needed = Not present on jobsite
dk = Do not know
CONSTRUCTION SAFETY CHECKLIST
Find and record common construction hazards.
Page 2
scaffolDs: are present at this.
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
Key Trends Shaping the Future of Infrastructure.pdfCheryl Hung
Keynote at DIGIT West Expo, Glasgow on 29 May 2024.
Cheryl Hung, ochery.com
Sr Director, Infrastructure Ecosystem, Arm.
The key trends across hardware, cloud and open-source; exploring how these areas are likely to mature and develop over the short and long-term, and then considering how organisations can position themselves to adapt and thrive.
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
Slack (or Teams) Automation for Bonterra Impact Management (fka Social Soluti...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on the notifications, alerts, and approval requests using Slack for Bonterra Impact Management. The solutions covered in this webinar can also be deployed for Microsoft Teams.
Interested in deploying notification automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
Elevating Tactical DDD Patterns Through Object Calisthenics
Modelli di rappresentazione del lavoro
1. Modelli di rappresentazione e classificazione delle professioni
Aldo Scarnera, I Ricercatore, Istat
Master People Strategy
2. “…una professione è un complesso di attività lavorative
concrete, unitarie rispetto all’individuo che le svolge, che
richiama, a vari livelli, statuti, conoscenze, competenze, identità
e sistemi di relazione propri”*
Pagina 2
*Istat, Classificazione delle professioni, 2001, Metodi e Norme n. 12, Roma, 2002, pag. 16
5. D.O.T. Categorie per numero di divisioni e di gruppi professionali
I terna di digit
Categories Divisions Groups
0/1 - Professional, Technical, and Managerial Occupations 16 105
2 - Clerical and Sales Occupations 9 60
3 - Service Occupations 9 62
4 - Agricultural, Fishery, Forestry, and Related Occupations 6 30
5 - Processing Occupations 10 70
6 - Machine Trades Occupations 9 75
7 - Benchwork Occupations 10 72
8 - Structural Work Occupations 7 46
9 - Miscellaneous Occupations 7 43
Totale 83 563
6. D.O.T. Worker functions (D.P.T.). II terna di digit
DATA (4th Digit) PEOPLE (5th Digit) THINGS (6th Digit)
0 Synthesizing 0 Mentoring 0 Setting Up
1 Coordinating 1 Negotiating 1 Precision Working
2 Analyzing 2 Instructing 2 Operating-Controlling
3 Compiling 3 Supervising 3 Driving-Operating
4 Computing 4 Diverting 4 Manipulating
5 Copying 5 Persuading 5 Tending
6 Comparing 6 Speaking/Signalling 6 Feeding-Offbearing
7 Serving 7 Handling
8 Taking Instructions-Helping
7. D.O.T. Guide for Occupational Exploration (GOE). Occupational
interests per numero di gruppi e di sottogruppi
Occupational Interest Areas Groups Subgroups
01 Artistic: Interest in creative expression of feelings or ideas 8 22
02 Scientific: Interest in discovering, collecting, and analyzing information about the natural word and in
applying scientific research findings in medicine, life sciences, an natural sciences 4 12
03 Plants and Animals: Interest in activities involving plants and animals, usually in an outdoor setting 4 15
04 Protective: Interest in the use of authority to protect people and property 2 6
05 Mechanical: Interest in applying mechanical principles to practical situations, using machines, handtools, or
tecniques 12 93
06 Industrial: Interest in repetitive, concrete, organized activities in a factory setting 4 79
07 Business Detail: Interest in organized clear defined activities requiring accuracy an attention to detail,
primarily in an office setting 7 28
08 Selling: Interest in bringing others to a point of view through personal persuasion, using sales and promotion
techniques 3 13
09 Accomodation: Interest in catering to the wishes of others, usually on one-to-one basis 5 19
10 Humanitarian: Interest in helping others with their mental, spiritual, social, physical, or vocational needs 3 8
11 Leading-Influencing: Interest in leading and influencing others through activities involving high-level verbal
or numerical abilities 12 48
12 Physical Performing: Interest in physical activities performed before an audience 2 4
Totale 66 347
8. DOT. Physical Demands - Strength Rating (Strength)
Code Type Description
S Sedentary
Work
Exerting up to 10 pounds of force occasionally (Occasionally: activity or condition exists up to 1/3 of the time)
and/or a negligible amount of force frequently (Frequently: activity or condition exists from 1/3 to 2/3 of
the time) to lift, carry, push, pull, or otherwise move objects, including the human body. Sedentary work
involves sitting most of the time, but may involve walking or standing for brief periods of time. Jobs are
sedentary if walking and standing are required only occasionally and all other sedentary criteria are met.
