U.S. Department of 

Transportation

Federal Railroad 

Administration

A Job Analysis Design for the Rail Industry: 

Description and Model Analysis of the Job of 

Freight Conductor

Office of Research

and Development

Washington, DC 20590

DOT/FRA/ORD-13/38 Final Report

October 2013
NOTICE

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1. AGENCY USE ONLY (Leave blank) 2. REPORT DATE

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3. REPORT TYPE AND DATES COVERED

Final Report

4. TITLE AND SUBTITLE

A Job Analysis Design for the Rail Industry: Description and Model Analysis of the Job of 

Freight Conductor

5. FUNDING NUMBERS

DTFR53-07-G-00007

6. AUTHOR(S) and FRA COTR

Benjamin Walsh, Leslie Golay, Janet Barnes-Farrell, and Stephanie Morrow

7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES)

U.S. DOT/RITA/John A. Volpe National Transportation Systems Center,

55 Broadway, Cambridge, MA 02142-1093

University of Connecticut Industrial Psychology Applications Center,

406 Babbidge Road, Storrs, CT 06269-1020

8. PERFORMING ORGANIZATION 

REPORT NUMBER

IPAC TR-2010-01

9. SPONSORING/MONITORING AGENCY NAME(S) AND ADDRESS(ES)

U.S. Department of Transportation 

Federal Railroad Administration

Office of Research and Development

Washington, DC 20590

10. SPONSORING/MONITORING

AGENCY REPORT NUMBER

DOT/FRA/ORD – 13/38

11. SUPPLEMENTARY NOTES

Program Manager: Michael Coplen, Federal Railroad Administration

12a. DISTRIBUTION/AVAILABILITY STATEMENT

This document is available to the public through the FRA Web site at 

http://www.fra.dot.gov/eLib/Find or by calling (202) 493-1300.

12b. DISTRIBUTION CODE

13. ABSTRACT (Maximum 200 words)

This document provides a step-by-step description of the design and execution of a strategic job analysis, using the position of 

Freight Conductor as an example. This document was created to be useful for many different needs, and can be used as an 

example of how to conduct similar job analyses for other positions. The job analysis process is described in detail; sample 

meeting agendas, survey questionnaires, and suggestions on how to create and finalize a list of job tasks and KSAOs for the 

position of interest are provided. While analyzing the position of Freight Conductor, key aspects of the position were identified, 

including main tasks and KSAOs required to complete the job successfully. Conclusions report the specific results of the job 

analysis, including information from SME focus group discussions regarding demands and strains of the job. Implications for 

training and development are also discussed.

14. SUBJECT TERMS

Job analysis, job tasks, training assessment, freight conductor, safety-sensitive positions, 

knowledge, skills, abilities, and other characteristics.

15. NUMBER OF PAGES

138

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OF REPORT

Unclassified

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19. SECURITY CLASSIFICATION

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NSN 7540-01-280-5500 Standard Form 298 (Rev. 2-89)

Prescribed by ANSI Std. 239-18

298-102
ii

METRIC/ENGLISH CONVERSION FACTORS

ENGLISH TO METRIC METRIC TO ENGLISH

LENGTH (APPROXIMATE) LENGTH (APPROXIMATE)

1 inch (in) = 2.5 centimeters (cm) 1 millimeter (mm) = 0.04 inch (in)

1 foot (ft) = 30 centimeters (cm) 1 centimeter (cm) = 0.4 inch (in)

1 yard (yd) = 0.9 meter (m) 1 meter (m) = 3.3 feet (ft)

1 mile (mi) = 1.6 kilometers (km) 1 meter (m) = 1.1 yards (yd)

1 kilometer (km) = 0.6 mile (mi)

AREA (APPROXIMATE) AREA (APPROXIMATE)

1 square inch (sq in, in2) = 6.5 square centimeters (cm2) 1 square centimeter (cm2) = 0.16 square inch (sq in, in2)

1 square foot (sq ft, ft2) = 0.09 square meter (m2) 1 square meter (m2) = 1.2 square yards (sq yd, yd2)

1 square yard (sq yd, yd2) = 0.8 square meter (m2) 1 square kilometer (km2) = 0.4 square mile (sq mi, mi2)

1 square mile (sq mi, mi

2

) = 2.6 square kilometers (km2) 10,000 square meters (m2) = 1 hectare (ha) = 2.5 acres

1 acre = 0.4 hectare (he) = 4,000 square meters (m2)

MASS - WEIGHT (APPROXIMATE) MASS - WEIGHT (APPROXIMATE)

1 ounce (oz) = 28 grams (gm) 1 gram (gm) = 0.036 ounce (oz)

1 pound (lb) = 0.45 kilogram (kg) 1 kilogram (kg) = 2.2 pounds (lb)

1 short ton = 2,000 pounds 

(lb)

= 0.9 tonne (t) 1 tonne (t) =

=

1,000 kilograms (kg)

1.1 short tons

VOLUME (APPROXIMATE) VOLUME (APPROXIMATE)

1 teaspoon (tsp) = 5 milliliters (ml) 1 milliliter (ml) = 0.03 fluid ounce (fl oz)

1 tablespoon (tbsp) = 15 milliliters (ml) 1 liter (l) = 2.1 pints (pt)

1 fluid ounce (fl oz) = 30 milliliters (ml) 1 liter (l) = 1.06 quarts (qt)

1 cup (c) = 0.24 liter (l) 1 liter (l) = 0.26 gallon (gal)

1 pint (pt) = 0.47 liter (l)

1 quart (qt) = 0.96 liter (l)

1 gallon (gal) = 3.8 liters (l)

1 cubic foot (cu ft, ft3) = 0.03 cubic meter (m3) 1 cubic meter (m3) = 36 cubic feet (cu ft, ft3)

1 cubic yard (cu yd, yd3) = 0.76 cubic meter (m3) 1 cubic meter (m3) = 1.3 cubic yards (cu yd, yd3)

TEMPERATURE (EXACT) TEMPERATURE (EXACT)

[(x-32)(5/9)] °F = y °C [(9/5) y + 32] °C = x °F

QUICK INCH - CENTIMETER LENGTH CONVERSION

0 1 2 3 4 5

Inches

Centimeters 0 1 2 3 4 5 6 7 8 9 10 11 12 13

QUICK FAHRENHEIT - CELSIUS TEMPERATURE CONVERSIO

 -40° -22° -4° 14° 32° 50° 68° 86° 104° 122° 140° 158° 176° 194° 212°

 

°F

 °C -40° -30° -20° -10° 0° 10° 20° 30° 40° 50° 60° 70° 80° 90° 100°

For more exact and or other conversion factors, see NIST Miscellaneous Publication 286, Units of Weights and 

Measures. Price $2.50 SD Catalog No. C13 10286 Updated 6/17/98
iii

Contents

EXECUTIVE SUMMARY ............................................................................................................ 1

1. INTRODUCTION .................................................................................................................. 3

2. THE JOB ANALYSIS DESIGN ............................................................................................ 4

2.1 PRELIMINARY ACTIVITIES.................................................................................................... 4

2.2 SUBJECT MATTER EXPERT PANELS...................................................................................... 5

2.3 SME PANEL MEETING 1: DISCUSSION OF JOB CONTEXT AND TASK STATEMENT 

DEVELOPMENT............................................................................................................................. 6

2.4 TASK STATEMENT RATINGS................................................................................................. 7

2.5 ANALYSIS OF MEETING 1 DISCUSSION FEEDBACK AND TASK RATINGS............................... 8

2.6 SME PANEL MEETING 2: KSAO DEVELOPMENT................................................................ 9

2.7 KSAO RATINGS................................................................................................................... 9

2.8 ANALYSIS OF KSAO RATINGS........................................................................................... 10

2.9 JOB ANALYSIS REPORT: SUMMARIZING THE FINDINGS ..................................................... 10

3. APPLICATION OF THE JOB ANALYSIS DESIGN TO THE JOB OF FREIGHT

CONDUCTOR.............................................................................................................................. 12

3.1 OVERVIEW ......................................................................................................................... 12

3.2 PRELIMINARY WORK ......................................................................................................... 12

3.3 SME PANEL MEETING 1: TASK AND KSAO LIST EDITING ............................................... 13

3.4 SME PANEL MEETING 2: FURTHER EDITING OF THE TASK LIST ....................................... 14

3.5 SME PANEL MEETING 3: FINAL EDITS TO THE TASK LIST ................................................ 15

3.5.1 Functional Categories of Tasks................................................................................ 15

3.6 ONLINE TASK RATING SURVEY AND ANALYSIS................................................................. 16

3.7 SME PANEL MEETINGS 4 AND 5: KSAO LINKAGES TO FUNCTIONAL CATEGORIES.......... 17

3.8 ONLINE KSAO RATING SURVEY AND ANALYSIS............................................................... 18

3.9 SME PANEL MEETINGS 6: JOB CONTEXT, TOOLS, DEMANDS, AND EXPERIENCES TO 

ACQUIRE KSAOS ...................................................................................................................... 19

3.9.1 Job Context ............................................................................................................... 19

3.9.2 Tools Used ................................................................................................................ 20

3.9.3 Physical and Psychological Demands...................................................................... 20

3.9.4 Experience Needed to Acquire KSAOs..................................................................... 21

4. CHALLENGES IN IMPLEMENTING THE JOB ANALYSIS.......................................... 23

4.1 DIFFICULTY RECRUITING EXPERTS.................................................................................... 23

4.2 EXPERTS UNABLE TO PARTICIPATE FOR LONG PERIODS OF TIME ...................................... 23

4.3 LIMITED TIME OR RESOURCES NEEDED TO CARRY OUT THE ANALYSIS............................ 23

4.4 WRITING TASK STATEMENTS FOR THE APPROPRIATE LENGTH OF SPECIFICITY ................. 24

4.5 KEEPING SMES FOCUSED ON THE TASK AT HAND ............................................................ 24

5. CONCLUSION..................................................................................................................... 25

6. REFERENCES ..................................................................................................................... 27
iv

APPENDIX A............................................................................................................................... 29

JOB ANALYSIS CHECKLIST ........................................................................................................... 30

EXAMPLE AGENDA: SME PANEL MEETING 1 .............................................................................. 31

EXAMPLE MEETING 1 PANEL DISCUSSION QUESTIONS ................................................................. 32

EXAMPLE TASK GENERATION ACTIVITIES ..................................................................................... 33

EXAMPLE TASK SURVEY............................................................................................................... 35

APPENDIX B. .............................................................................................................................. 39

EXAMPLE AGENDA: SME PANEL MEETING 2 .............................................................................. 40

EXAMPLE KSAO GENERATION ACTIVITY...................................................................................... 41

EXAMPLE KSAO SURVEY............................................................................................................. 43

APPENDIX C. .............................................................................................................................. 46

SUBJECT MATTER EXPERT DEMOGRAPHIC CHARACTERISTICS ...................................................... 47

APPENDIX D............................................................................................................................... 49

PRELIMINARY TASK LIST FOR FREIGHT CONDUCTORS .................................................................. 50

6.1 PRELIMINARY KSAO LIST FOR FREIGHT CONDUCTORS ........................................................ 52

APPENDIX E. .............................................................................................................................. 55

SME PANEL MEETING 1 TASK ACTIVITY ...................................................................................... 56

SME PANEL MEETING 1 EDITS TO TASK LIST FOR FREIGHT CONDUCTORS ................................... 57

SME PANEL MEETING 1 KSAO ACTIVITY .................................................................................... 60

SME PANEL MEETING 1 EDITS TO KSAO LIST FOR FREIGHT CONDUCTORS ................................. 61

EXPERT DEMOGRAPHICS FORM................................................................................................... 63

CORRECTED TASK LIST FOR FREIGHT CONDUCTORS FOLLOWING SME PANEL MEETING 1............ 65

CORRECTED KSAO LIST FOR FREIGHT CONDUCTORS FOLLOWING SME PANEL MEETING 1 ......... 67

APPENDIX F................................................................................................................................ 69

JOB ANALYST EDITS TO KSAO LIST FOR FREIGHT CONDUCTORS FOLLOWING

SME PANEL MEETING 1 ....................................................................................................... 69

JOB ANALYST EDITS TO TASK LIST FOR FREIGHT CONDUCTORS FOLLOWING SME PANEL MEETING 1

................................................................................................................................................... 70

JOB ANALYST EDITS TO KSAO LIST FOR FREIGHT CONDUCTORS FOLLOWING SME PANEL MEETING 

1................................................................................................................................................. 72

APPENDIX G............................................................................................................................... 74

REORGANIZED TASK LIST FOR FREIGHT CONDUCTORS ................................................................. 75

SME PANEL MEETING 2.............................................................................................................. 75

SME PANEL MEETING 2 TASK ACTIVITY ...................................................................................... 77

SME PANEL MEETING 2 EDITS TO TASK LIST FOR FREIGHT CONDUCTORS ................................... 78

CORRECTED TASK LIST FOR FREIGHT CONDUCTORS FOLLOWING SME PANEL MEETING 2 ........... 80

APPENDIX H............................................................................................................................... 82

TASK LIST FOR FREIGHT CONDUCTORS WITH FUNCTIONAL CATEGORIES FOR SME PANEL MEETING 

3................................................................................................................................................. 83

SME PANEL MEETING 3 EDITS TO TASK LIST FOR FREIGHT CONDUCTORS ................................... 85
v

FINAL TASK LIST FOR FREIGHT CONDUCTORS.............................................................................. 87

EMAIL TO SMES IN PANEL MEETING 1 TO REVIEW FINAL TASK LIST ............................................. 89

APPENDIX I. ............................................................................................................................... 90

INVITATION TO PARTICIPATE IN TASK RATING SURVEY .................................................................. 91

ONLINE TASK RATING SURVEY ..................................................................................................... 92

TASK RATING SURVEY SME DEMOGRAPHIC CHARACTERISTICS................................................... 101

TASK LIST WITH MEAN RATINGS OF CONSEQUENCES OF ERROR, DIFFICULTY, AND IMPORTANCE..102

APPENDIX J. ............................................................................................................................. 104

6.2 KSAO LIST FOR LINKING TO FUNCTIONAL CATEGORIES..................................................... 105

6.3 KSAOS LINKED TO THE FUNCTIONAL CATEGORIES ............................................................ 108

APPENDIX K............................................................................................................................. 113

KSAO RATING SURVEY INVITATION EMAILS ............................................................................... 114

ONLINE KSAO RATING SURVEY................................................................................................. 115

KSAO RATING SURVEY SME DEMOGRAPHIC CHARACTERISTICS ................................................ 124

TRAINABLE KSAOS RANKED BY IMPORTANCE ............................................................................ 125

KSAOS TO BE UTILIZED IN EMPLOYEE SELECTION RANKED BY IMPORTANCE .............................. 128

APPENDIX L. ............................................................................................................................ 129

6.4 DISCUSSION QUESTIONS IN SME PANEL MEETING 6 DISCUSSION QUESTIONS IN 

SME PANEL MEETING 6............................................................................................................ 129

6.4 DISCUSSION QUESTIONS IN SME PANEL MEETING 6 .......................................................... 130
1

Executive Summary

This document outlines a framework for conducting systematic job analyses of safety sensitive 

positions in the railroad industry. In addition, it describes a model analysis of the job of freight 

conductor. A thorough job analysis is a fundamental step toward building systems within the 

organization to deliver appropriate and effective job training, performance appraisals, and 

personnel selection procedures. The core objective of a job analysis is to identify the knowledge, 

skills, abilities, and other characteristics (KSAOs) required for effective performance of a 

particular job or set of jobs. Once completed, the results of a job analysis can be utilized to build 

(a) training programs that address relevant and measurable KSAOs, (b) performance appraisal 

systems that are legally defensible and evaluate employees based on KSAOs that have been 

identified as related to the respective job, and (c) personnel selection procedures that are legally 

defensible and measure critical, job-related skills to ensure that the organization appropriately 

screens new talent.

The job analysis design described here is grounded in the Combination Job Analysis Method (CJAM; Brannick, Levine, & Morgeson, 2007; Levine, 1983). C-JAM is a type of hybrid job 

analysis that uses multiple methodologies to acquire information about job requirements, as well 

as worker requirements. C-JAM focuses on developing task statements about the job, 

identifying the knowledge, skills, abilities, and other characteristics (KSAOs) needed to perform 

the job, and then rating both based on their importance for job performance and other factors 

(Brannick et al., 2007; Levine, 1983). In addition, the design outlined here allows for additional 

information about the job to be captured, including the job context, personal and physical 

demands on incumbents, and tools and equipment used on the job. Slight differences in the 

methodology will exist across job analyses depending on the objectives of the analysis. 

C-JAM has many strengths and advantages relative to other job analysis methods. One of the 

primary advantages of C-JAM is its flexibility; C-JAM allows for collection of information 

about the work done on the job (i.e., tasks) and the characteristics needed by workers to carry out 

that work (i.e., KSAOs), whereas other methods tend to focus on one or the other. Second, CJAM is fairly inexpensive relative to many other methods because there is no need to purchase 

tools (e.g., surveys) to carry out the analysis; all materials are developed by the job analyst. 

Third, job analyses based on C-JAM can be accomplished with small teams of experts (e.g., 

incumbents, supervisors) who provide input on the job, whereas other methods require input 

from dozens of employees. Finally, an analysis grounded in C-JAM was chosen because the 

purpose of the analysis was to gather information that could be used to determine training needs 

and/or develop selection procedures. These practical advantages make C-JAM a viable job 

analysis method for the rail industry.

The model analysis presented in this report resulted in a comprehensive assessment of the job of 

freight conductor. Freight conductors carry out a host of tasks that are clustered around five 

functional categories: (a) crew communication, (b) crew supervision, (c) form and record 

management, (d) train inspection, troubleshooting, and repair, and (e) train makeup and 

handling. Freight conductors need a wide variety of KSAOs to perform job tasks successfully. 

These KSAOs include different types of knowledge (e.g., knowledge of operating and safety 

rules), skills (e.g., skill in working on and about moving equipment), abilities (e.g., judgment and 
2

decisionmaking ability), and other characteristics (e.g., a passion for safety). Conductors use a 

number of different tools and types of equipment and work with a variety of railroad personnel 

such as locomotive engineers, dispatchers, and foremen. The job is physically and 

psychologically demanding for workers—demands associated with fatigue being among the most 

prominent. 

In the interest of providing a thorough description of C-JAM and potential issues that analysts 

may encounter, we have included considerably more detail about the procedure than would 

typically be included in a job analysis report. This document provides enough detail about the 

job analysis design for the reader to carry out the analysis on his/her own, assuming some 

background knowledge in job analysis methodology. Several appendices are attached that 

include materials (e.g., example agendas, meeting activities, surveys) that can be modified for 

use in a job analysis. In addition, the results of the model job analysis of freight conductors 

should be a useful reference for users to follow when conducting their own job analyses.
3

1. Introduction

The purpose of this investigation was to conduct a systematic analysis and provide a model 

application that can be used to analyze safety-sensitive positions in the railroad industry. This 

document outlines a framework for conducting systematic analyses of the freight conductor job; 

it also describes a model analysis for that position. This project used a job analysis method 

grounded in the Combination Job Analysis Method (C-JAM; Brannick, Levine, & Morgeson, 

2007; Levine, 1983), which uses multiple methodologies and sources to acquire information 

about the position. 

For the job of freight conductor, a variety of types of KSAOs are required. In order to fully 

understand the extent of these characteristics, we conducted a thorough job analysis, gathering 

information from a number of subject matter experts (SMEs). This analysis shows the results of 

that analysis and provides a step-by-step description of how the analysis was conducted.
4

2. The Job Analysis Design

The job analysis design described in this report is derived from C-JAM and relies on panels of 

SMEs to: (a) generate task statements for tasks performed on the job, (b) identify KSAOs 

needed to perform the job effectively, and (c) link the two sets of information. Linking the 

KSAOs to the tasks is necessary to demonstrate that the KSAOs are job related (i.e., needed to 

successfully perform the job; Uniform Guidelines, 1978). In addition, the design allows for 

additional information to be collected about the job; for instance, the machines, tools, and 

equipment used; physical and psychological demands; and the job context. A checklist which 

outlines the major activities that need to be accomplished as part of this analysis is presented in 

Appendix A. For additional information on topics described in this design or on job analysis in 

general, consult Brannick et al. (2007). Barnes-Farrell (2006) also provides a brief but 

comprehensive discussion of job analysis and descriptions of several other job analysis 

resources.

2.1 Preliminary Activities

The first step in the job analysis is to identify the job for which an analysis is needed and the 

purpose for the job analysis. Data derived from systematic job analyses serve as the basis for 

almost all human resource functions—recruitment, selection, training and development, and 

performance assessment (Barnes-Farrell, 2006; Morgeson & Campion, 1997; Schippmann, 1999; 

Society for Industrial and Organizational Psychology, 2003). Understanding the purpose of the 

job analysis will help guide decisionmaking regarding the kinds of data collected. Because CJAM is, by definition, a method which allows for the collection of information about tasks 

performed on the job, worker characteristics, and additional information, it can be used for a 

number of purposes. However, it is best suited to situations in which the job analysis data will 

be used for selection or training purposes (Brannick et al., 2007; Levine, 1983).

Once the job has been identified and the purpose has been clarified, an important preliminary 

step in the job analysis is to gather all available information about the job in order to develop an 

understanding of the general nature and purpose of the job. Such information can be derived 

from the following sources:

• Previous job analyses

• Job descriptions

• The Occupational Information Network (O*NET; http://online.onetcenter.org/)

• Organization charts

• Training materials

If possible, we recommend observing one or more workers while they perform the targeted job. 

Before the observation, prepare a list of questions that may have arisen as a result of inspecting 

the sources of information outlined above, and bring paper and pencil so that detailed notes about 

the job can be taken (e.g., on tasks completed). During the observation, ask the worker(s) to 

describe the work that they do on a typical day. The job may also have a regular cycle of 

assignments, and having the worker walk you through the cycle can be very beneficial for 

understanding the tasks done on the job.
5

The job analyst can use the information derived from the aforementioned sources and 

preliminary observations to develop draft lists of task statements and KSAOs. Although they are 

not necessary, preliminary task statements and KSAOs can help facilitate the development of 

tasks and KSAOs in meetings with panels of experts. These expert meetings are the primary 

source of information in C-JAM.

Brannick et al. (2007) offer some very helpful guidelines for constructing task statements. 

Ensuring the appropriate level of specificity is one of the primary challenges of constructing task 

statements. Tasks can be thought of as activities that are carried out to achieve specific job 

objectives; they have a clear beginning and end. Brannick et al. (2007) suggest that a good rule 

of thumb to use in constructing task statements is to consider whether the task can be broken 

down into meaningful components without referring to specific movements; if further editing of 

a task statement would result in describing specific movements then the task statement should 

not be edited further. Task statements should be constructed in the following manner (Brannick 

et al., 2007):

• There is an implied subject that is plural (i.e., workers, employees, or managers).

• There is a verb that tells what the workers are performing.

• The object of the verb may be any number of things (e.g., data, people, machines, tools, 

equipment).

• There may be a qualifying phrase starting with the word “to” or the words “in order to” 

that outlines the purpose of the workers’ activity. This phrase can be left out if it is 

obvious.

Example task statements for freight conductors based on this structure are as follows: 

Freight conductors...

• Update required rule books and bulletins for all territories that are operated on.

• Call out signals as they are encountered when operating in signal territory and as job 

activities change.

• Determine whether to move, repair, or set out rail equipment with defects in accordance 

with applicable rules.

A final preliminary activity entails identifying key contacts to ensure the involvement of 

personnel critical to the job analysis. The primary focus will be on identifying experienced 

incumbents and supervisors and getting their agreement to serve as members on one or more 

expert panels. Prospective workers or supervisors should be told the purpose of the job analysis 

and what their role would be as members of the expert panel. Details on expert panels and 

desired characteristics of panel members are described below.

2.2 Subject Matter Expert Panels

SMEs are individuals thoroughly familiar with the nature of the job as it currently stands and 

how the job is expected to operate in the future (Singh, 2008). SMEs can include job 

incumbents, managers, and consultants, among others, who are familiar with the job. It can be 

valuable to have different kinds of SMEs, so multiple perspectives can be gathered about a 
6

particular job. The key is that the experts used in a job analysis have a thorough understanding 

of the job being analyzed. 

Several researchers have recommended the use of SME panels in job analysis. For example, 

Brannick and Levine (2002) recommend using expert panels because they “provide information 

quickly and relatively cheaply compared to large samples responding to task inventories or other 

structured questionnaires” (p. 317). Sanchez (1994) recommends several strategies for 

improving the validity of future-oriented job analyses, including using teams of SMEs to 

adequately capture heterogeneity in views about future job tasks and needed KSAOs. Likewise, 

Schneider and Konz (1989) recommend the use of SME panels to identify future job changes and 

worker requirements.

SME panels should be comprised of approximately 5 to 7 workers and 2 to 3 supervisors who 

have ample experience with and understanding of the job in question. To be effective 

participants, individuals chosen to serve on the SME panel should have good oral and written 

communication skills. Likewise, SME panels should be demographically diverse to ensure that 

men and women and individuals of different ethnic backgrounds are involved in task and KSAO 

generation. It is also valuable to have representation on the SME panel from incumbents 

working on different shifts and from different geographic locations. Every attempt should be 

made to put together SME panels that provide a representative view of the job in question.

One or more panels of SMEs may be used during the job analysis, depending on time and 

availability of personnel. For example, one panel may be used to generate and rate the task 

statements, and another panel may be needed to generate and rate the KSAOs, or the same panel 

may be assembled twice. Regardless of whether one or multiple SME panels are used, it is 

important to document the characteristics—job title, sex, ethnicity, age, education, and job 

tenure—of members of the SME panel(s).

2.3 SME Panel Meeting 1: Discussion of Job Context and Task Statement 

Development

The goals of the first expert panel meeting are to (1) collect information about the job context, 

equipment used, and psychological and physical demands, and (2) generate a list of job tasks 

organized by functional category. A functional category refers to a collection of related tasks. 

The meeting will likely last an entire day and should be held at a location other than the 

workplace. Resources to bring to the meeting include, at a minimum, an audio recorder or scribe 

to ensure that the panel discussion is being captured accurately, pens and notebooks for the 

meeting coordinator and SMEs, a flip chart for the meeting coordinator, and refreshments as 

appropriate for the length of the meeting. Access to a computer and a printer/copier may also be 

helpful when editing task statements during the meeting so that panel members have updated 

copies during the task generation process.

A sample agenda for the first SME panel meeting is presented in Appendix A. The first activity 

involves a discussion of the job context, demands, and equipment used. This activity should help 

get SMEs oriented to thinking broadly about the job prior to generating task statements. Tell 

SMEs to think generally about the job rather than about their own jobs in particular. Then, to 
7

facilitate discussion, pose questions to them about the context, demands, and equipment used on 

the job. Example questions that can be used in this phase are presented in Appendix A.

The second set of activities is designed to generate approximately 30 to 100 task statements 

organized into functional categories for the job in question (Brannick et al., 2007). If draft task 

statements have already been developed from existing documents about the job (e.g., previous 

job analyses) and/or through observation, the SMEs can instead begin by editing the draft list. 

Starting with a list of draft task statements can help the meeting move along in an efficient 

fashion that makes good use of the SMEs’ time.

An example task generation activity handout is shown in Appendix A. During this portion of the 

meeting, provide the definition of a task that was outlined earlier and cover several examples of 

task statements. Also, review the appropriate structure for task statements, then allow SMEs to 

generate task statements (or edit the draft list) either individually or in small groups. Following 

this initial task generation, provide the SMEs with a short break period. During the break the 

meeting coordinator should gather all task lists from the panel, make copies of all task lists, and 

then redistribute the lists to the SMEs.

The second activity involves editing the task statements. Ask SMEs to work individually or in 

groups to scan the list of task statements and flag those that are redundant or poorly phrased. 

The entire group will then review the flagged statements to edit wording and eliminate 

redundancies; the result of this combined effort will be a numbered list of task statements. Ask

the group to consider whether all tasks are represented on the list and add any tasks that have 

been missed. At this point, it may be helpful to ask the experts about tasks that are not done 

regularly or that would only occur at particular times (e.g., seasonal tasks, emergency-related 

tasks). At the end of this activity, the task list should be accurate and complete.

The third activity involves grouping the task statements by functional category. Allow the 

SMEs, either as individuals or in small groups, to develop the functional categories and group 

the tasks accordingly. Following the initial grouping of tasks, lead the SMEs in a discussion of 

the functional categories, with the goal of reaching consensus on a single list of task statements 

organized by functional category. The meeting is finished once the final task list is developed. 

Before concluding the meeting, ask the SMEs if they can be contacted in the future to rate the 

task statements to determine their importance. The next section describes the process of rating 

the task statements.

2.4 Task Statement Ratings

The next step in the job analysis is to capture ratings of the task statements with a survey 

completed by at least 5 to 7 SMEs. The same group of SMEs who generated the tasks may rate 

the tasks, or a new group of SMEs may be used.

The scales used to rate the tasks may vary depending on the purpose of the job analysis and the 

uses of the data derived from the job analysis. Consult Brannick et al. (2007) for suggestions on 

the kinds of ratings that should be captured depending on the job analysis purpose. At a 

minimum, ratings of the importance of each task should be made, and it may also be useful to 

capture ratings of the time spent on each task (Uniform Guidelines, 1978). With respect to task 
8

importance, Brannick et al. (2007) suggest that ratings be made based on two characteristics: 

consequences of error and task difficulty. A composite task importance value is then computed 

from the sum of the difficulty and criticality ratings. In addition to task ratings, demographic 

information about the SMEs making the task ratings should be captured so that it can be 

described in the job analysis report. SME characteristics include job title, sex, ethnicity, age, 

education, and job tenure. See Appendix A for an example task rating survey.

Because the task generation meeting is expected to last an entire day, ratings of tasks will most 

likely be done at a different time. If possible, we recommend distributing the task rating survey 

to the SMEs in person. Response rates will likely be highest if the task rating survey is 

completed while on the job and with other SMEs. In addition, by having SMEs complete the 

ratings in person, the job analyst can ensure that there is a standardized process for determining 

ratings and shared understanding of the meaning of the ratings (e.g., the meaning of “somewhat 

important”). However, this is not always feasible. If SMEs have access to computers on the job, 

an online web-based survey is another good means of collecting task ratings. If access to 

computers is limited, a paper-and-pencil survey may be the only option; SMEs can complete the 

survey in groups, as suggested above, or on their own (surveys can be mailed to individual 

SMEs). If the surveys are mailed, it is important to provide detailed instructions on the questions 

and ratings scales, as well as contact information for the job analyst, in case the participants have 

questions about the survey.

2.5 Analysis of Meeting 1 Discussion Feedback and Task Ratings

Analyses of data derived from meeting 1 will include a quantitative analysis of the task ratings, 

as well as a qualitative analysis of information discussed by SMEs about the job context, 

demands, and tools used. 

The audio recording of the SME discussion about job context, demands, and tools should be 

transcribed, and any notes taken during the process should be summarized. All responses to the 

questions should be described in their entirety. Themes in the SME responses can be developed 

for each discussion topic (i.e., context, demands, tools) in order to produce a description of the 

work environment for the job, the psychological and physical demands, and a list of the 

equipment and tools used (as well as a description of their purpose). Themes may be generated 

directly from the audio in lieu of transcription. The job analyst should be objective in analyzing 

the qualitative data and make every effort to ensure that themes accurately represent the input 

from SMEs.

Task ratings should be entered into a computer program that can calculate basic descriptive 

statistics, such as averages and standard deviations (e.g., Microsoft Excel). Task importance 

values are computed for each task by first adding together the ratings of consequences of error 

and task difficulty made by each expert (i.e., Task Importance = Consequences of Error + Task 

Difficulty). This results in a task importance value for each expert on all of the tasks. Then, an 

overall task importance value is computed for each task by calculating the average across all 

raters (e.g., sum the Task Importance ratings for Task 1 across raters and divide by the number of 

raters). To present the data, the tasks should be grouped into corresponding categories, with the 

categories organized either alphabetically or chronologically, and the tasks organized from high 

to low overall importance. A table presenting this information should be included in the job 
9

analysis report. A measure of the variability—for example, the standard deviation—in the task 

importance values should be reported. Individual ratings of consequence of error and task 

difficulty should also be reported. Finally, demographic information for the SMEs who rated the 

tasks should be summarized and included in the job analysis report.

2.6 SME Panel Meeting 2: KSAO Development

The goal of the second SME panel meeting is to generate the KSAOs needed to perform all of 

the tasks within each functional category. The meeting should last approximately half a day if 

generating the KSAOs is the only activity, but if ratings on the KSAOs are also captured, then 

the meeting may last the entire day. Supplies to bring to the meeting are similar to those 

required for meeting 1 (i.e., pens or pencils and notebooks, flip chart for meeting coordinator, 

refreshments, computer and printer); an audio recorder is optional for meeting 2 because group 

discussions will be minimal.

A sample agenda for the meeting and a sample handout for SMEs describing the KSAO 

generation activity are presented in Appendix B. Following introductions and a discussion of the 

purpose of the meeting, present the SMEs with lists of the functional categories and tasks (i.e., 

the final product of meeting 1). Ask the SMEs to review the functional categories and tasks to 

determine whether any editing is needed, and also ask SMEs whether the list is complete and 

accurate. Any changes that are made should be documented by the meeting coordinator. Then, 

form groups of 2 to 3 experts and review the definitions and examples of KSAOs with them, 

answering any questions they have. 

Assign each subgroup 2 to 4 of the functional categories and have them generate KSAOs that are 

needed to perform tasks within those categories. This process ensures that the requisite KSAOs 

are linked to a corresponding cluster of tasks. This is a critical step in the job analysis process 

because it demonstrates that the identified KSAOs are job related and necessary for effective 

performance (Uniform Guidelines, 1978). Up to 100 KSAOs may be generated across all 

categories (Brannick et al., 2007). 

Once each subgroup is confident that all KSAOs have been generated for their assigned 

categories, reconvene and review the KSAOs under each category with the entire panel. 

Additions, deletions, and edits to the KSAOs should be made at this time based on the input 

from panel members. The meeting is complete once the SMEs agree that the list of KSAOs is 

accurate and complete. Before concluding the meeting, ask the SMEs if they can be contacted in 

the future to rate the KSAOs on various scales. The next section describes the process of rating 

the KSAOs.