L Light Work Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible
amount of force constantly (Constantly: activity or condition exists 2/3 or more of the time) to move
objects. Physical demand requirements are in excess of those for Sedentary Work. Even though the weight
lifted may be only a negligible amount, a job should be rated Light Work: (1) when it requires walking or
standing to a significant degree; or (2) when it requires sitting most of the time but entails pushing and/or
pulling of arm or leg controls; and/or (3) when the job requires working at a production rate pace entailing
the constant pushing and/or pulling of materials even though the weight of those materials is negligible.
NOTE: The constant stress and strain of maintaining a production rate pace, especially in an industrial
setting, can be and is physically demanding of a worker even though the amount of force exerted is
negligible.
M Medium
Work
Exerting 20 to 50 pounds of force occasionally, and/or 10 to 25 pounds of force frequently, and/or greater than
negligible up to 10 pounds of force constantly to move objects. Physical Demand requirements are in
excess of those for Light Work.
H Heavy
Work
Exerting 50 to 100 pounds of force occasionally, and/or 25 to 50 pounds of force frequently, and/or 10 to 20
pounds of force constantly to move objects. Physical Demand requirements are in excess of those for
Medium Work.
V Very Heavy
Work
Exerting in excess of 100 pounds of force occasionally, and/or in excess of 50 pounds of force frequently, and/or
in excess of 20 pounds of force constantly to move objects. Physical Demand requirements are in excess of
those for Heavy Work.
9. D.O.T. Specific Vocational Preparation (SVP)
1 Short demonstration only
2 Anything beyond short demonstration up to and including 1 month
3 Over 1 month up to and including 3 months
4 Over 3 months up to and including 6 months
5 Over 6 months up to and including 1 year
6 Over 1 year up to and including 2 years
7 Over 2 years up to and including 4 years
8 Over 4 years up to and including 10 years
9 Over 10 years
11. ROME Categorie professionali per numero di domini e di emplois/métiers
Catégories professionnelles Domaines professionnelles Emplois/Métiers
tertiaires
11 Personnel des services aux personnes et à la collectivité 3 18
12 Personnel des services administratifs et commerciaux 2 26
13 Personnel de l'industrie hôtelière 3 21
14 Personnel de la distribution et de la vente 3 27
21 Professionnels des arts et du spectacle 2 24
22 Professionnels de la formation initiale et de la formation continue 2 14
23 Professionnels de l'intervention sociale, du dévelopement local et de l'emploi 2 10
24 Professionnels de la santé (professions paramédicales) 3 19
31 Professionnels de la santé (professions médicales) 2 8
32 Cadres administratifs et professionelles de l'information et de la communication 3 31
33 Cadres commerciaux 3 27
techniques et industrielles
41 Personnel de l'agriculture et de la pêche 2 18
42 Personnel du bâtiment, des travaux publics et de l'extraction 2 17
43 Personnel du transport et de la logistique 4 24
44 Personnel de la mécanique, électricité et de l'électronique 3 32
45 Personnel des industries de process 4 20
46 Personnel autres industries (matériaux souples, industries graphiques, ameublement et bois) 3 29
47 Personnel de type artisanal 4 33
51 Maîtrise industrielle 2 8
52 Techniciens industriels 3 29
53 Cadres techniques de l'industrie 3 10
61 Agents de maîtrise, techniciens et cadres techniques hors industrie 3 21
Totale 61 466
13. ROME Sette criteri di costruzione delle competenze cognitive
1) Démarche Intellectuelles (DI)
2) Relation au Temp …
Court/moyen terme (de 0 à 6 mois)
Moyen/long term (de plus de 6 mois à deux ans
…et a l’Espace (RTE)
Soit de l’unité de travail
Soit de l’environnement