2.7 KSAO Ratings

The next step in the job analysis is to collect quantitative ratings of the KSAOs using a survey 

completed by at least 5 to 7 SMEs. The same group of SMEs who generated the tasks and/or 

KSAOs may rate the KSAOs, or a new group of SMEs may be used.

As with the task ratings, the scales used to rate the KSAOs may vary depending on the purpose 

of the job analysis and the planned use(s) of data derived from the job analysis. Because C-JAM 
10

is best suited to situations in which the data from the job analysis will be used for selection 

and/or training, Brannick et al. (2007) suggest that KSAOs be rated on four scales: (a) whether 

the KSAO is necessary for newly hired employees, (b) whether the KSAO is practical to expect 

in the labor market, (c) the extent to which problems are likely if the KSAO is ignored in 

employee selection, and (d) the extent to which the KSAO distinguishes the superior from the 

average worker. In addition to KSAO ratings, information about the SMEs making the ratings 

should be gathered so that characteristics of the SMEs can be described in the job analysis report. 

Again, SME characteristics to capture include job title, sex, ethnicity, age, education, and job 

tenure. See Appendix B for an example KSAO rating survey.

2.8 Analysis of KSAO Ratings

The analysis of the KSAO ratings is relatively straightforward. Calculate frequencies for all 

SMEs on the ratings of the ‘Necessary for new employees’ and ‘Practical to expect in the labor 

market’ questions. These questions have a “yes” or “no” response and should be calculated so 

that you have the percentage of SMEs who responded “yes” to the question. Next, calculate 

means and standard deviations for each of the tasks on the remaining two questions: the extent 

to which problems are likely if the KSAO is ignored in employee selection, and the extent to 

which the KSAO distinguishes the superior from the average worker. These two questions are 

rated on a scale ranging from 1–5. The final product of the analysis of KSAO ratings is a list of 

KSAOs with frequencies for responses to the yes/no questions and means and standard 

deviations for the remaining questions.

The data from these analyses can then be assessed to determine which KSAOs should be used in 

selection and training. For a particular KSAO to be used in selection, three conditions must be 

met: the KSAO must be rated as necessary for new hires by a clear majority of the SMEs; a 

clear majority of the SMEs must have also indicated that the KSAO is practical to expect in the 

labor market; and the mean rating on ‘Problems likely’ must be at least 1.5 (Brannick et al.,

2007). 

To determine which KSAOs should be used in training, two conditions must be met: the KSAO 

should be rated as not necessary for new hires by a clear majority of the SMEs, and the mean 

rating on ‘Distinguish superior from average worker’ must be at least 1.5. The KSAOs can be 

ranked in terms of importance for training based on the ‘Distinguish superior from average 

worker’ scale, with higher values on the scale indicating greater importance for training.

2.9 Job Analysis Report: Summarizing the Findings

The results of the job analysis should be formally documented, and the report should describe all 

activities that were done during the analysis, as well as all data that were gathered. Begin with 

an introduction that outlines the purpose of the job analysis and any other relevant background 

information. Also discuss any preliminary activities that were done (e.g., observation, 

development of draft task statements). Then, describe all job analysis activities that were carried 

out and the data derived from the activities. Include appendices, such as those included in this 

document, to ensure that all information about the job analysis procedure and collected data are 

made available to readers. Finally, a cleaned data set should be prepared, from which 

information that identifies individual SMEs has been removed. The data set, which should 
11

include all quantitative information (i.e., task and KSAO ratings and created variables) gathered 

during the job analysis, should accompany the final report.
12

3. Application of the Job Analysis Design to the Job of Freight 

Conductor

An analysis of the job of freight conductor was carried out using the methodology described in 

previous sections of this report. The purpose of this model job analysis was to demonstrate the 

application of the design, identify challenges in conducting the job analysis, and describe how 

those challenges can be resolved.

3.1 Overview

The analysis of the job of freight conductor was carried out between June 2009 and August 2010. 

The analysts began by reviewing available materials describing the freight conductor job and

developing preliminary lists of task statements and KSAOs. Following development of the lists, 

six face-to-face meetings ranging from 1 to 3 hours in length were held with SMEs to (a) edit the 

task and KSAOs lists, (b) link the KSAOs to task categories, and (c) obtain information 

regarding the job context, demands, and tools used. In addition, two Web-based surveys were 

administered to SMEs to collect ratings on the tasks and KSAOs. 

The analysis resulted in a comprehensive assessment of the job of freight conductor. Freight 

conductors carry out tasks that are clustered around five functional categories: (a) crew 

communication, (b) crew supervision, (c) form and record management, (d) train inspection, 

troubleshooting, and repair, and (e) train makeup and handling. Freight conductors need a wide 

variety of KSAOs to perform job tasks successfully. These KSAOs include different types of 

knowledge (e.g., knowledge of operating and safety rules), skills (e.g., skill in working on and 

around moving equipment), abilities (e.g., judgment and decisionmaking ability), and other 

characteristics (e.g., a passion for safety). Conductors use a number of different tools and types 

of equipment and work with a variety of railroad personnel such as locomotive engineers, 

dispatchers, and foremen. The job is physically and psychologically demanding for workers, 

with demands associated with fatigue being among the most prominent. Findings from the 

analysis of the job of freight conductor are described in more detail below.

3.2 Preliminary Work

Preliminary research was carried out between June and September 2009 to develop draft lists of 

task statements and KSAOs for freight conductors. The following sources were reviewed for 

relevant information:

• The O*NET report for railroad conductors and yardmasters (O*Net, 2009)

• An existing task analysis of conductors (Sanders, Jankovich, & Goodpaster, 1974)

• A cognitive task analysis of locomotive engineers which included a discussion of the 

roles and responsibilities of freight conductors (Roth & Multer, 2009)

• The fifth edition of the General Code of Operating Rules (2005)

• The eighth edition of the operating rules of the Northeast Operating Rules Advisory 

Committee (2003)
13

• Conversations with rail experts from the United Transportation Union (UTU), the Federal 

Railroad Administration, and the John A. Volpe National Transportation Systems Center

(Volpe)

Draft lists of task statements and KSAOs were developed based on information from the 

aforementioned sources. The draft lists were then reviewed by two SMEs with railroad 

experience. Appendix C presents information on these SMEs and SMEs who participated in 

subsequent panel meetings. 

The preliminary lists of tasks and KSAOs are presented in Appendix D. The preliminary task 

list was categorized by main tasks and sub tasks. A similar strategy was used by Morrow, 

Walsh, and Barnes-Farrell (2009) in their strategic job analysis of work schedule managers. 

However, clustering the task statements into main tasks proved problematic in SME Panel 

Meeting 1, and a strategy of clustering by functional category was employed instead. Details on 

the issues stemming from the initial clustering of main and sub tasks are outlined below.

3.3 SME Panel Meeting 1: Task and KSAO List Editing

The first SME Panel Meeting was held in October 2009 in Kansas with four managers of 

conductor field training for a Class I railroad. The experts had worked as managers of field 

training for a mean of 7.6 years and had an average of 21.3 years of experience working in 

various railroad positions (e.g., conductor, engineer) for their respective organizations (see 

Appendix C). This meeting was held during a site visit at which representatives from Volpe 

who were conducting a cognitive task analysis of the job of freight conductor were present. The 

meeting lasted for 3 hours, during which time the initial review of the task and KSAO lists by 

SMEs was carried out. The first author was present and guided the activities during this first 

meeting.

The first half of the meeting was devoted to reviewing and editing the preliminary task list. 

Following an introduction to the project, the SMEs were presented with the Task Activity 

handout shown in Appendix E. After a review of the chosen method for putting together task 

statements, the SMEs worked as a group for approximately 1.5 hours to edit the preliminary task 

list. A number of edits were made to the task list during this time; tasks were added, task 

wording was revised, and several tasks were deleted. Changes made to the task list during SME 

Panel Meeting 1 are summarized in Appendix E. Italics is used to denote added or revised text;

strikethrough indicates deleted text.

The second half of the meeting was dedicated to editing the list of freight conductor KSAOs. To 

begin the editing, the SMEs were presented with the KSAO Activity handout shown in Appendix 

E. The first author reviewed definitions of KSAOs and ensured that all SMEs understood the 

definitions. Then, the SMEs worked as a group to edit the KSAO list. The edits to the KSAO 

list were relatively minor and primarily included revisions to wording. The changes made to the 

KSAO list during SME Panel Meeting 1 are summarized in Appendix E. Following the KSAO 

work, the SMEs completed an Expert Demographics Form (see Appendix E) and were thanked 

for their participation. Corrected task and KSAO lists following SME Panel Meeting 1 are 

presented in Appendix E.
14

There are two additional notes worth mentioning about SME Panel Meeting 1. First, after 

editing the KSAO list, SMEs also began linking the KSAOs to the main tasks, as outlined in the 

KSAO Activity handout. However, the results of the linking are not presented here because the 

linking was premature. That is, the task list required additional edits, given that only 1.5 hours 

had been spent editing it. Second, the main tasks outlined during preliminary task development 

were too vague and did not contribute valuable information to the analysis. Thus, the main tasks 

were removed from the task list and functional categories were used to cluster tasks after the list 

of task statements was nearly finalized.

Following a review of meeting notes from SME Panel Meeting 1 and a review of a conductor 

trainee evaluation form provided to the first author by the SMEs, the first author made several 

modifications to the task and KSAO lists. These changes are presented in Appendix F and 

primarily include modifications to the task list. After those changes were made, the task list was 

reordered and examined for clarity. Several of the tasks were identified as problematic because 

they did not appear to be at an appropriate level of specificity, and/or they needed a different 

verb. This reorganized task list is shown in Appendix G, and it served as the basis for the editing 

carried out in SME Panel Meeting 2. Given the minimal changes made to the KSAO list during 

and following SME Panel Meeting 1, no additional changes were subsequently required.

3.4 SME Panel Meeting 2: Further Editing of the Task List

SME Panel Meeting 2 was held in November 2009 in Massachusetts with five conductors, one of 

whom was also a locomotive engineer. The SMEs had worked in their current positions for a 

mean of 5.1 years, and the mean organizational tenure was 5 years (see Appendix C). The 

purpose of this meeting, which lasted for approximately 1.5 hours, was to continue editing the 

task list. The first and second authors were present at SME Panel Meeting 2, with the first author 

leading the meeting activities.

Following a brief introduction to the project, SMEs were given copies of the reorganized task list 

and the Task Activity handout (see Appendix G). The first author reviewed the method for 

constructing task statements and the example task statements with all group members. Next, the 

SMEs were given 45 minutes for individual review of the task list. SMEs were instructed to 

make any edits to the task list that they felt were necessary, and to pay extra attention to the tasks 

that had been identified as problematic. Following this individual review, the SMEs reconvened 

as a group for approximately 40 minutes and were instructed to come to a consensus about the 

edits to the task list. All edits suggested by the SMEs were recorded by the first author on a 

computer during the meeting, and the list was projected on a screen so that all SMEs could view 

the changes. At the end of the meeting, the SMEs completed the Expert Demographics Form 

(see Appendix E) and were thanked for their participation.

Changes made to the task list during SME Panel Meeting 2, as well as a corrected task list, are 

shown in Appendix G. Following the meeting, the first author reviewed the task list to identify 

sets of tasks that appeared to share a similar function. Five functional categories were created 

and tasks were clustered under the appropriate one. The draft task list with functional categories 

is presented in Appendix H. This list was edited in SME Panel Meeting 3.
15

3.5 SME Panel Meeting 3: Final Edits to the Task List

The group of SMEs in Panel Meeting 2 also participated in SME Panel Meeting 3. The only 

exception was that a new SME substituted for a conductor who was unavailable for the third 

meeting. The mean job and organizational tenure for this group of SMEs was 4.4 years (see 

Appendix C). The meeting lasted for approximately 1 hour, and the goal was to finalize the list 

of tasks and functional categories for freight conductors. Again, the first and second authors 

were present at the meeting, and the first author led the activities. 

Because four of the five SMEs had participated in the previous meeting, no handouts were given 

to SMEs. Instead, the task list in Appendix H was presented using a computer and projector, and 

the following questions were posed to the SMEs:

1. Are the categories meaningful?

2. Are additional categories needed?

3. Are the tasks situated under the appropriate category?

4. Are there any rare tasks that would not necessarily be done regularly but might be done 

during a particular week or month, or at certain times of the year?

5. Are there any critical emergency-related tasks that are missing?

6. Is the task list complete and accurate?

The discussion focused on the aforementioned questions. The reader will note that an explicit 

attempt was made to have SMEs consider tasks that were not done frequently but would possibly 

need to be carried out in emergency situations. During the meeting only a limited number of 

changes were made to the task list. Appendix H includes a list that shows the changes made 

during SME Panel Meeting 3, as well as a final list of freight conductor tasks organized by 

functional category (in alphabetical order). 

3.5.1 Functional Categories of Tasks

The 42 tasks are arranged in five functional categories that represent the general duties of freight 

conductors. The functional categories include the following:

• Crew Communication – tasks related to communication with the train crew and other 

personnel.

o Example task: Freight conductors call out signals as they are encountered when 

operating in signal territory and as job activities change.

• Crew Supervision – tasks associated with oversight of railroad personnel.

o Example task: Freight conductors job brief with train crew members regarding 

work to be done, movements to be made, and any safety hazards.

• Form and Record Management – tasks having to do with the organization and 

management of forms and records.

o Example task: Freight conductors update the signal awareness form.

• Train Inspection, Troubleshooting, and Repair – tasks related to train inspection and 

maintenance.
16

o Example task: Freight conductors locate, inspect, and report defects identified by 

a defect detector.

• Train Makeup and Handling – tasks pertaining to preparing the train for a trip and 

general handling of the train.

o Example task: Freight conductors inspect and line switches as required.

After finalizing the list, the task list was sent to three participants from SME Panel Meeting 1 for

their review as an additional check to ensure that the list was complete and accurate. A copy of 

the email is included in Appendix H. No changes to the task list were suggested by the SMEs.

3.6 Online Task Rating Survey and Analysis

An online task rating survey was completed by SMEs so that the relative importance of the tasks 

could be determined. As suggested by C-JAM (Brannick et al., 2007), SMEs evaluated each task 

on two scales, consequences of error and task difficulty, that were slightly modified from the 

exact C-JAM wording. The scales are as follows:

• Consequences of Error – How important (i.e., significant) are the consequences of 

performing the task incorrectly?

1 – Consequences of error are not at all important

2 – Consequences of error are somewhat important

3 – Consequences of error are moderately important

4 – Consequences of error are very important

5 – Consequences of error are extremely important

• Task Difficulty – How easy or difficult is it to complete the task correctly relative to all 

other tasks?

1 – Very easy

2 – Somewhat easy

3 – Not easy or difficult

4 – Somewhat difficult

5 – Very difficult

A UTU representative sent email invitations to 24 conductors asking them to participate in the 

survey. A copy of this invitation email is presented in Appendix I. We specified that we were 

seeking responses from freight conductors who had a minimum of 5 years of experience on the 

job. To ensure that the sample included some demographic diversity, email invitations were also 

sent to female conductors. The online survey was available for two weeks until April 1, 2010, 

and all participants received a reminder email one week into survey administration. A copy of 

the task rating survey is provided in Appendix I.
17

Responses were received from 17 freight conductors from across the United States (71 percent

response rate). Demographic characteristics of the respondents are shown in Appendix I. 

Respondents had a mean job tenure of 17.5 years and a mean organizational tenure of 24.1 years.

The mean length of time in which respondents had worked as freight conductors was 21.9 years.

Task importance was calculated as suggested by Brannick et al. (2007). Specifically, ratings on 

consequences of error and task difficulty made by each respondent were summed for each task. 

Then, the mean task importance value was calculated for each task across all SMEs. Appendix I 

presents the task list with the mean ratings of consequences of error, difficulty, and importance. 

We note that all but three tasks had mean consequences of error ratings greater than or equal to 

four, thus verifying that the list includes critically important tasks. The greatest variability across 

SMEs was observed for the ratings of task difficulty.

3.7 SME Panel Meetings 4 and 5: KSAO Linkages to Functional Categories

SME Panel Meeting 4 was held in June 2010 in New York with eight current and former 

conductors and locomotive engineers. SME Panel Meeting 5 was held one month later in July 

2010 with four of the same experts. SMEs in Panel Meeting 4 had a mean job tenure of 11.3 

years, mean organizational tenure of 16.2 years, and mean freight conductor job experience of 

14.6 years (see Appendix C). The experts in Panel Meeting 5 had worked in their current jobs 

for a mean of 7.0 years, their organizations for 10.5 years, and had 8.3 years of experience, on 

average, working as freight conductors. Each meeting was approximately 1.5 hours long. Both 

the first and second authors were present at each meeting.

The purpose of the meetings was to link KSAOs to the functional categories. In Panel Meeting 

4, SMEs were handed copies of the task list with importance values. Each SME reviewed the list 

individually, and SMEs were told that the goal of the meeting was to determine the KSAOs 

needed to perform the tasks in each category. Next, definitions and examples of KSAOs were 

reviewed with all SMEs. The SMEs were divided into two groups of four. Group 1 (SMEs 13, 

14, 15, and 16) was asked to link KSAOs to the Train Inspection, Troubleshooting, and Repair

category, and Group 2 (SMEs 17, 28, 19, and 20) was tasked with linking KSAOs to the 

functional category Train Makeup and Handling. Once the SME groups had separate work 

spaces, they were handed copies of the task list which included only their specific functional 

category, associated tasks, and importance values. Each group was also given one copy of the 

up-to-date KSAO list, which had been reorganized to facilitate the linking process (see Appendix 

J). One SME in each group was charged with being the scribe who would document on the 

KSAO list the KSAOs needed to perform the tasks in the category. This was done by simply 

checking off the relevant KSAOs. The SMEs were encouraged to discuss the KSAOs amongst 

themselves and only to assign the KSAO to the functional category if there was a consensus that 

the KSAO was needed to perform the tasks.

SME Panel Meeting 5 was structured in similar fashion. However, because each SME had 

already participated in the prior meeting, no introductions were necessary. The four participating 

SMEs were split into two groups. Group 1 (SMEs 13 and 18) linked KSAOS to the tasks in 

functional categories Crew Communication and Form and Record Management, and Group 2 

(SMEs 17 and 20) linked KSAOs to the tasks in the Crew Supervision functional category.
18

Results of the linking are presented in Appendix J. All KSAOs were linked to at least one of the 

functional categories and many generalize across multiple categories. For example, skill in 

performing switching activities was identified as needed to perform tasks in each of the five 

functional categories.

3.8 Online KSAO Rating Survey and Analysis

An online KSAO rating survey was completed by SMEs to determine (a) the relative importance 

of the KSAOs, and (b) whether the KSAOs should be utilized in employee training or selection, 

consistent with C-JAM (Brannick et al., 2007). Whereas a separate sample of SMEs was 

recruited to complete the task rating survey, the KSAO rating survey sample was obtained from 

OR provided by individuals who had already participated in the SME panel meetings. 

Specifically, the 15 experts who provided their email address on the Expert Demographics Form 

were asked to participate in the online survey. An initial email was sent to the experts in July 

2010 to inform them of the upcoming survey, and the invitation was sent several days later (see 

Appendix K). The online survey was available for two weeks until August 9, 2010, and all 

participants received a reminder email one week into survey administration.

Participants were asked to rate all KSAOs on two scales rather than the four scales suggested by 

C-JAM (Brannick et al., 2007). This was because the list of KSAOs was quite long, and it was 

determined that having the respondents complete the four rating scales may have led to fatigue, 

which could result in incomplete data. These scales included KSAO importance and KSAO 

trainability (see below). Similar scales have been used in previous job analyses (e.g., Morrow et 

al., 2009). A copy of the KSAO rating survey is presented in Appendix K.

• KSAO Importance – How important is it that Freight Conductors possess this KSAO?

1 – Not at all important

2 – Somewhat important

3 – Moderately important

4 – Very important

5 – Extremely important

• KSAO Trainability – Can this KSAO be taught using a formal training program (e.g., 

classroom training, simulation training, field training)?

0 – No

1 – Yes

Responses to the KSAO rating survey were received from 8 of the 15 experts (53 percent

response rate). Demographic characteristics of the sample are shown in Appendix K. 

Participants had a mean job tenure of 11.6 years, mean organizational tenure of 14.9 years, and a 

mean tenure of 11.1 years working as freight conductors.

Results from the analysis of the KSAO rating survey data are presented in Appendix K. The 

percentage of SMEs who indicated that the KSAO was trainable was used to evaluate whether 

the KSAO should be utilized in training or in selection. If more than 50 percent of SMEs 

reported that they felt the KSAO was trainable, then the KSAO was considered a candidate for 

training. Conversely, KSAOs that did not meet this criterion were judged to be useful for 
19

purposes of employee selection. Importance ratings aid in prioritizing which KSAOs should be 

emphasized for each purpose; priority should be given to the more important KSAOs. 

The majority of the KSAOs are trainable, but 10 of them are best suited to employee selection,

given their lack of trainability. We note that the trainability percentages for several of the 

KSAOs (i.e., recognize and distinguish between the colors of railroad signs and signals, 

situational awareness) were relatively low, but still more than 50 percent. It may be that those

KSAOs could also be used effectively for selection rather than training. The lists of trainable 

KSAOs and KSAOs to be utilized in employee selection are shown in Appendix K.

3.9 SME Panel Meetings 6: Job Context, Tools, Demands, and Experiences to 

Acquire KSAOs

A final meeting was held in August 2010 with SMEs to discuss additional information regarding 

job context, tools used, and demands of the job. Questions were also posed to SMEs about the 

experience needed to obtain the minimum acceptable level on two important KSAOs. Three 

SMEs participated in the final meeting (see Appendix C for participant characteristics) which 

lasted for approximately 45 minutes. The first author asked several questions (see Appendix L) 

and moderated the discussion with the SMEs. Responses to the questions are summarized 

below.

3.9.1 Job Context

A single question was posed to the SMEs regarding the people that freight conductors work with 

to perform the job successfully. The SMEs indicated that freight conductors work with a range 

of personnel to perform job tasks successfully. The personnel mentioned include the following:

• Brakemen

• Dispatchers

• Engineers

• Maintainers

• Other emergency response personnel

• Railroad police

• Track foremen

• Trainmasters

• Yardmasters

These findings correlate with results presented earlier regarding the KSAOs needed to perform 

the job. This is because a number of the KSAOs pertained, in one way or another, to 

interpersonal interactions. For example, skill in giving and interpreting communications signals 

with or without signaling equipment, the ability to communicate information orally and in 

writing, and the ability to actively listen were each identified as very important KSAOs. These 

KSAOs facilitate work-related interactions with personnel that conductors are required to 

interact with on the job.

Freight conductors have the potential to be exposed to hazardous materials on the job. SMEs 

acknowledged that freight conductors may be exposed to a variety of hazardous materials and 

substances depending on the nature of the freight being transported. Such exposure may be the 

result of problems, such as a broken hose or a leaking valve, arising en route. SMEs also 

mentioned that conductors may be exposed to chemicals besides those being transported, such as 
20

chemicals applied to minimize weeds. Thus, it is no surprise that KSAOs pertaining to 

hazardous substances (e.g., Knowledge of hazardous material placards, markings, and 

regulations; Skill in inspecting hazardous material cars) are some of the most important KSAOs 

a conductor needs to perform the job.

3.9.2 Tools Used

The SMEs were asked to identify examples of the kinds of tools and equipment used on the job. 

The discussion revealed that freight conductors utilize a number of tools and types of equipment. 

This finding is in line with results from the analysis of conductor tasks reported earlier because 

one of the primary categories of freight conductor tasks are those related to train inspection, 

troubleshooting, and repair (see Appendix H). Types of tools and equipment utilized by freight 

conductors include the following:

• Brake sticks

• Derails

• End-of-train devices

• Flags

• Fusees/Flares

• Hand and power tools (e.g., 

wrenches, hammers)

• Hand switches

• Lanterns

• Laptop computers

• Personal protective equipment (e.g., 

hard hats, safety glasses)

• Radio communication devices

3.9.3 Physical and Psychological Demands

Several questions focused on the demands, physical and psychological, of the freight conductor

job. Physical demands identified by SMEs include the following:

• Climbing

• Lifting knuckles

• Maneuvering over steep terrain

• Sleep deprivation/Fatigue

• Throwing switches

• Walking

• Working in different climates
21

Fatigue was identified as the biggest physical demand that freight conductors face on the job.

The Volpe Center and FRA, in collaboration with the Division of Sleep Medicine at Harvard 

Medical School, created a Web site dedicated to improving railroader sleep health practice, 

thereby helping combat fatigue. They considered the various factors also identified in this report 

that affect railroaders’ sleep patterns. Freight conductors often work nontraditional schedules 

that include night and weekend work, and conductors are subject to working on-call as well. The 

SMEs indicated that they believe inconsistent and irregular work schedules are a primary cause 

of fatigue on the job. Moreover, SMEs remarked that conductors have a lack of control over 

their work scheduling, and the ambiguity associated with work scheduling is problematic. Work 

scheduling was also identified as a driver of additional demands beyond fatigue, including 

restricted time to meet personal and family obligations. Indeed, the SMEs noted that adjusting to 

the varying work schedules takes time. However, this observation should be considered in light 

of ratings on one KSAO in particular. The ability to work nontraditional schedules (e.g., night 

shifts, on-call, long hours) was identified as a very important KSAO, but was also seen as not 

trainable. It is probable that some personnel will not be able to adapt to the demands of working 

such nontraditional schedules. See Raslear, Gertler, and DiFiore (2013) for additional findings 

on work schedules and fatigue-related accidents in the U.S. railroad industry.

SMEs were also asked to describe the psychological demands associated with the job. The 

discussion of psychological demands primarily concerned the possibility of inadvertently hitting 

and/or killing bystanders while the train is in operation. For example, one SME mentioned that 

he had hit and killed someone while on a trip. Another SME briefly discussed how a bystander 

appeared to be making an attempt to commit suicide by standing on the track, but changed his 

mind and moved away from the track before the train passed. SMEs noted that they feel helpless 

on the train in these and similar situations due to a lack of control. Gist’s (2011) research offers 

intervention strategies for mitigating the effects on train crews of such potentially traumatic 

incidents. Finally, the experts also noted that the job can be psychologically demanding because 

of the nature of the work schedules (e.g., inability to maintain social networks due to irregular 

work schedules). 

3.9.4 Experience Needed to Acquire KSAOs

An additional set of questions was used to investigate SME perceptions of the amount and type 

of on-the-job training (OJT) needed to acquire the minimum acceptable level on two KSAOs: 1) 

knowledge of the physical characteristics of the territory over which the conductor operates, and 

2) ability to coordinate and plan various movements safely and efficiently. These KSAOs were 

drawn from preliminary ratings on the KSAO rating survey which suggested they were very 

important for freight conductors. SMEs remarked that the first KSAO, knowledge of the 

physical characteristics of the territory over which the conductor operates, required 

approximately 3 to 6 months of OJT, depending on the person and the number of trips. The 

SMEs stated that current training time is shorter than what is needed, and trainees are told “the 

engineer will take care of you,” even if they do not feel comfortable with the work. The experts 

suggested that the OJT be supervised and that the supervision be reduced over time as the 

knowledge is acquired.
22

The second important KSAO discussed was the ability to coordinate and plan various 

movements safely and efficiently. Again the SMEs were in agreement that OJT is needed to 

acquire the ability. Specifically, the SMEs noted that approximately 3 months of supervised OJT 

is needed to acquire the minimum acceptable level of the ability. SMEs emphasized that the 

experience needs to be supervised experience such that the trainee is close to the trainer 

throughout.
23

4. Challenges in Implementing the Job Analysis

A number of challenges were faced in the model analysis of the job of freight conductor 

described in previous sections. It is likely that the same, or similar, challenges will occur in the 

analysis of other safety-sensitive railroad jobs. Below, we describe the challenges faced in the 

present analysis and offer strategies for minimizing those problems.

4.1 Difficulty Recruiting Experts

The biggest challenge in the present analysis of freight conductors involved targeting and 

recruiting experts to participate in the analysis. Experts agreed to participate on their own time 

and with no immediate benefits in return for participation. To identify SMEs, we explored 

several avenues, including company and union contacts at multiple railroad carriers. Our 

persistence paid off, but there are several clear ways to avoid these recruiting difficulties. If the 

job analysis is carried out within a single organization, SMEs should be provided time to 

participate on-the-clock at their regular rate of pay to increase the likelihood that they will be 

willing to contribute. It may also be helpful to offer a small gift or bonus payment in exchange 

for their assistance.

4.2 Experts Unable to Participate for Long Periods of Time

An additional challenge faced in the model analysis of the job of freight conductor was a direct 

result of the nontraditional scheduling that characterizes the job. Freight conductors in particular 

are needed for train operations 24 hours a day, 7 days a week, so it was very difficult to get 

multiple conductors in a room together, and it was impossible to schedule a meeting lasting more 

than a couple of hours. Similar problems are likely to arise for comparable railroad jobs that 

operate around the clock and entail irregular work schedules. C-JAM accommodates this sort of 

situation; instead of holding two long meetings, it may be preferable to hold a series of shorter 

meetings (e.g., 1–2 hours). This strategy was utilized here and proved effective. The shorter 

meetings can also be held with fewer experts (e.g., 1–2 instead of 5–7). If such a strategy is 

chosen, the job analyst needs to ensure that a total of at least 5 to 7 experts are utilized at some 

point in each stage of the analysis (i.e., task development and KSAO linking). Likewise, care 

must be taken to ensure that the progress made in each meeting is well documented.

4.3 Limited Time or Other Resources Needed to Carry Out the Analysis

Time and/or resources may be limited when conducting the job analysis. If time is limited, it 

may be necessary to avoid spending time on the first part of the analysis, which includes the job 

demands, context, and tools/equipment used. In the present study, a limited number of possible 

questions were asked during the analysis to minimize the amount of time spent on the openended questions. The key components of the analysis (i.e., task statements and KSAO 

development and linking) are essential and were therefore the focus of the majority of meetings. 

In addition, conducting a thorough review of the job during the preliminary stages of the analysis 

can facilitate the activities required in later stages and potentially alleviate the time burden 

required of SMEs. A comprehensive review of existing materials related to the job will allow 

the job analyst to prepare draft task and KSAO lists before meeting with SMEs. The preliminary 
24

lists of freight conductor tasks and KSAOs developed in the present study were beneficial for 

this very reason. However, it is important to note that a job analysis can take time. To ensure 

that activities are carried out systematically and completely, it is in the best interest of the job 

analyst to avoid rushing the process. A job analysis provides fundamental information about a 

job. As such, it is important to devote sufficient time to the process in order to make certain that 

no central features of the job are overlooked during the data collection process.

4.4 Writing Task Statements at the Appropriate Length of Specificity

Another challenge faced during this job analysis was guiding SMEs to develop task statements at 

the appropriate level of specificity. Although developing preliminary task lists can facilitate 

group work, be aware that it may also hinder progress if the tasks are not at the appropriate level 

of specificity. In particular, lists that are developed by analysts who do not have personal 

experience with the particular job under consideration may be overly vague unless additional 

steps are taken to increase the specificity of those task statements. We found that reviewing with 

the SMEs the definition of a task, as defined by Brannick et al. (2007), reviewing task statement 

examples, and emphasizing to the SMEs that they (not the analysts) are the experts were 

effective strategies for getting the SMEs to critically evaluate the task statements. It is critical to 

spend time with experts reviewing these basics in order to encourage the progress of the analysis.

4.5 Keeping SMEs Focused on the Task at Hand

The final challenge during the meetings involved keeping the SMEs focused on the task at hand. 

With several SMEs in a room at once, the conversation can quickly evolve from productive to 

unproductive. On several occasions, the discussion veered away from the focal topic to casual 

conversation among the SMEs. It is important that the meeting coordinator recognize 

immediately when this is occurring and redirect the conversation back to the topic at hand. The 

meeting coordinator must feel comfortable politely interrupting an SME if discussion moves off 

topic and directly soliciting input from SMEs who are not contributing. Likewise, some experts 

will attempt to dominate the conversation. Acknowledge their input because productive input is 

what is needed, but also emphasize that the opinion of each and every SME is needed.
25

5. Conclusion

The purpose of this investigation was to conduct a systematic analysis of the job of freight 

conductor in order to provide a model application of the design outlined in previous sections. 

Findings from the analysis indicate that freight conductors carry out tasks involving (a) crew 

communication, (b) crew supervision, (c) form and record management, (d) train inspection, 

troubleshooting, and repair, and (e) train makeup and handling. A host of KSAOs are needed by 

freight conductors to effectively perform these tasks. Examples of important KSAOs needed by 

freight conductors include the following: knowledge of the proper procedures for handling and 

reporting emergency situations, skill in identifying block signal aspects, judgment and 

decisionmaking ability, and a passion for safety (other characteristic). Results suggest that many 

of the KSAOs are trainable (e.g., knowledge of operating and safety rules); such KSAOs can and 

should be the focus of employee education in formal training programs. Conversely, other 

KSAOs (e.g., ability to work nontraditional schedules) should be considered when selecting new 

hires because such KSAOs were perceived as not trainable by SMEs.

Furthermore, conductors use a variety of tools and equipment on the job (e.g., personal 

protective equipment and radio communication devices). Conductors also work with a variety of 

railroad personnel, including locomotive engineers, dispatchers, and foremen. The job is 

physically and psychologically demanding for workers, with demands associated with fatigue 

being among the most prominent. 

Finally, several challenges were faced when carrying out the analysis of the job of freight 

conductor, including difficulty recruiting SMEs, relatively brief meetings with SMEs, insuring 

that task statements were at their appropriate level of specificity, and keeping the meetings on 

task. We expect that several of these challenges (e.g., difficulty recruiting experts) will be 

minimized if the analysis is carried out within a single organization. Our hope is that this model 

analysis will provide a framework for future job analyses for many different types of positions 

within the railroad industry. Furthermore, it is important to note that although the initiative for 

creating this framework for job analyses was specifically aimed at assisting in the development 

of effective training programs, the results of job analyses can be applied toward the development 

of other organizational infrastructures such as performance appraisals and personnel selection 

systems.

27

6. References

Barnes-Farrell, J. (2006). Roadmap for work analysis of RCL operators. (IPAC TR-2006-03). 

Prepared for the Volpe National Transportation Systems Research Center. Storrs, CT: 

University of Connecticut, Industrial Psychology Applications Center.