3) Réactivité a l’Urgence ou à une Situation Dangereuse
4) Interaction Relationnele
Niveau: Nature:
Rare à côté
Fréquente en face de
5) Délégation
6) Savoirs Références
7) Champs d’Application
14. ROME Tre “Démarche Intellectuelles” (DI)
DI de type “Application”
Application-Production
production-habilité
production-force
production-force et habilité
production normale
Application-Procédure
Application-Diagnostic
Application-Régulation
DI de type “Transposition”
Transposition-Conception
Transposition-Analyse
Transposition-Régulation
Transposition-Formalisation
DI de type “Conception”
15. ROME Ventotto “Savoirs Références”…
Savoirs références
1) Art 2) Bois, 3) Bureautique 4) Chimie
5) Dessin 6) Dessin plan 7) Droit 8) Electricité
9) Fiscalité 10) Gestion/Finance/Comptabilité 11) Hygiène alimentaire 12) Hygiène médicale
13) Hygiène surface 14) Informatique 15) Langues 16) Logistique
17) Matériaux souples 18) Mathématiques 19) Organisation 20) Pédagogie,
21) Psycologie 22) Sciences animales 23) Science de la nature 24) Sciences et Techniques
25) Sciences médicales 26) Sciences sociales, 27) Sécuritè 28) Vente/Marketing
… per quattro niveaux
1.Expertise (Je fais évoluer, j’enseigne)
2.Compréhension et maîtrise (Je comprends, je maîtrise)
3.Mise en pratique d’un ‘savoir faire’ (Je pratique, je sais faire)
4.Sensibilisation (Je connais, j’en ai entendu parler)
1.Expertise (Je fais évoluer, j’enseigne)
2.Compréhension et maîtrise (Je comprends, je maîtrise)
3.Mise en pratique d’un ‘savoir faire’ (Je pratique, je sais faire)
4.Sensibilisation (Je connais, j’en ai entendu parler)
16. Rome Diciannove “Champs d’Application”
1) Administratif 2) Agriculture 3) Art et Métiers d’Art
4) B.T.P. (Bâtiment et Travaux
Publics)
5) Commerce 6) Communication
7) Education 8) Hôtellerie/Restauration 9) Industrie/Chimie/Agro-alimentaire/
Energie
10) Industrie/Electricité/Electronique/
Maintenance
11) Industrie/Matériaux souples et
associés
12) Industrie/Mécanique/Métallurgie
13) Industries (autres) 14) Informatique 15) Loisirs et Spectacles
16) Médical 17) Sciences 18) Services
19) Transport
18. Cognitive Abilities Psychomotor Abilities Sensory Abilities
Verbal Abilities Fine Manipulative Abilities Visual Abilities
Oral Comprehension Arm-Hand Steadiness Near Vision
Written Comprehension Manual Dexterity Far Vision
Oral Expression Finger Dexterity Visual Color Discrimination
Written Expression Control Movement Abilities Night Vision
Idea Generation and Reasoning Abilities Control Precision Peripheral Vision
Fluency of Ideas Multilimb Coordination Depth Perception
Originality Response Orientation Glare Sensitivity
Problem Sensitivity Rate Control Auditory and Speech Abilities
Deductive Reasoning Reaction Time and Speed Abilities Hearing Sensitivity
Inductive Reasoning Reaction Time Auditory Attention
Information Ordering Wrist-Finger Speed Sound Localization
Category Flexibility Speed of Limb Movement Speech Recognition
Quantitative Abilities Physical Abilities Speech Clarity
Mathematical Reasoning Physical Strength Abilities
Number Facility Static Strength
Memory Explosive Strength
Memorization Dynamic Strength
Perceptual Abilities Trunk Strength
Speed of Closure Endurance
Flexibility of Closure Stamina
Perceptual Speed Flexibility, Balance and Coordination
Spatial Abilities Extent Flexibility
Spatial Orientation Dynamic Flexibility
Visualization Gross Body Coordination
Attentiveness Gross Body Equilibrium
Selective Attention
Time Sharing
O*Net®
Tassonomia delle Abilities
19. O*Net®
Ambienti professionali
Realistic Realistic occupations frequently involve work activities that include practical,
hands-on problems and solutions. They often deal with plants, animals, and
real-world materials like wood, tools, and machinery. Many of the
occupations require working outside, and do not involve a lot of paperwork or
working closely with others.
Investigative Investigative occupations frequently involve working with ideas, and require
an extensive amount of thinking. These occupations can involve searching for
facts and figuring out problems mentally.
Artistic Artistic occupations frequently involve working with forms, designs and
patterns. They often require self-expression and the work can be done without
following a clear set of rules.
Social Social occupations frequently involve working with, communicating with,
and teaching people. These occupations often involve helping or providing
service to others.
Enterprising Enterprising occupations frequently involve starting up and carrying out
projects. These occupations can involve leading people and making many
decisions. Sometimes they require risk taking and often deal with business.
Conventional Conventional occupations frequently involve following set procedures and
routines. These occupations can include working with data and details more
than with ideas. Usually there is a clear line of authority to follow.
21. O*Net®
Tassonomia dei Work values
Achievement Relationships
Ability Utilization Co-workers
Achievement Social Service
Working Conditions Moral Values
Activity Support
Independence Company Policies and Practices
Variety Supervision, Human Relations
Compensation Supervision, Technical
Security Independence
Working Conditions Creativity
Recognition Responsibility
Advancement Autonomy
Recognition
Authority
Social Status
22. Achievement Orientation Adjustment
Achievement /Effort Self-control
Persistence Stress Tolerance
Initiative Adaptability/Flexibility
Social Influence Conscientiousness
Leadership Orientation Dependability
Interpersonal Orientation Attention to Detail
Cooperative Integrity
Caring Independence
Social Pratical Intelligence
Innovate
Analytical
O*Net®
Tassonomia dei Work styles
23. O*Net®
Tassonomia delle Skills
Basic Skills Cross-Functional Skills (segue)
Content Technical Skills
Reading Comprehension Operations Analysis
Active Listening Technology Design
Writing Equipment Selection
Speaking Installation
Mathematics Programming
Science Operation Monitoring
Process Operation and Control
Critical Thinking Equipment Maintenance
Active Learning Troubleshooting
Learning Strategies Repairing
Monitoring Quality Control Analysis
Cross-Functional Skills Systems Skills
Social Skills Judgment and Decision Making
Social Perceptiveness Systems Analysis
Coordination Systems Evaluation
Persuasion Resource Management Skills
Negotiation Time Management
Instructing Management of Financial Resources
Service Orientation Management of Material Resources
Complex Problem Solving Skills Management of Personnel Resources
Complex Problem Solving
24. O*Net®
Tassonomia delle Knowledges
Business and Management Health Services
Administration and Management Medicine and Dentistry
Clerical Therapy and Counseling
Economics and Accounting Education and Training
Sales and Marketing Education and Training
Customer and Personal Service Arts and Humanities
Personnel and Human Resources English Language
Manufacturing and Production Foreign Language
Production and Processing Fine Arts
Food Production History and Archeology
Engineering and Technology Philosophy and Theology
Computers and Electronics Law and Public Safety
Engineering and Technology Public Safety and Security
Design Law and Government
Building and Construction Communications
Mechanical Telecommunications
Mathematics and Science Communications and Media
Mathematics Transportation
Physics
Chemistry
Biology
Psychology
Sociology and Anthropology
Geography
25. O*Net®
Tassonomia delle Generalized Work Activities
Information Input Work Output (segue)
Looking for/Receiving Job-Related Information Performing Complex/Technical Activities
Getting Information Interacting With Computers
Monitor Processes, Materials, or Surroundings Drafting, Layingout, and Specifying Technical Devices,
Identify/Evaluating Job-Relevant Information Parts, and Equipment
Identifying Objects, Actions, and Events Repairing and Maintaining Mechanical Equipment
Inspecting Equipment, Structures, or Material Repairing and Maintaining Electronic Equipment
Estimating the Quantifiable Characteristics of Documenting/Recording Information
Products, Events, or Information Interacting With Others
Mental Processes Communicating/Interacting
Information/Data Processing Interpreting the Meaning of Information for Others
Judging the Qualities of Things, Services, Communicating with Supervisors, Peers, or Subordinates