Brannick, M. T., & Levine, E. L. (2002). Job analysis: Methods, research, and applications for 

human resource management in the new millennium. Thousand Oaks, CA: Sage.

Brannick, M. T., Levine, E. L., & Morgeson, F. P. (2007). Job and work analysis: Methods, 

research, and applications for human resource management (2nd Ed.). Thousand Oaks, 

CA: Sage.

General Code of Operating Rules (2005). GCOR: General code of operating rules (5th edition). 

Gist, Richard. (2011). Proposed Key Elements of Critical Incident Intervention Program for 

Reducing the Effects of Potentially Traumatic Exposure on Train Crews to Grade 

Crossing and Trespass Incidents. U.S. Department of Transportation. Federal Railroad 

Administration. 

John A. Volpe National Transportation Systems Center, Harvard Medical School Division of 

Sleep Medicine, and WGBH Educational Foundation, under sponsorship of the Federal 

Railroad Administration, U.S. Department of Transportation. Railroaders’ Guide to 

Healthy Sleep: Steps to improve your sleep and make a real difference in your life. 

Retrieved from http://railroadersleep.org/

Levine, E. L. (1983). Everything you always wanted to know about job analysis. Tampa, FL: 

Mariner.

Morgeson, F. P., & Campion, M. A. (1997). Social and cognitive sources of potential 

inaccuracy in job analysis. Journal of Applied Psychology, 82, 627–655.

Morrow, S., Walsh, B., & Barnes-Farrell, J. (2009). Shiftwork schedule management gap 

analysis: Assessing the future training needs of shiftwork schedule managers using a 

strategic job analysis approach. IPAC TR-2009-03. Prepared for the Federal Railroad 

Administration and the Volpe National Transportation Research Center. Storrs, CT: 

University of Connecticut, Industrial Psychology Applications Center. 

Northeast Operating Rules Advisory Committee. (2003). NORAC operating rules (8th edition). 

O*Net (2009). Summary report for 53-4031.00 Railroad conductors and yardmasters. Retrieved 

from http://online.onetcenter.org/link/summary/53-4031.00 on July 1, 2009.

Raslear, T., Gertler, J., and DiFiore, A. (2013). Work schedules, sleep, fatigue, and accidents in 

the US railroad industry. Fatigue: Biomedicine, Health & Behavior, 1: 1–2, 99–115.

Roth, E., & Multer, J. (2009). Technology implications of a cognitive task analysis for 

locomotive engineers. DOT/FRA/ORD-09/03. U.S. Department of Transportation, 

Federal Railroad Administration. 

Sanchez, J. (1994). From documentation to innovation: Reshaping job analysis to meet 

emerging business needs. Human Resource Management Review, 4, 51−74. RDTR No. 

263. Naval Ammunition Depot, Crane, IN.
28

Sanders, M. S., Jankovich, J. J., & Goodpaster, P. R. (1974). Task analysis for the jobs of 

freight train conductor and brakeman. 

Schippmann, J. S. (1999). Strategic job modeling. Mahwah, NJ: Lawrence Erlbaum 

Associates.

Schneider, B., & Konz, A. (1989). Strategic job analysis. Human Resource Management, 28, 

51−63.

Singh, P. (2008). Job analysis for a changing workplace. Human Resource Management 

Review, 18, 7–99.

Society for Industrial and Organizational Psychology, Inc. (2003). Principles for the validation 

and use of personnel selection procedures (4th ed.). Bowling Green, OH: Society of 

Industrial and Organizational Psychology.

Uniform Guidelines on Employee Selection Procedures. (1978). 43 FR 38295 (August 25, 

1978).
29

Appendix A. 

JOB ANALYSIS CHECKLIST

EXAMPLE AGENDA: SME PANEL MEETING 1

EXAMPLE MEETING 1 PANEL DISCUSSION QUESTIONS

EXAMPLE TASK GENERATION ACTIVITIES

EXAMPLE TASK SURVEY
30

Job Analysis Checklist

Below is a summary list of the major activities that need to be accomplished during the job 

analysis. 

Activity

Preliminary Work: Carry out preliminary research (e.g., review existing documents, 

observe an incumbent performing the job) to learn as much as you can about the job. At 

this time, preliminary lists of tasks and KSAOs may also be developed.

SME Discussion: Meet with SMEs to discuss the job context, tools used, and 

physical/psychological demands.

Create Task List: Meet with SMEs to develop a complete and accurate list of tasks

organized by functional category.

Task Rating Survey and Analysis: Have SMEs rate the tasks on various scales (e.g., 

consequences of error, difficulty) to determine their relative importance.

Create KSAO List: Meet with SMEs to compile a list of all KSAOs needed to carry out 

the job tasks.

Link KSAOs to the Functional Categories: Have SMEs link the KSAOs to functional 

categories that are needed to perform the corresponding tasks.

KSAO Rating Survey and Analysis: Have SMEs rate the KSAOs on several scales 

(e.g., importance, trainability) to determine their relative importance and decide which 

KSAOs are candidates for use in selection versus training.

Final Report: Describe the findings from the analysis in a detailed report.
31

Example Agenda: SME Panel Meeting 1

(Location)

(Date)

Time Topic

8:45 AM Arrive at Meeting Venue

9:00 AM Welcome and Panel Introductions

9:15 AM Introduction to the Project

9:30 AM Panel Discussion of Job Context, Demands, and Equipment Used

10:45 AM Mid-Morning Break

11:00 AM Task Generation Activity 1

Develop initial task statements

12:00 PM Lunch 

12:30 PM Task Generation Activity 2

Edit task statements

2:30 PM Mid-Afternoon Break

2:45 PM Task Generation Activity 3

Group task statements into functional categories

3:45 PM End of Meeting
32

Example Meeting 1 Panel Discussion Questions

(Introduction by Meeting Coordinator): Before we focus on developing the tasks that are done on the job, 

I first want to get everyone thinking broadly about the job by talking about the context in which work is 

done, the kinds of demands faced by workers, and the kinds of equipment and tools used by workers. I 

have several questions that I’ll pose to the group for discussion on each of these topics. 

Job Context

• What are the characteristics of the location(s) where tasks are carried out (e.g., inside or outside 

some facility, dangerous or safe setting, hot or cold temperature)?

• To perform job tasks successfully, do workers need to coordinate and/or work with other 

personnel? If so, what are the positions of said personnel and what is the purpose of the 

coordination among personnel?

• Does the job entail use of or exposure to any hazardous materials or substances? If so, describe 

these materials.

• Can you think of any other features of the work environment/work context that you would like to 

mention?

Physical and Psychological Demands

• Is the job physically demanding in any way? If so, what are the physical demands associated 

with the job (e.g., fatigue, extended periods of crouching, lifting heavy objects)?

• Is the job psychologically demanding in any way? If so, what are the psychological demands 

associated with the job (e.g., highly stressful, high pressure, monotonous)?

• Describe the work schedules for the job. Are nontraditional schedules (e.g., night work, weekend 

work, rotating shifts) common in this job? Do you feel that the work schedules cause additional 

physical and/or psychological demands?

• Can you think of any other demands associated with the job (e.g., travel)?

Equipment and Tools Used

• What kinds of equipment, tools, or machines are used on the job? 

• For each tool or type of equipment used, describe what it is, and how and why it is used.

• Are there any other tools, equipment, or materials that have not been mentioned?
33

Example Task Generation Activities

Instructions

One objective of today’s meeting is to generate a list of tasks (30 to 100) organized into functional 

categories for the job of (insert job title). Tasks refer to activities that are directed toward the 

achievement of specific job objectives and they have a definite beginning and end. A good task 

statement, then, should refer to activities that are followed to accomplish a goal.

The level of specificity is an important consideration in writing task statements. A good rule of thumb to 

use is to consider whether the task can be broken down into meaningful components without referring to 

specific movements; if any further editing of a task statement would result in describing specific 

movements then the task statement should not be edited further. 

Method for constructing task statements

• There is an implied subject of the task sentence (i.e., workers, employees, or managers). The 

implied subject is plural, not singular. 

• There is a verb that tells what function the workers are performing.

• The object of the verb may be various things, for example, data, people, machines, tools, or 

equipment.

• There is a phrase starting with the word to or the words in order to that gives the purpose of the 

workers’ activity. The ‘purpose’ phrase may be left out if it is obvious.

Example task statements

• Auto mechanics:

o Inspect equipment to determine whether repair or replacement is necessary.

o Modify equipment to improve its efficiency of operation and safety.

• Pharmacy technicians:

o Receive and prioritize medication orders according to how soon they need to be filled.

o Call nurse or physician to verify prescription information or to complete partial 

information.

Activity 1

In groups of 2–3 panel participants, develop task statements for the job of (insert) following the structure 

outlined above. Keep in mind that we are only listing tasks at this point. We are not listing what 

knowledge, skills, or abilities would be required of a worker; rather, we are listing the activities that a 

worker would have to engage in to successfully perform the job.
34

Activity 2

(Instructions for the Meeting Coordinator: Compile the list of task statements across all groups of experts 

during lunch and make copies of the list of all task statements for the experts).

In your groups, inspect all the task statements and flag statements that appear redundant or are poorly 

worded and in need of revision. When finished, we will reconvene as a group to inspect each task 

statement to remove redundant statements and edit accordingly. 

Activity 3

Work within your groups to cluster task statements into functional categories. Tasks that are grouped 

together should all pertain to the same general category of activities. For example, for the job Pharmacy 

Technician, several tasks would be grouped under the functional category “Dispensing and Compounding 

Drugs.” When finished, we will reconvene as a group to discuss the categories until a final list of tasks 

organized by functional category is created.
35

Example Task Survey

Welcome to the (insert job title) Task Survey 

The next few pages contain questions regarding the job tasks for the job of (insert job title). We compiled 

the list of job tasks based on input from experts including current workers and supervisors. Your 

responses to this survey will provide us with important information regarding the relative importance of 

the job tasks that have been identified.

Participation in this survey is voluntary, and we will be happy to answer any questions you have 

concerning the study. If you have further questions about this project, you may contact (name of contact 

person).

The survey should take approximately (insert time) minutes to complete. Thank you for taking the time 

to participate in this study.

Job Tasks

Below is a list of the various tasks that define the job of (insert job title). Some tasks may be more 

difficult than others, and some may result in more negative consequences if not done properly. For each 

task and using the rating scales presented below, indicate (a) how important (i.e., significant) are the 

consequences of performing the task incorrectly, and (b) how easy or difficult it is to complete the task 

correctly relative to all other tasks. Please answer the following questions based on the job in general, not 

just on your own job.

Consequences of Error: How important (i.e., significant) are the consequences of performing the task 

incorrectly?

1 – Consequences of error are not at all important

2 – Consequences of error are somewhat important

3 – Consequences of error are moderately important

4 – Consequences of error are very important

5 – Consequences of error are extremely important

Task Difficulty: How easy or difficult is it to complete the task correctly relative to all other tasks?

1 – Very easy

2 – Somewhat easy

3 – Not easy or difficult

4 – Somewhat difficult

5 – Very difficult
36

Task Consequences of 

Error

Task Difficulty

1. 1 2 3 4 5 1 2 3 4 5

2. 1 2 3 4 5 1 2 3 4 5

3. 1 2 3 4 5 1 2 3 4 5

4. 1 2 3 4 5 1 2 3 4 5

5. 1 2 3 4 5 1 2 3 4 5
37

Demographics and Comments

What is your age in 

years?

What is the highest level of education you have 

completed?

 High school graduate/GED

 Some college or university

 College or university graduate

 Master’s degree (e.g, MBA, MA)

 Doctoral degree (e.g., PhD)

 Other (please specify):___________

What is your current job 

title?

How long (in years) have you been 

working with your present 

organization? 

How long (in years) have you been 

working in your present job? 

What is your sex?

 Male

 Female

What is your ethnic background?

 European American/White

 African American

 Latino/Hispanic

 Asian American

 Native American/American Indian

 Biracial/Multiracial

 Other (please specify): ____________

Please describe any other information about yourself that is relevant to your qualification as an 

expert (e.g., prior job experience, length of prior job experience).

Please list any TASKS that were not included above but you believe should be included.
38

Do you have any additional comments regarding the listed TASKS, or the survey in general?
39

Appendix B. 

EXAMPLE AGENDA: SME PANEL MEETING 2

EXAMPLE KSAO GENERATION ACTIVITY

EXAMPLE KSAO SURVEY
40

Example Agenda: SME Panel Meeting 2

(Location)

(Date)

Time Topic

8:45 AM Arrive at Meeting Venue

9:00 AM Welcome and Panel Introductions

9:15 AM Introduction to the Project

9:30 AM KSAO Generation Activity

Generate KSAOs

10:45 AM Mid-Morning Break

11:00 AM KSAO Generation Activity (continued)

Continue generating and begin editing KSAOs

12:00 PM Lunch 

12:30 PM KSAO Generation Activity (continued)

Finish editing KSAOs

1:00 PM End of Meeting
41

Example KSAO Generation Activity

Instructions

We have compiled a list of job tasks and organized related tasks into functional categories for the job of 

(insert job title). Using the categories and tasks as a guide, brainstorm the knowledge, skills, abilities, 

and other characteristics (KSAOs) needed to effectively perform the job.

Definitions and examples of KSAOs are listed below. Please refer to these definitions as you complete 

the activity.

Definitions

Knowledge – the degree to which employees have mastered a technical body of material directly 

involved in the performance of a job

Skill – the capacity to perform tasks requiring the use of tools, equipment, and machinery

Ability – the capacity to carry out physical and mental acts required by a job’s tasks where the 

involvement of tools, equipment, and machinery is not a dominant factor

Other characteristic – interests, values, temperaments, and personality traits suggesting what an 

employee is likely to do rather than how well an employee can do at peak performance

Examples

Industrial Engineers:

• Knowledge of the practical application of engineering science and technology

• Skill in judgment and decisionmaking; considering the relative costs and benefits of potential 

actions to choose the most appropriate one

• Ability to tell when something is wrong or is likely to go wrong

First-Line Supervisors of Production Workers:

• Knowledge of techniques for maximizing the effective manufacture and distribution of goods 

• Skill in motivating, developing, and directing people as they work

• Ability to communicate information and ideas in writing so others will understand 
42

Activity

Please list the KSAOs that are needed to perform the tasks under the categories outlined below. Only list 

KSAOs if they are needed by personnel to perform the tasks in each category. Develop KSAOs only for 

the functional categories that have been assigned to your group.

1. Functional Category: (insert the category here)

 Tasks: (insert corresponding tasks here)

KNOWLEDGE:

SKILLS:

ABILITIES:

OTHER CHARACTERISTICS:

2. Functional Category:

 Tasks:

KNOWLEDGE:

SKILLS:

ABILITIES:

OTHER CHARACTERISTICS:
43

Example KSAO Survey

Welcome to the (insert job title) KSAO Survey 

The next few pages contain questions regarding the knowledge, skills, abilities, and other characteristics 

(KSAOs) needed to successfully perform the tasks for the job of (insert job title). We compiled the list of 

KSAOs based on input from experts including current workers and supervisors. Your responses to this 

survey will provide us with important information regarding the KSAOs that have been identified.

Participation in this survey is voluntary, and we will be happy to answer any questions you have 

concerning the study. If you have further questions about this project, you may contact (name of contact 

person).

The survey should take approximately (insert time) minutes to complete. Thank you for taking the time 

to participate in this study.

KSAOs

Below are the various KSAOs needed to successfully perform the job of (insert job title). For each 

KSAO and using the rating scales presented below, indicate (a) whether the KSAO is necessary for newly 

hired employees, (b) whether the KSAO is practical to expect in the labor market, (c) the extent to which 

problems are likely to occur if the KSAO is ignored in selection, and (d) the extent to which different 

levels of the KSAO distinguish the superior from the average worker.

Please answer the following questions based on the job in general, not just on your own job.

Necessary for Newly Hired Employees: Is the KSAO necessary for newly hired employees?

1 – Yes 0 – No

Practical to Expect in the Labor Market: Is the KSAO practical to expect in the labor market?

1 – Yes 0 – No

Problems Likely if Ignored in Selection: To what extent are problems likely if the KSAO is ignored in 

selection (compared with the other KSAOs)?

1 – Very little or none

2 – To some extent 

3 – To a great extent

4 – To a very great extent

5 – To an extremely great extent
44

Distinguishing Ability of the KSAO: To what extent do different levels of the KSAO distinguish the 

superior from the average worker (compared with the other KSAOs)?

1 – Very little or none

2 – To some extent 

3 – To a great extent

4 – To a very great extent

5 – To an extremely great extent

KSAO Necessary Practical Problems Likely Distinguishing 

Ability

1. Y N Y N 1 2 3 4 5 1 2 3 4 5

2. Y N Y N 1 2 3 4 5 1 2 3 4 5

3. Y N Y N 1 2 3 4 5 1 2 3 4 5

4. Y N Y N 1 2 3 4 5 1 2 3 4 5

5. Y N Y N 1 2 3 4 5 1 2 3 4 5

Demographics and Comments

What is your age in 

years?

What is the highest level of education you have 

completed?

 High school graduate/GED

 Some college or university

 College or university graduate

 Master’s degree (e.g, MBA, MA)

 Doctoral degree (e.g., PhD)

What is your sex?

 Male

 Female
45

What is your ethnic background?

 European American/White

 African American

 Latino/Hispanic

 Asian American

 Native American/American Indian

 Biracial/Multiracial

 Other (please specify): ____________

 Other (please specify):___________

What is your current job 

title?

How long (in years) have you been 

working with your present 

organization? 

How long (in years) have you been 

working in your present job? 

Please describe any other information about yourself that is relevant to your qualification as an 

expert (e.g., prior job experience, length of prior job experience).

Please list any KSAOs that were not included above but you believe should be included.

Do you have any additional comments regarding the listed KSAOs, or the survey in general?
46

Appendix C. 

SUBJECT MATTER EXPERT DEMOGRAPHIC CHARACTERISTICS 

FROM PRELIMINARY WORK AND PANEL MEETINGS
47

Subject Matter Expert Demographic Characteristics

ID PreWork

SME 

Panel 

1

SME 

Panel 

2

SME 

Panel 

3

SME 

Panel 

4

SME 

Panel 

5

SME 

Panel 

6

Job Title Job 

Tenure

Org. 

Tenure

Freight 

Conductor 

Experience

Age Sex Ethnicity Education

1 X

Manager, 

Locomotive 

Engineer 

Certification

15 18 -- 61 M European 

American/White Some college

2 X Regional 

Administrator 1 26 -- 58 M European American/White

Master's 

Degree

3 X

Manager of 

Field 

Training

5.5 14 -- 36 M Latino/Hispanic Some college

4 X

Manager of 

Field 

Training

1 7 -- 29 M European 

American/White Some college

5 X

Manager of 

Field 

Training

13 32 -- 56 M European 

American/White

High School 

graduate/GED

6 X

Manager of 

Field 

Training

11 32 -- 59 M European 

American/White

College 

graduate

7 X X Conductor 6 6 -- 43 M BiracialMultiracial Some college

8 X X Conductor 2 2 -- 38 M European 

American/White Some college

9 X X Conductor 5 5 -- 46 M European 

American/White

High School 

graduate/GED

10 X X Conductor 7 7 -- 43 M European 

American/White Some college

11 X Conductor/ 

Engineer 5.5 -- 44 M European American/White Some college

12 X Conductor 2 2 35 M European 

American/White

High School 

graduate/GED

Note. Job tenure, organizational tenure, freight conductor experience, and age are reported in years. M = male. The Freight Conductor Experience question was 

not added to the demographic questionnaire until SME Panel Meeting 4.
48

ID PreWork

SME 

Panel 

1

SME 

Panel 

2

SME 

Panel 

3

SME 

Panel 

4

SME 

Panel 

5

SME 

Panel 

6

Job Title Job 

Tenure

Org. 

Tenure

Freight 

Conductor 

Experience

Age Sex Ethnicity Education

13 X X X Engineer 4 11 7 35 M European 

American/White

High School 

graduate/GED

14 X Engineer 11 11 7 37 M European 

American/White

High School 

graduate/GED

15 X Retired 2 30 30 64 M European 

American/White

College 

graduate

16 X X Engineer 5 12 7 29 M European 

American/White Some college

17 X X X Conductor 15 15 15 41 M European 

American/White

College 

graduate

18 X Conductor 41 41 41 59 M European 

American/White

College 

graduate

19 X Conductor 8 5.5 5.5 25 M European 

American/White

High School 

graduate/GED

20 X X Conductor 4 4 4 40 M European 

American/White

College 

graduate

21 X Trainman 12 12 12 46 M European 

American/White

High School 

graduate/GED

Note. Job tenure, organizational tenure, freight conductor experience, and age are reported in years. M = male. The Freight Conductor Experience question was 

not added to the demographic questionnaire until SME Panel Meeting 4.
49

Appendix D. 

PRELIMINARY TASK LIST FOR FREIGHT CONDUCTORS

PRELIMINARY KSAO LIST FOR FREIGHT CONDUCTORS
50

Preliminary Task List for Freight Conductors

Main Task 1: Communicate with and backup the locomotive engineer.

Sub Tasks:

• Inform the engineer to begin train runs, stop trains, and change speeds using 

telecommunications equipment or hand signals.

• Remind the engineer that the train is approaching an area restricted by limits of authority, 

track warrants, track bulletins, or radio speed restriction.

• Remind the engineer of the content of any temporary restrictions at the last station stop 

prior to each restriction.

• Advise the engineer of any restrictions placed on equipment being handled.

• Notify the engineer when test weight cars are in their train.

• Confer with the engineer regarding movements to be made. 

• Direct the engineer to move cars to fit planned train configurations.

• Ensure the engineer complies with applicable rules, special instructions, signals, and 

track authority.

Main Task 2: Supervise the operation and conduct of the train.

Sub Tasks:

• Ensure that train cars are added or removed at proper points on routes.

• Ensure that brake applications have been made.

• Confirm that brakes have been applied and released on each piece of equipment.

• Inspect equipment to ensure safe and efficient operation of the train.

• Troubleshoot and repair basic equipment problems as needed.

• Find and examine defects identified by a defect detector.

• Judge whether to move, repair, or set out rail equipment with defects in accordance with 

applicable rules.

• Conduct and participate in job briefings.

• Give permission to utility employees (if assigned) and notify each crew member of the 

presence and identity of the utility employee(s).

• Ensure that all switches used by the crew are locked in normal position before a Form D 

is cancelled.

• Remove all equipment such as markers, lamps, and flag cases when leaving trains and 

deliver the equipment to the designated location.

• Ensure that each work equipment unit has been supplied with a backup hose as part of 

standard equipment.

• Place hazardous material cards in train and switching movements and apply hazardous 

material rules.

• Perform coupling and uncoupling of train cars.

• Change track switch positions.

• Supervise other crew members during switching or train operations. 
51

• Instruct workers to set warning signals in front and at rear of trains during emergency 

stops.

• Review schedules, switching orders, way bills, and shipping records to obtain cargo 

loading and unloading information and to plan work. 

• Determine the method of operation and authority for movement on main and other types 

of tracks by use of the timetable and operating rules.

• Observe yard traffic to determine tracks available to accommodate inbound and outbound 

traffic.

Main Task 3: Complete and maintain required records and forms.

Sub Tasks:

• Deliver all track warrants, bulletins, and instructions to the relieving conductor.

• Ensure that freight is delivered to its destination or terminals with any accompanying 

documents.

• Report car defects on the prescribed form.

• Examine shipping papers (for shipments with accompanying personnel) to see that the 

persons who accompany the shipments are entitled to be carried.

• Update train consist information including contents and destinations of each train car. 

• Complete the delay report for each trip noting all delays, including red blocks, switch 

time, tie up time, etc.

• Maintain signal awareness forms.

• Complete the wheel report to report any cars picked up and kept or set out in route.

• Complete and maintain the conductor’s trip record.

• Complete a defective car report if a car needs or needed repair.

• Complete a blind siding report if a car is picked up or set out at a siding at which no agent 

is present.

• Complete a work train report if the train was involved in track and right-of-way 

maintenance.

• Complete the tie up sheet.

Main Task 4: Transmit and receive railroad communications with railroad personnel 

(other than the locomotive engineer).

Sub Tasks:

• Advise the dispatcher of any restriction placed on equipment being handled.

• Report ‘clear’ when a train clears a block at a hand-operated switch or crossover and the 

switch has been restored to normal position.

• Determine the cause of a delayed train and inform the dispatcher or operator.

• Ensure that the dispatcher has been notified that the train carrying hazardous material or 

equipment of excessive weight or dimensions will enter a main track, siding, or running 

track.
52

• Contact the track foreman or point conductor (where designated) to determine limits of 

out-of-service tracks, the location of barricades and derails, authority to move work 

equipment within the out-of-service track, and any other restrictions.

• Receive, copy, repeat, and comply with mandatory directives issued verbally by train 

dispatchers or control stations that authorize or restrict train movement.

• Receive information regarding train or rail problems from dispatchers or electronic 

monitoring devices.

• Communicate with dispatchers and other personnel regarding movement authorities 

and/or track restrictions, train routes, timetables, and cargoes.

6.1 Preliminary KSAO List for Freight Conductors

Knowledge:

• Purpose and function of a rail yard

• Function of track components and rail equipment

• Operation of classification yards 

• General railroad terminology

• Terminology used in the classifying, blocking, and switching of rail cars

• Terminology and rules associated with restricted equipment

• Basic duties of other railroad personnel that freight conductors interact with during 

normal performance of duties

• Various types of rolling stock

• Operating and safety rules

• Rules and procedures for switching of rail cars and equipment

• Proper procedures for handling and reporting emergency situations

• The types and functions of defect detectors

• Temporary and permanent speed restrictions

• Timetable information and special instructions, bulletin orders, and train orders

• Consist information (e.g., placement of hazardous materials, equipment restrictions)

• Classes and characteristics of hazardous materials

• Hazardous material rules

• Procedures for reporting and protecting a release of hazardous materials

• The physical characteristics of the territory over which the conductor operates (e.g., 

tracks, signals, interlockings, yards, speeds, methods of operation, grade crossings)

• Reporting forms and records (e.g., delay report, wheel report, conductor trip record, 

defective car report, blind siding report, work train report, tie up sheet)

• The types of track authority required for the movement of a train on controlled tracks

• The rule authority for movement of trains on tracks other than controlled tracks
53

Skills:

• Determining train and engine speeds

• Identifying speed restrictions using timetables, wayside signs, bulletins, train messages, 

and the Operating Rules Manual

• Identifying block signal types

• Identifying horn or whistle signals

• Troubleshooting basic malfunctions in equipment

• Testing and inspecting equipment

• Situational awareness around moving equipment 

• Working on and about moving equipment

• Securing trains and equipment

• Removing and installing air hoses

• Removing and installing knuckles

• Cutting out air brakes

• Securing dragging equipment

• Applying a runaround hose

• Applying and releasing hand brakes

• Performing switching activities (classification of rail cars within a yard, industry 

switching, set off and pickup of rail equipment)

• Operating the various kinds of switches (e.g., hand operated, power switches)

• Determining the position of switch ports

• Operating the various kinds of derails

• Installing and removing an end-of-train device

• Coupling and uncoupling air hoses

• Using a defect detector

• Making up trains 

• Giving and interpreting communications signals (e.g., hand, flag) with or without 

signaling equipment

• Interpreting the signal indication conveyed by the aspect(s) displayed by a signal

• Interpreting and using timetable information

• Using telecommunication devices

• Inspecting hazardous material cars

• Locating information in the North American Emergency Response Guide

• Locating equipment restrictions in Timetable Special Instructions (TTSI)
54

Abilities:

• Active listening

• Judgment and decisionmaking

• Comply with operating and safety rules while performing job tasks

• Ascend and descend ladders when necessary

• Use proper lifting techniques while performing service

• Lift heavy objects (e.g., 75 pounds or more)

• Communicate information orally and in writing

• Accurately judge car counts and distances when switching, shoving, or coupling

• See details accurately from a distance

• Recognize and distinguish between the colors of railroad signs and signals

• Hearing/auditory acuity

• Sense and resolve problems as they arise

• Coordinate and plan various movements safely and efficiently (e.g., setting off and 

picking up cars en route, placing cars at various industrial plants, classifying cars)

• Carry out tasks in harsh environmental conditions

• Work nontraditional schedules (e.g., night shifts, on-call, long hours)

Other Characteristics:

• Passion for safety

• Conscientiousness

• Dependability

• Cooperation
55

Appendix E. 

SME PANEL MEETING 1 TASK ACTIVITY

SME PANEL MEETING 1 EDITS TO TASK LIST FOR FREIGHT 

CONDUCTORS

SME PANEL MEETING 1 KSAO ACTIVITY

SME PANEL MEETING 1 EDITS TO KSAO LIST FOR FREIGHT 

CONDUCTORS

EXPERT DEMOGRAPHICS FORM

CORRECTED TASK LIST FOR FREIGHT CONDUCTORS FOLLOWING 

SME PANEL MEETING 1

CORRECTED KSAO LIST FOR FREIGHT CONDUCTORS FOLLOWING 

SME PANEL MEETING 1
56

SME Panel Meeting 1 Task Activity

Instructions

We have compiled a list of job tasks (main tasks, sub tasks) that Freight Conductors (in yard and road 

operations) do on the job based on previous job analyses, other relevant documents, and by speaking with 

railroad personnel. Tasks refer to activities that are directed toward the achievement of specific job 

objectives and they have a definite beginning and end. 

The first objective of today’s meeting is to make any needed edits to the accompanying list of task 

statements (both main and sub tasks). This list is a work-in-progress, and your expert assistance is needed

to ensure that the list is accurate and complete.

After we review the method for writing task statements and the examples below, you will work as a group 

to complete the following activities: 

1. Review the main tasks to get a sense of whether any changes need to be made (e.g., add main 

tasks, remove main tasks).

2. Consider the first main task and make any needed edits (e.g., edit the phrasing of main task, 

remove the main task).

3. Review the sub tasks under the first main task. Make any edits to the sub tasks that you feel are 

needed (e.g., add sub tasks, remove redundant/irrelevant sub tasks, edit the phrasing of sub tasks).

4. Review the remaining main tasks and sub tasks and make edits as described in Steps 2 and 3.

_____________________________________________________________________________________

The level of specificity is an important consideration in writing sub task statements. A good rule of 

thumb to use is to consider whether the sub task can be broken down into meaningful components without 

referring to specific movements; if any further editing of a sub task statement would result in describing 

specific movements, then the statement should not be edited further. 

Method for constructing task statements

• There is an implied subject of the task statement (i.e., workers, employees, or managers). The 

implied subject is plural, not singular. 

• There is a verb that tells what function the workers are performing.

• The object of the verb may be various things, for example, data, people, machines, tools, or 

equipment.

• There is a phrase starting with the word to or the words in order to that gives the purpose of the 

workers’ activity. The ‘purpose’ phrase may be left out if it is obvious.

Example task statements

• Auto mechanics:

o Inspect equipment to determine whether repair or replacement is necessary.

o Modify equipment to improve its efficiency of operation and safety.

• Pharmacy technicians:

o Receive and prioritize medication orders according to how soon they need to be filled.

o Call nurses or physicians to verify prescription information or to complete partial 

information.
57

SME Panel Meeting 1 Edits to Task List for Freight Conductors

Main Task 1: Communicate with and backup the locomotive engineer. Communicate with and 

support other train crew members. (Revised task)

• Inform the engineer to begin train runs, stop trains, and change speeds using telecommunications 

equipment or hand signals. (Deleted task)

• Remind the engineer that the train is approaching an area restricted by limits of authority, track 

warrants, track bulletins, or radio speed restriction.

• Remind the engineer of the content of any temporary restrictions at the last station stop prior to 

each restriction. (Deleted task)

• Advise the engineer of any restrictions placed on equipment being handled.

• Notify the engineer when test weight cars are in their train. (Deleted task)

• Confer with the engineer regarding movements to be made. Job brief with train crew members 

regarding movements to be made. (Revised task)

• Direct the engineer to move cars to fit planned train configurations. Comply with train makeup 

instructions. (Revised task)

• Ensure the engineer complies with applicable rules, special instructions, signals, and track 

authority. (Deleted task)

• Participate in job briefings. (Added task)

Main Task 2: Supervise the safe operation and conduct of the train. (Revised task)

• Ensure crew members comply with applicable rules, special instructions, signals, and track 

authority. (Added task)

• Ensure that train cars are properly added or removed at proper points on routes switched in 

accordance with work order instructions. (Revised task)

• Ensure that required air brake tests have been performed. (Added task)

• Ensure that brake applications have been made. (Deleted task)

• Confirm that brakes have been applied and released on each piece of equipment. (Deleted task)

• Inspect cars/equipment when required to ensure safe and efficient operation of the train. (Revised 

task)

• Troubleshoot and repair basic equipment problems as needed.

• Find Locate and examine defects identified by a defect detector. (Revised task)

• Perform visual inspections (e.g., others’ train, own train) en route as required. (Added task)

• Judge Determine whether to move, repair, or set out rail equipment with defects in accordance 

with applicable rules. (Revised task)

• Conduct and participate in job briefings. (Deleted task)

• Give permission to utility employees (if assigned) and notify each crew member of the presence 

and identity of the utility employee(s). (Deleted task)

• Ensure that all main track switches used by the crew are lined and locked in normal position.

(Deleted task)

• Remove all equipment such as markers, lamps, and flag cases when leaving trains and deliver the 

equipment to the designated location. (Deleted task)

• Ensure that each work equipment unit has been supplied with a back-up hose as part of standard 

equipment. (Deleted task)
58

• Place hazardous material cards in train and switching movements and apply hazardous material 

rules. Ensure hazardous material cars are properly placed in train or switching movement. 

(Revised task)

• Perform coupling and uncoupling of train cars.

• Change track Inspect and line switch switches positions as required. (Revised task)

• Supervise other crew members during switching or train operations. 

• Instruct workers to set warning signals in front and at rear of trains during emergency stops.

Provide protection as required during emergency brake application. (Revised task)

• Review schedules, switching orders, way bills, and shipping records to obtain cargo loading and 

unloading information and to plan work. (Deleted task)

• Determine the method of operation and authority for movement on main and other types of tracks 

by use of the timetable and operating rules.

• Observe yard traffic to determine tracks available to accommodate inbound and outbound traffic. 

(Deleted task)

Main Task 3: Complete and maintain required paperwork records and forms. (Revised task)

• Deliver all track warrants, bulletins, and instructions appropriate paperwork to the relieving 

conductor as required. (Revised task)

• Ensure that freight is delivered to its destination or terminals with any accompanying documents.