or People Communicating with Persons Outside Organization
Processing Information Establishing and Maintaining Interpersonal Relationships
Evaluating Information to Determine Assisting and Caring for Others
Compliance with Standards Selling or Influencing Others
Analyzing Data or Information Resolving Conflicts and Negotiating with Others
Reasoning/Decision Making Performing for or Working Directly with the Public
Making Decisions and Solving Problems Coordinating/Developing/Managing/Advising
Thinking Creatively Coordinating the Work and Activities of Others
Updating and Using Relevant Knowledge Developing and Building Teams
Developing Objectives and Strategies Training and Teaching Others
Scheduling Work and Activities Guiding, Directing, and Motivating Subordinates
Organizing, Planning, and Prioritizing Work Coaching and Developing Others
Work Output Provide Consultation and Advice to Others
Performing Physical and Manual Work Activities Administering
Performing General Physical Activities Performing Administrative Activities
Handling and Moving Objects Staffing Organizational Units
Controlling Machines and Processes Monitoring and Controlling Resources
Operating Vehicles, Mechanized Devices,
or Equipment
26. O*Net®
Tassonomia dell’Organizational Context
Structural Characteristics Human Resources Systems and Practices (segue)
Organizational Structure Reward System
Decision Making System Basis of Compensation
Decentralization and Employee Empowerment Benefits
Individual versus Team Structure Social Processes
Job Characteristics Goals
Skill Variety Individual Goal Characteristics
Task Significance Goal Feedback
Task Identity Roles
Autonomy Role Conflict
Feedback Role Negotiability
Job Stability and Rotation Role Overload
Human Resources Systems and Practices Culture
Recruitment and Selection Organizational Values
Recruitment Operations Supervisor Role
Selection Assessment Methods Used
Training and Development
Training Methods
Training Topics/Content
Extent/Support of Training Activities
27. O*Net®
Tassonomia del Work Context
Interpersonal Relationships Physical Work Conditions (segue)
Communication Job Hazards
Communication Methods Frequency of Exposure to Job Hazards
Public Speaking Exposed to Radiation
Telephone Exposed to Disease/Infections
Electronic Mail Exposed to High Places
Letters and Memos Exposed to Hazardous Conditions
Face-to-Face Discussions Exposed to Hazardous Equipment
Contact With Others Exposed to Minor Burns, Cuts, Bites or Stings
Role Relationships Job Demands
Job Interactions Time Spent in Body Positions
Work With Work Group or Team Sitting
Deal With External Customers Standing
Coordinate or Lead Others Climbing Ladders, Scaffolds, Poles
Responsibility for Others Walking and Running
Responsible for Others' Health and Safety Kneeling, Crouching, Stooping or Crawling
Responsibility for Outcomes and Results Keeping or Regaining
Conflictual Contact Using Hands to Handle, Control, orFeel Objects, Tools, orControls
Frequency of Conflict Situations Bending or Twisting the Body
Deal With Unpleasant/Angry People Making Repetitive Motions
Deal With Physically Aggressive People Frequency of Wearing Work Attire
Physical Work Conditions Wear Common Protective or Safety Equipment
Work Setting Wear Specialized Protective or Safety Equipment
Frequency Required to Work: Structural Job Characteristics
Indoors, Environmentally Controlled Criticality of Position
Indoors, Not Environmentally Controlled Consequence of Error
Outdoors, Exposed to Weather Impact of Decisions
Outdoors, Under Cover Impact of Decisions on Co-workers or Company Results
In an Open Vehicle or Equipment Frequency of Decision Making
In an Enclosed Vehicle or Equipment Freedom to Make Decisions
Physical Proximity Routine versus Challenging Work
Environmental Conditions Degree of Automation
Frequency in Environmental Conditions Importance of Being Exact or Accurate
Unconfortable Sounds/Noise Levels Importance of Repeating Same Tasks
Very Hot or Cold Temperatures Structured versus Unstructured Work
Extremely Bright or Inadequate Lighting Competition
Exposed to Contaminates Level of Competition
Cramped Work Space, Awkward Positions Pace and Scheduling
Exposed to Whole Body Vibration Time Pressure
Pace Determined by Speed of Equipment
Work Schedules
Duration of Typical Work Week
28. lassificare le professioni: le classificazioni pubblicate dall’Istituto
Prompt del navigatore delle Classificazioni delle Professioni(1951-2001) allegato alla CP ‘91
29. La Classificazione delle Professioni (CP ’01).
Il criterio dello skill level
Grandi gruppi di professioni per livello di competenza
Grandi Gruppi Livello
I - Legislatori, dirigenti e imprenditori -
II - Professioni intellettuali, scientifiche e di elevata specializzazione 4
III - Professioni tecniche 3
IV - Impiegati 2
V - Professioni qualificate nelle attività commerciali e nei servizi 2
VI - Artigiani, operai specializzati e agricoltori 2
VII - Conduttori di impianti e operai semiqualificati addetti a macchinari fissi e mobili 2
VIII - Professioni non qualificate 1
IX - Forze Armate -
30. Grandi Gruppi per numero di gruppi, classi, categorie e unità professionali
Grandi Gruppi Gruppi Classi Categorie
I – Legislatori, dirigenti e imprenditori 3 8 48
II – Professioni intellettuali, scientifiche e di elevata specializzazione 6 17 69
III – Professioni tecniche 4 17 92
IV – Impiegati 2 6 37
V – Professioni qualificate nelle attività commerciali e nei servizi 5 11 47
VI – Artigiani, operai specializzati e agricoltori 6 24 108
VII – Conduttori di impianti e operai semiqualificati addetti a macchinari
fissi e mobili
4 22 89
VIII – Professioni non qualificate 6 15 28
IX – Forze Armate 1 1 1
Totale 37 121 519
La Classificazione delle Professioni (CP ’01).
Il criterio dello skill specialization
32. Gli esiti del dibattito Isfol sul sistema informativo sui fabbisogni professionali:
il problema della rappresentazione del lavoro nella forma di professione
Gli aspetti cruciali del problema:
Disporre di un linguaggio condiviso, strutturato, scalabile e in grado di contenere ed
integrare la molteplicità di fonti già esistenti;
Definire su base empirica modalità di rappresentazione in grado di rilevare e
contabilizzare i contenuti più significativi di una generica professione in un tempo
dato e in un mercato del lavoro dato
Progettare l’informazione sulle professioni in modo da poter cogliere nel tempo
continuità e variazioni di quei contenuti assumendo che queste dipendono dai
cambiamenti indotti dallo sviluppo tecnologico, economico, produttivo e dallo stesso
mercato del lavoro
Disporre di un set articolato di dati in grado di misurare il capitale umano circolante
(espresso in termini di professioni) e costituire possibili riferimenti empirici per
l’individuazione dei fabbisogni formativi e professionali
34. La Nomenclatura delle Unità Professionali (NUP)
Deriva dalla Classificazione delle Professioni (ed. 2001), ne aumenta il dettaglio
definendo un ulteriore digit (quinto) che raccoglie professioni particolarmente
omogenee rispetto ai criteri via via individuati dai livelli (digit) superiori della
Classificazione
Si tratta di aggregazioni fortemente strutturate dalla logica classificatoria, in
grado di raccordare le informazioni statistiche sulle professioni rilevate da
indagini campionarie condotte in ambito Sistan o, anche, generate da processi
amministrativi (Inail)
E’ progettata in modo da potersi adattare sia alle variazioni della Classificazione
da cui deriva sia a variazioni derivate da cambiamenti del mercato del lavoro
Dichiara e descrive i criteri su cui si fondano tutti i livelli della Classificazione
La costruzione delle unità statistiche di indagine
35. NUP validata. Grandi Gruppi per numero di gruppi, classi, categorie e unità professionali
Parte comune alla Classificazione delle Professioni ‘01 Parte NUP
Grandi Gruppi Gruppi Classi Categorie Unità Professionali
I – Legislatori, dirigenti e imprenditori 3 8 48 56
II – Professioni intellettuali, scientifiche e di elevata
specializzazione
6 17 69 157
III – Professioni tecniche 4 17 92 161
IV – Impiegati 2 6 37 43
V – Professioni qualificate nelle attività commerciali
e nei servizi
5 11 47 61
VI – Artigiani, operai specializzati e agricoltori 6 24 108 182
VII – Conduttori di impianti e operai semiqualificati
addetti a macchinari fissi e mobili
4 22 89 116
VIII – Professioni non qualificate 6 15 28 28
IX – Forze Armate 1 1 1 1
Totale 37 121 519 805
La Nomenclatura delle Unità Professionali (NUP)
36. Il disegno dell’indagine
Due indagini a cascata:
La prima individua i lavoratori che svolgono una delle professioni comprese
nella UP indagata ipotizzando che queste ultime siano rinvenibili in imprese di
determinati settori di attività economica, quando non si tratti di professioni
regolamentate. E’ condotta con sistema CATI da un Contact Center che
raggiunge le imprese selezionate casualmente dagli archivi disponibili,
verifica l’esistenza di una delle professioni di interesse, seleziona in caso
positivo i lavoratori che la svolgono, cerca di ottenere il consenso a svolgere
l’intervista in orario di lavoro;
La seconda somministra un questionario CATI attraverso una rete di
intervistatori dislocati sul territorio che ricevono telematicamente i dati sulle
interviste da effettuare, e trasmettono informazioni sull’andamento dei contatti
con l’intervistato e, infine, il record dell’intervista effettuata.