• Report car defects on the prescribed form as needed. (Revised task)

• Examine shipping papers (for shipments with accompanying personnel) to see that the persons 

who accompany the shipments are entitled to be carried. (Deleted task)

• Update train consist list information when necessary including contents and destinations of each 

train car. (Revised task)

• Complete the delay report for each trip noting all any delays., including red blocks, switch time, 

tie up time, etc. (Revised task)

• Maintain signal awareness forms.

• Complete the wheel report to report any cars picked up and kept or set out in route. (Deleted task)

• Complete and maintain the conductor’s trip record. (Deleted task)

• Complete a defective car report if a car needs or needed repair. (Deleted task)

• Complete a blind siding report if a car is picked up or set out at a siding at which no agent is 

present. (Deleted task)

• Complete a work train report if the train was involved in track and right-of-way maintenance

when called for work train service. (Revised task)

• Complete the tie up sheet Complete tie up procedures (trip ticket). (Revised task)

Main Task 4: Transmit and receive railroad communications with appropriate railroad personnel 

(other than the locomotive engineer). (Revised task)

• Advise the dispatcher of any restriction placed on equipment being handled.

• Report ‘clear’ Advise the dispatcher when a the train clears the a block main track. at a handoperated switch or crossover and the switch has been restored to normal position. (Revised task)

• Determine the cause of a delayed train and inform the dispatcher or operator. (Deleted task)

• Ensure that the dispatcher has been notified that the train carrying hazardous material or 

equipment of excessive weight or dimensions will enter a main track, siding, or running track.

(Deleted task)
59

• Contact the track foreman or point conductor (where designated) to determine limits of out-ofservice tracks, the location of barricades and derails, authority to move work equipment within 

the out-of-service track, and any other restrictions.

• Receive, copy, repeat, and comply with mandatory directives issued verbally by train dispatchers 

or control stations operators. that authorize or restrict train movement. (Revised task)

• Receive information regarding train or rail problems from dispatchers or electronic monitoring 

devices. (Deleted task)

• Communicate with dispatchers and other personnel regarding movement authorities and/or track 

restrictions, train routes, timetables, and cargoes. (Deleted task)
60

SME Panel Meeting 1 KSAO Activity

Instructions

We have compiled a list of the knowledge, skills, abilities, and other characteristics (KSAOs) needed by 

Freight Conductors to effectively perform the job. The list of KSAOs was developed based on previous 

job analyses, other relevant documents, and by speaking with railroad personnel. 

This list is a work-in-progress, and your expert assistance is needed to ensure that the list is accurate and 

complete. Specifically, we need your assistance in linking the various KSAOs to each of the main tasks –

this is important to demonstrate the relevance of each KSAO to the job. After we review the definitions 

and examples of KSAOs below, you will work as a group to complete the following activities: 

1. Review the list of KSAOs and make basic edits that are needed (e.g., phrasing edits, remove 

redundant/irrelevant KSAOs).

2. Assign KSAOs to the first main task if they are needed by freight conductors to perform the first 

main task and the corresponding sub tasks. Remember that KSAOs can be assigned to more than 

one main task.

3. Assign KSAOs to the remaining main tasks.

4. Review the KSAOs assigned to each main task. Add any KSAOs that appear to be missing and 

are needed to perform the main task and sub tasks. 

_____________________________________________________________________________________

Definitions and examples of KSAOs are listed below. Please consider these definitions as you complete 

the activity.

Definitions

Knowledge – the degree to which employees have mastered a technical body of material directly 

involved in the performance of a job.

Skill – the capacity to perform tasks requiring the use of tools, equipment, and machinery.

Ability – the capacity to carry out physical and mental acts required by a job’s tasks where the 

involvement of tools, equipment, and machinery is not a dominant factor.

Other characteristic – interests, values, temperaments, and personality traits suggesting what an 

employee is likely to do rather than how well an employee can do at peak performance.

Examples

Freight Conductors:

• Knowledge of the purpose and function of a rail yard 

• Knowledge of operating and safety rules

• Skill in determining train and engine speeds

• Skill in troubleshooting basic malfunctions in equipment

• Ability in active listening

• Ability to ascend and descend ladders when necessary

• Other characteristic – conscientiousness

• Other characteristic – dependability
61

SME Panel Meeting 1 Edits to KSAO List for Freight Conductors

Knowledge:

• Purpose and function of a rail yard

• Function of track components and rail equipment

• Operation of classification yards 

• General railroad terminology

• Terminology used in the classifying, blocking, and switching of rail cars

• Terminology and rules associated with restricted equipment

• Basic duties of other railroad personnel that freight conductors interact with during normal 

performance of duties

• Various types of rolling stock

• Operating and safety rules

• Rules and procedures for switching of rail cars and equipment

• Proper procedures for handling and reporting emergency situations

• The types and functions of defect detectors

• Temporary and permanent speed restrictions

• Timetable information and, special instructions, and bulletin track bulletins. orders, and train 

orders (Revised KSAO)

• Consist information (e.g., placement of hazardous materials, equipment restrictions)

• Classes and characteristics of hazardous materials. (Deleted KSAO)

• Hazardous material rules regulations (Revised KSAO)

• Procedures for reporting and protecting a release of hazardous materials. (Deleted KSAO)

• The physical characteristics of the territory over which the conductor operates (e.g., tracks, 

signals, interlockings, yards, speeds, methods of operation, grade crossings)

• Reporting forms and records (e.g., delay report, wheel report, conductor trip record, defective car 

report, blind siding report, work train report, tie up sheet) (Revised KSAO)

• The types of track authority required for the movement of a train on controlled main tracks 

(Revised KSAO)

• The rule authority for movement of trains on tracks other than controlled main tracks (Revised 

KSAO)

Skills:

• Determining qualifying train and engine speeds (Revised KSAO)

• Identifying speed restrictions using timetables, wayside roadway signs, bulletins, train messages, 

and the Operating Rules Manual (Revised KSAO)

• Identifying block signal types aspects (Revised KSAO)

• Identifying horn or whistle signals (Revised KSAO)

• Troubleshooting basic malfunctions in equipment

• Testing and inspecting equipment

• Situational awareness around moving equipment. (Deleted KSAO)

• Working on and about moving equipment

• Securing trains and equipment

• Removing and installing air hoses

• Removing and installing knuckles

• Cutting out air breaks brakes (Revised KSAO)

• Securing dragging equipment
62

• Applying a run around hose. (Deleted KSAO)

• Applying and releasing hand brakes

• Performing switching activities (classification of rail cars within a yard, industry switching, set 

off and pick up of rail equipment)

• Operating the various kinds of switches (e.g., hand operated, power switches)

• Determining the position of switch ports points (Revised KSAO)

• Operating the various kinds of derails

• Installing and removing an end-of-train device

• Coupling and uncoupling air hoses

• Using Understanding a defect detector messages. (Revised KSAO)

• Making up trains 

• Giving and interpreting communications signals (e.g., hand, flag) with or without signaling 

equipment

• Interpreting the block signal indication conveyed by the aspect(s) displayed by the a signal.

(Revised KSAO)

• Interpreting and using timetable information

• Using telecommunication devices

• Inspecting hazardous material cars

• Locating information in the North American Emergency Response Guide

• Locating equipment restrictions in Timetable sSpecial iInstructions (TTSI) (Revised KSAO)

Abilities:

• Situational awareness (Added KSAO)

• Active listening

• Judgment and decisionmaking

• Comply with operating and safety rules while performing job tasks

• Ascend and descend ladders when necessary

• Use proper lifting techniques while performing service. (Deleted KSAO)

• Lift heavy objects (e.g., 75 pounds or more)

• Communicate information orally and in writing

• Accurately judge car counts and distances when switching, shoving, or coupling

• See details accurately from a distance

• Recognize and distinguish between the colors of railroad signs and signals

• Hearing/auditory acuity

• Sense and resolve problems as they arise

• Coordinate and plan various movements safely and efficiently (e.g., setting off setting out and 

picking up cars en route, placing cars at various industrial plants, classifying cars) (Revised 

KSAO)

• Carry out tasks in harsh environmental conditions

• Work nontraditional schedules (e.g., night shifts, on-call, long hours)

Other Characteristics:

• Passion for safety

• Conscientiousness

• Dependability

• Cooperation
63

Expert Demographics Form

What is your age in years? What is the highest level of education you have completed?

 High school graduate/GED

 Some college or university

 College or university graduate

 Master’s degree (e.g, MBA, MA)

 Doctoral degree (e.g., PhD)

 Other (please specify): _______________________________

What is your current job title?

How long (in years) have you been working with 

your present organization? 

How long (in years) have you been working in your 

present job? 

What is your sex?

 Male

 Female

What is your ethnic background?

 European American/White

 African American

 Latino/Hispanic

 Asian American

 Native American/American Indian

 Biracial/Multiracial

 Other (please specify): ___________________________

Please describe any other information about yourself that is relevant to your qualification as an expert on Freight Conductors (e.g., prior 

job experience, length of prior job experience).
64

Do you have any additional comments regarding the listed TASKS or KSAOs?

May we contact you again in the future (e.g., to complete an online survey)?

 Yes – Please provide name and email address: 

 No
JOB ANALYSIS DESIGN

65

Corrected Task List for Freight Conductors following SME Panel 

Meeting 1

Main Task 1: Communicate with and support other train crew members.

Sub Tasks:

• Remind the engineer that the train is approaching an area restricted by limits of authority, track 

warrants, track bulletins, or radio speed restriction.

• Advise the engineer of any restrictions placed on equipment being handled.

• Job brief with train crew members regarding movements to be made.

• Comply with train makeup instructions.

• Participate in job briefings.

Main Task 2: Supervise the safe operation of the train.

• Ensure crew members comply with applicable rules, special instructions, signals, and track 

authority.

• Ensure that train cars are properly switched in accordance with work order instructions. 

• Ensure that required air brake tests have been properly performed.

• Inspect cars/equipment when required to ensure safe and efficient operation of the train.

• Troubleshoot and repair basic equipment problems as needed.

• Locate and examine defects identified by a defect detector.

• Perform visual inspections (e.g., others’ train, own train) en route as required.

• Determine whether to move, repair, or set out rail equipment with defects in accordance with 

applicable rules.

• Ensure hazardous material cars are properly placed in train or switching movement. 

• Perform coupling and uncoupling of train cars.

• Inspect and line switches as required.

• Supervise other crew members during switching or train operations. 

• Provide protection as required during emergency brake application.

• Determine the method of operation and authority for movement on main and other types of tracks 

by use of the timetable and operating rules.

Main Task 3: Complete and maintain required paperwork.

Sub Tasks:

• Deliver all appropriate paperwork to the relieving conductor as required.

• Ensure that freight is delivered to its destination or terminals with any accompanying documents.

• Report car defects as needed.

• Update train list information when necessary. 

• Complete the delay report for each trip noting any delays.

• Maintain signal awareness forms.

• Complete a work train report when called for work train service.

• Complete tie up procedures (trip ticket).
JOB ANALYSIS DESIGN

66

Main Task 4: Transmit and receive railroad communications with appropriate railroad personnel 

(other than train crew members).

Sub Tasks:

• Advise the dispatcher of any restriction placed on equipment being handled.

• Advise the dispatcher when the train clears the main track. 

• Communicate with employee in charge (EIC) concerning train movements on tracks affected 

(e.g., track bulletin Form B movements, out-of-service tracks).

• Receive, copy, repeat, and comply with mandatory directives issued by train dispatchers or 

control operators. 
JOB ANALYSIS DESIGN

67

Corrected KSAO List for Freight Conductors following SME Panel 

Meeting 1

Knowledge:

• Purpose and function of a rail yard

• Function of track components and rail equipment

• Operation of classification yards

• General railroad terminology

• Terminology used in the classifying, blocking, and switching of rail cars

• Terminology and rules associated with restricted equipment

• Basic duties of other railroad personnel that freight conductors interact with during normal 

performance of duties

• Various types of rolling stock

• Operating and safety rules

• Rules and procedures for switching of rail cars and equipment

• Proper procedures for handling and reporting emergency situations

• The types and functions of defect detectors

• Temporary and permanent speed restrictions

• Timetable information, special instructions, and track bulletins

• Consist information (e.g., placement of hazardous materials, equipment restrictions)

• Hazardous material regulations

• The physical characteristics of the territory over which the conductor operates (e.g., tracks, 

signals, interlockings, yards, speeds, methods of operation, grade crossings)

• Reporting forms and records (e.g., delay report, wheel report, defective car report, work train 

report, tie up sheet)

• The types of track authority required for the movement of a train on main tracks

• The rule for movement of trains on tracks other than main tracks

Skills:

• Determining qualifying train and engine speeds

• Identifying speed restrictions using timetables, roadway signs, bulletins, train messages, and the 

Operating Rules Manual

• Identifying block signal aspects

• Identifying whistle signals

• Troubleshooting basic malfunctions in equipment

• Testing and inspecting equipment

• Working on and about moving equipment

• Securing trains and equipment

• Removing and installing air hoses

• Removing and installing knuckles

• Cutting out air brakes

• Securing dragging equipment

• Applying and releasing hand brakes

• Performing switching activities (classification of rail cars within a yard, industry switching, set 

off and pickup of rail equipment)
JOB ANALYSIS DESIGN

68

• Operating the various kinds of switches (e.g., hand operated, power switches)

• Determining the position of switch points

• Operating the various kinds of derails

• Installing and removing an end-of-train device

• Coupling and uncoupling air hoses

• Understanding defect detector messages

• Making up trains 

• Giving and interpreting communications signals (e.g., hand, flag) with or without signaling 

equipment

• Interpreting the block signal indication conveyed by the aspect(s) displayed by the signal

• Interpreting and using timetable information

• Using telecommunication devices

• Inspecting hazardous material cars

• Locating information in the North American Emergency Response Guide

• Locating equipment restrictions in special instructions

Abilities:

• Situational awareness

• Active listening

• Judgment and decisionmaking

• Comply with operating and safety rules while performing job tasks

• Ascend and descend ladders when necessary

• Lift heavy objects (e.g., 75 pounds or more)

• Communicate information orally and in writing

• Accurately judge car counts and distances when switching, shoving, or coupling

• See details accurately from a distance

• Recognize and distinguish between the colors of railroad signs and signals

• Hearing/auditory acuity

• Sense and resolve problems as they arise

• Coordinate and plan various movements safely and efficiently (e.g., setting out and picking up 

cars en route, placing cars at various industrial plants, classifying cars)

• Carry out tasks in harsh environmental conditions

• Work nontraditional schedules (e.g., night shifts, on-call, long hours)

Other Characteristics:

• Passion for safety

• Conscientiousness

• Dependability

• Cooperation
JOB ANALYSIS DESIGN

69

Appendix F. 

JOB ANALYST EDITS TO TASK LIST FOR FREIGHT CONDUCTORS 

FOLLOWING SME PANEL MEETING 1

JOB ANALYST EDITS TO KSAO LIST FOR FREIGHT CONDUCTORS 

FOLLOWING SME PANEL MEETING 1
JOB ANALYSIS DESIGN

70

Job Analyst Edits to Task List for Freight Conductors Following SME 

Panel Meeting 1

Main Task 1: Communicate with and support other train crew members. (Deleted main tasks)

• Remind the engineer that the train is approaching an area restricted by limits of authority, track 

warrants, track bulletins, or radio speed restriction.

• Advise the engineer of any restrictions placed on equipment being handled.

• Call out signals as they are encountered when operating in signal territory. (Added task)

• Job brief with train crew members regarding work to be done, movements to be made, and any 

safety hazards. (Revised task)

• Comply with train makeup instructions. (Deleted task)

• Participate in job briefings held by other train crew members. Conduct pre-trip planning briefings 

with train crew members. (Revised task)

Main Task 2: Supervise the safe operation of the train. (Deleted main tasks)

• Ensure crew members comply with applicable rules, special instructions, signals, and track 

authority.

• Ensure that train cars are properly switched in accordance with work order instructions. 

• Ensure that required air brake tests have been properly performed.

• Inspect cars/equipment en route and when stopped when required to ensure the safe and efficient 

operation of the train. (Revised task)

• Inspect other trains en route (i.e., roll by inspection). (Added task)

• Troubleshoot and repair basic equipment problems as needed. (Deleted task)

• Replace faulty air hoses when necessary. (Added task)

• Replace broken knuckles when necessary. (Added task)

• Secure dragging equipment when necessary. (Added task)

• Install and remove end-of-train devices. (Added task)

• Locate and examine inspect defects identified by a defect detector. (Revised task)

• Perform visual inspections (e.g., others’ train, our train) en route as required.

• Determine whether to move, repair, or set out rail equipment with defects in accordance with 

applicable rules.

• Ensure hazardous material cars are properly placed in train or switching movement. 

• Perform coupling Couple and uncoupling uncouple of train cars. (Revised task)

• Inspect and line switches as required.

• Supervise other crew members during switching or train operations. 

• Provide protection as required during emergency brake application and when shoving cars. 

(Revised task)

• Determine the method of operation and authority for movement on main and other types of tracks 

by use of the timetable and operating rules.

Main Task 3: Complete and maintain required paperwork. (Deleted main tasks)

• Deliver all appropriate paperwork (e.g., train list, general track bulletins) to the relieving 

conductor as required. (Revised task)

• Ensure that freight is delivered to its destination or terminals with any accompanying documents.
JOB ANALYSIS DESIGN

71

• Report car defects as needed.