37. La misurazione
B.1 Impresa e
gestione di
impresa
Conoscenza dei principi e dei metodi che regolano l’impresa e la sua gestione
relativi alla pianificazione strategica, all’allocazione delle risorse umane, finanziarie e
materiali, alle tecniche di comando, ai metodi di produzione e al coordinamento delle
persone e delle risorse
A.Quanto è importante quest’area di conoscenza nello svolgimento della sua attuale professione?
•Non importante 1|_| passare all’area di conoscenza successiva
•Appena importante 2|_|
•Importante 3|_|
•Molto importante 4|_|
•Di assoluta importanza 5|_|
A.A quale livello, fra quelli indicati, sono necessarie queste conoscenze per lo svolgimento della sua attuale professione?
1 2 3 4 5 6 7
Firmare un
mandato di
pagamento
Controllare l’andamento di un progetto per
assicurare la sua realizzazione nei tempi
previsti
Gestire un’azienda con un fatturato da
10 milioni di euro
38. Il questionario
Modello di rappresentazione, tipo di misurazione, sezioni del questionario dedicate e numero di item
Tipo di Misurazione
Sezione del
questionario
Item
misurati
Worker Characteristics
Abilites Doppia scala Importanza/Livello D 52
Occupational Interests Ordinamento F 6
Occupational Values Scala singola, accordo E 21
Work Styles Scala singola, Importanza F 17
Worker Requirements
Skills Doppia scala Importanza/Livello C 35
Knowledge Doppia scala Importanza/Livello B 33
Education Livello e tipo di Istruzione richiesto A 2
Experience Requirements
Experience-Licencing Presenza/Durata A 4
Training Presenza/Durata A 6
Apprenticeship Presenza/Durata A 2
Occupational Requirements A
Generalized Work Activities Doppia scala Importanza/Livello G 41
Work Context Varie scale singole H 57
Occupation-Specific Information
Tasks Domanda aperta ripresa in chiusura A-I
40. Gli sviluppi: Nup e indagine
La reiterazione dell’indagine:
Ridisegnare la NUP in relazione alle innovazioni introdotte dalla Isco 08
Completare l’indagine con le Unità Professionali non indagate;
Eventuale ridisegno dell’indagine nella prospettiva di aggiornamenti continui
42. La forma del sistema
Isfol
Ente C
Ente BEnteA
Istat
43. I contenuti del sistema
L’offerta di istruzione
L’offerta di formazione
L’incidentalità
La sicurezza del lavoro
Le professioni regolamentate
Le comunicazioni obbligatorie e l’incontro fra domanda e offerta di lavoro (borsa lavoro)
La sicurezza sociale
I fabbisogni professionali
Lo stock di occupati
I contenuti della professione (e il sistema di informazione sui fabbisogni)
44. Per saperne di più:
http://www.istat.it/strumenti/definizioni/professioni/
http://fabbisogni.isfol.it/
http://www.annaliistruzione.it/riviste/quaderni/pdf/QAI_103_104/00_ALL08.pdf
http://www.occupationalinfo.org/
http://www.anpe.fr/espacecandidat/romeligne/RliIndex.do
http://www.onetcenter.org/
http://online.onetcenter.org/
http://www.ilo.org/public/english/bureau/stat/isco/isco88/intro.htm