• Verify the accuracy of the train list prior to the start of a trip. (Added task)

• Update train list information when necessary. 

• Complete the delay reports reports for each trip noting any delays. (Revised task)

• Maintain signal awareness forms.

• Complete a work train report when called for work train service.

• Complete tie up procedures (trip ticket).

Main Task 4: Transmit and receive railroad communications with appropriate railroad personnel 

(other than train crew members). (Deleted main tasks)

• Advise the dispatcher of any restriction placed on equipment being handled.

• Advise the dispatcher when the train clears the main track. 

• Communicate with employee in charge (EIC) concerning train movements on tracks affected 

(e.g., track bulletin Form B movements, out-of-service tracks).

• Receive, copy, repeat, and comply with mandatory directives issued by train dispatchers or 

control operators (e.g., track warrants, track bulletins). 
JOB ANALYSIS DESIGN

72

Job Analyst Edits to KSAO List for Freight Conductors following SME 

Panel Meeting 1

Knowledge:

• Purpose and function of a rail yard

• Function of track components and rail equipment

• Operation of classification yards

• General railroad terminology

• Terminology used in the classifying, blocking, and switching of rail cars

• Terminology and rules associated with restricted equipment

• Basic duties of other railroad personnel that freight conductors interact with during normal 

performance of duties

• Various types of rolling stock

• Operating and safety rules

• Rules and procedures for switching of rail cars and equipment

• Proper procedures for handling and reporting emergency situations

• The types and functions of defect detectors

• Temporary and permanent speed restrictions

• Timetable information, special instructions, and track bulletins

• Switch lists, track lists, and work orders (Added KSAO)

• Consist information (e.g., placement of hazardous materials, equipment restrictions)

• Hazardous material placards, markings, and regulations (Revised KSAO)

• The physical characteristics of the territory over which the conductor operates (e.g., tracks, 

signals, interlockings, yards, speeds, methods of operation, grade crossings)

• Reporting forms and records (e.g., delay report, wheel report, defective car report, work train 

report, tie up sheet)

• The types of track authority required for the movement of a train on main tracks

• The rule for movement of trains on tracks other than main tracks

• Required air brake tests and when they apply (Added KSAO)

Skills:

• Determining qualifying train and engine speeds

• Identifying speed restrictions using timetables, roadway signs, bulletins, train messages, and the 

Operating Rules Manual

• Identifying block signal aspects

• Identifying whistle signals

• Troubleshooting basic malfunctions in equipment

• Testing and inspecting equipment

• Working on and about moving equipment

• Securing trains and equipment

• Removing and installing air hoses

• Removing and installing knuckles

• Cutting out air brakes

• Securing dragging equipment

• Applying and releasing hand brakes
JOB ANALYSIS DESIGN

73

• Performing switching activities (classification of rail cars within a yard, industry switching, set 

off and pickup of rail equipment)

• Operating the various kinds of switches (e.g., hand operated, power switches)

• Determining the position of switch points

• Operating the various kinds of derails

• Installing and removing an end-of-train device

• Coupling and uncoupling air hoses

• Understanding defect detector messages

• Aligning drawbars (Added KSAO)

• Making up trains 

• Giving and interpreting communications signals (e.g., hand, flag) with or without signaling 

equipment

• Interpreting the block signal indication conveyed by the aspect(s) displayed by the signal

• Interpreting and using timetable information

• Using telecommunication devices

• Inspecting hazardous material cars

• Locating information in the North American Emergency Response Guide

• Locating equipment restrictions in special instructions

Abilities:

• Situational awareness 

• Active listening

• Judgment and decisionmaking

• Comply with operating and safety rules while performing job tasks

• Ascend and descend ladders when necessary

• Lift heavy objects (e.g., 75 pounds or more)

• Communicate information orally and in writing

• Accurately judge car counts and distances when switching, shoving, or coupling

• See details accurately from a distance

• Recognize and distinguish between the colors of railroad signs and signals

• Hearing/auditory acuity

• Sense and resolve problems as they arise

• Identifying potential hazards (Added KSAO)

• Coordinate and plan various movements safely and efficiently (e.g., setting out and picking up 

cars en route, placing cars at various industrial plants, classifying cars)

• Carry out tasks in harsh environmental conditions

• Work nontraditional schedules (e.g., night shifts, on-call, long hours)

Other Characteristics:

• Passion for safety

• Conscientiousness Conscientious (Revised KSAO)

• Dependability Dependable (Revised KSAO)

• Cooperation Cooperative (Revised KSAO)
JOB ANALYSIS DESIGN

74

Appendix G. 

REORGANIZED TASK LIST FOR FREIGHT CONDUCTORS FOR SME 

PANEL MEETING 2

SME PANEL MEETING 2 TASK ACTIVITY

SME PANEL MEETING 2 EDITS TO TASK LIST FOR FREIGHT 

CONDUCTORS

CORRECTED TASK LIST FOR FREIGHT CONDUCTORS FOLLOWING 

SME PANEL MEETING 2
JOB ANALYSIS DESIGN

75

Reorganized Task List for Freight Conductors for 

SME Panel Meeting 2

* = Task Statement May Be Problematic (e.g., vague, not specific, different verb needed)

• Verify the accuracy of the train list prior to the start of a trip.

• Conduct pre-trip planning briefings with train crew members.

• Advise the engineer of any restrictions placed on equipment being handled.

• Advise the dispatcher of any restriction placed on equipment being handled.

• Advise the dispatcher when the train clears the main track. 

• Remind the engineer that the train is approaching an area restricted by limits of authority, track 

warrants, track bulletins, or radio speed restriction.

• Call out signals as they are encountered when operating in signal territory.

• Job brief with train crew members regarding work to be done, movements to be made, and any 

safety hazards.

• Inspect cars/equipment en route and when stopped to ensure the safe and efficient operation of 

the train.

• Inspect other trains en route (i.e., roll by inspection).

• Locate and inspect defects identified by a defect detector.

• Replace faulty air hoses when necessary.

• Replace broken knuckles when necessary.

• Secure dragging equipment when necessary.

• Install and remove end-of-train devices.

• Determine whether to move, repair, or set out rail equipment with defects in accordance with 

applicable rules.

• Couple and uncouple train cars.

• Inspect and line switches as required.

• Deliver all appropriate paperwork (e.g., train list, general track bulletins) to the relieving 

conductor as required.

• Report car defects as needed.

• Update train list information when necessary. 

• Complete delay reports for each trip noting any delays.

• Complete a work train report when called for work train service.

• Receive, copy, repeat, and comply with mandatory directives issued by train dispatchers or 

control operators (e.g., track warrants, track bulletins). 

• *Ensure crew members comply with applicable rules, special instructions, signals, and track 

authority.

• *Ensure that train cars are properly switched in accordance with work order instructions. 

• *Ensure that required air brake tests have been properly performed.

• *Ensure hazardous material cars are properly placed in train or switching movement. 

• *Supervise other crew members during switching or train operations. 

• *Provide protection as required during emergency brake application and when shoving cars.

• *Determine the method of operation and authority for movement on main and other types of 

tracks by use of the timetable and operating rules.
JOB ANALYSIS DESIGN

76

• *Ensure that freight is delivered to its destination or terminals with any accompanying 

documents.

• *Maintain signal awareness forms.

• *Complete tie up procedures (trip ticket).

• *Communicate with employee in charge (EIC) concerning train movements on tracks affected 

(e.g., track bulletin Form B movements, out-of-service tracks).
JOB ANALYSIS DESIGN

77

SME Panel Meeting 2 Task Activity

Instructions

We have compiled a list of job tasks that Freight Conductors (in yard and road operations) do on the job 

based on previous job analyses, other relevant documents, and by speaking with railroad personnel. Tasks 

refer to activities that are directed toward the achievement of specific job objectives and they have a 

definite beginning and an end. A good task statement, then, should refer to activities that are followed to 

accomplish a goal.

The first objective of today’s meeting is to make any needed edits to the accompanying list of task 

statements. This list is a work-in-progress and your expert assistance is needed to ensure that the list is 

accurate and complete.

After we review the method for writing task statements and the examples below you will work both 

individually and as a group to complete the following activities: 

1. Individual Work

• Make any edits to the task statements that you feel are necessary (e.g., edit the phrasing of a 

task, remove the task, break a task up into two or more tasks, add tasks). Pay particular 

attention to the task statements that have an asterisk (*) as these may be problematic.

2. Group Work

• Discuss one another’s edits to the task list and come to agreement on the final 

editing/phrasing of each task statement.

_____________________________________________________________________________________

The level of specificity is an important consideration in writing task statements. A good rule of thumb to 

use is to consider whether the task can be broken down into meaningful components without referring to 

specific movements; if any further editing of a task statement would result in describing specific 

movements, then the statement should not be edited further. 

Method for constructing task statements

• There is an implied subject of the task statement (i.e., workers, employees, or managers). The 

implied subject is plural, not singular. 

• There is a verb that tells what function the workers are performing.

• The object of the verb may be various things, for example, data, people, machines, tools, or 

equipment.

• There is a phrase starting with the word to or the words in order to that gives the purpose of the 

workers’ activity. The ‘purpose’ phrase may be left out if it is obvious.

Example task statements

• Auto mechanics:

o Inspect equipment to determine whether repair or replacement is necessary.

o Modify equipment to improve its efficiency of operation and safety.

• Pharmacy technicians:

o Receive and prioritize medication orders according to how soon they need to be filled.

o Call nurses or physicians to verify prescription information or to complete partial 

information.
JOB ANALYSIS DESIGN

78

SME Panel Meeting 2 Edits to Task List for Freight Conductors

• Update required rule books and bulletins for all territories that are operated on. (Added task)

• Verify the accuracy of the train list, dispatcher bulletins, and train orders (i.e., authority for 

movement) prior to the start of a trip. (Revised task)

• Conduct pre-trip planning briefings with train crew members, yard master, and other authorities. 

(Revised task)

• Advise the engineer of any restrictions placed on equipment being handled.

• Advise the dispatcher of any restriction placed on equipment being handled.

• Advise the dispatcher proper authority when the train clears the main track or territory. (Revised 

task)

• Remind the engineer that the train is approaching an area restricted by limits of authority, track 

warrants, track bulletins, or radio speed restriction.

• Call out signals as they are encountered when operating in signal territory and as job activities 

change. (Revised task)

• Job brief with train crew members regarding work to be done, movements to be made, and any 

safety hazards.

• Inspect cars/equipment en route and when stopped to ensure the safe and efficient operation of 

the train.

• Inspect other trains en route (i.e., roll by inspection).

• Locate, and inspect, and report defects identified by a defect detector. (Revised task)

• Join air hoses during train makeup. (Added task)

• Replace faulty air hoses when necessary.

• Replace broken knuckles when necessary.

• Secure dragging equipment when necessary.

• Install and remove end-of-train devices.

• Determine whether to move, repair, or set out rail equipment with defects in accordance with 

applicable rules.

• Couple and uncouple train cars.

• Remove and replace derailing equipment as needed. (Added task)

• Inspect and line switches as required.

• Deliver all appropriate paperwork (e.g., train list, general track bulletins, air slips) to the relieving 

conductor as required. (Revised task)

• Report car defects as needed. (Revised task)

• Update train list information per operating rules when necessary. (Revised task)

• Complete delay reports for each trip noting any delays.

• Complete a work train report, if applicable, when called for work train service. (Revised task)

• Receive, copy, repeat, and comply with mandatory directives issued by train dispatchers or 

control operators (e.g., track warrants, track bulletins). 

• Ensure crew members comply with applicable rules, special instructions, signals, and track 

authority.

• *Ensure that train cars are properly switched Switch train cars in accordance with work order 

instructions. (Revised task)

• *Ensure that Perform required air brake tests or verify that they have been properly performed. 

(Revised task)

• *Ensure Verify that hazardous material cars are properly placed in train or switching movement 

and have all required documentation. (Revised task)
JOB ANALYSIS DESIGN

79

• *Supervise Direct other crew members during switching or train operations. (Revised task)

• *Provide protection as required during emergency brake application and when shoving cars. 

(Revised task)

• Provide protection to other trains in accordance with rules during emergency brake application. 

(Added task)

• *Determine the method of operation and authority for movement on main and other types of 

tracks by use of the timetable and operating rules. (Deleted task)

• *Ensure that freight is delivered to its destination or terminals with any accompanying 

documents. (Deleted task)

• *Maintain Update the signal awareness form. (Revised task)

• *Complete required Federal Railroad Administration (FRA) tie up procedures documentation.

(trip ticket). (Revised task)

• *Communicate with Contact the employee in charge (EIC) concerning train movements on tracks 

affected the affected tracks (e.g., track bulletin, out-of-service tracks, work areas).
JOB ANALYSIS DESIGN

80

Corrected Task List for Freight Conductors Following SME Panel 

Meeting 2

• Update required rule books and bulletins for all territories that are operated on.

• Verify the accuracy of the train list, dispatcher bulletins, and train orders (i.e., authority for 

movement) prior to the start of a trip.

• Conduct pre-trip planning briefings with train crew members, yard master, and other authorities.

• Advise the engineer of any restrictions placed on equipment being handled.

• Advise the dispatcher of any restrictions placed on equipment being handled.

• Advise the proper authority when the train clears the main track or territory. 

• Remind the engineer that the train is approaching an area restricted by limits of authority, track 

warrants, track bulletins, or radio speed restriction.

• Call out signals as they are encountered when operating in signal territory and as job activities 

change.

• Job brief with train crew members regarding work to be done, movements to be made, and any 

safety hazards.

• Inspect cars/equipment en route and when stopped to ensure the safe and efficient operation of 

the train.

• Inspect other trains en route (i.e., roll by inspection).

• Locate, inspect, and report defects identified by a defect detector.

• Join air hoses during train makeup.

• Replace faulty air hoses when necessary.

• Replace broken knuckles when necessary.

• Secure dragging equipment when necessary.

• Install and remove end-of-train devices.

• Determine whether to move, repair, or set out rail equipment with defects in accordance with 

applicable rules.

• Couple and uncouple train cars.

• Remove and replace derailing equipment as needed.

• Inspect and line switches as required.

• Deliver all appropriate paperwork (e.g., train list, general track bulletins, air slips) to the relieving 

conductor as required.

• Report car defects.

• Update train list information per operating rules. 

• Complete delay reports for each trip noting any delays.

• Complete a work train report, if applicable, when called for work train service.

• Receive, copy, repeat, and comply with mandatory directives issued by train dispatchers or 

control operators (e.g., track warrants, track bulletins). 

• Ensure crew members comply with applicable rules, special instructions, signals, and track 

authority.

• Switch train cars in accordance with work order instructions. 

• Perform required air brake tests or verify that they have been properly performed.

• Verify that hazardous material cars are properly placed in train or switching movement and have 

all required documentation. 

• Direct other crew members during switching or train operations. 

• Provide protection when shoving cars.

• Provide protection to other trains in accordance with rules during emergency brake application.
JOB ANALYSIS DESIGN

81

• Update the signal awareness form.

• Complete required Federal Railroad Administration (FRA) tie up documentation.

Contact the employee in charge (EIC) concerning train movements on the affected tracks (e.g., track 

bulletin, out-of-service tracks, work areas).
JOB ANALYSIS DESIGN

82

Appendix H. 

TASK LIST FOR FREIGHT CONDUCTORS WITH FUNCTIONAL 

CATEGORIES FOR SME PANEL MEETING 3

SME PANEL MEETING 3 EDITS TO TASK LIST FOR FREIGHT 

CONDUCTORS

FINAL TASK LIST FOR FREIGHT CONDUCTORS

EMAIL TO SMEs IN PANEL MEETING 1 TO REVIEW FINAL TASK LIST
JOB ANALYSIS DESIGN

83

Task List for Freight Conductors with Functional Categories for SME 

Panel Meeting 3

Train Inspection, Troubleshooting, and Repair

• Verify that hazardous material cars are properly placed in train or switching movement and have 

all required documentation. 

• Perform required air brake tests or verify that they have been properly performed.

• Inspect cars/equipment en route and when stopped to ensure the safe and efficient operation of 

the train.

• Inspect other trains en route (i.e., roll by inspection).

• Locate, inspect, and report defects identified by a defect detector.

• Determine whether to move, repair, or set out rail equipment with defects in accordance with 

applicable rules.

• Replace faulty air hoses when necessary.

• Replace broken knuckles when necessary.

• Secure dragging equipment when necessary.

Train Car Makeup and Handling

• Join air hoses during train makeup.

• Couple and uncouple train cars.

• Remove and replace derailing equipment as needed.

• Inspect and line switches as required.

• Switch train cars in accordance with work order instructions. 

• Install and remove end-of-train devices.

• Provide protection when shoving cars.

• Provide protection to other trains in accordance with rules during emergency brake application.

Form and Record Management

• Update required rule books and bulletins for all territories that are operated on.

• Verify the accuracy of the train list, dispatcher bulletins, and train orders (i.e., authority for 

movement) prior to the start of a trip.

• Update the signal awareness form.

• Report car defects.

• Update train list information per operating rules. 

• Complete delay reports for each trip noting any delays.

• Complete a work train report, if applicable, when called for work train service.

• Deliver all appropriate paperwork (e.g., train list, general track bulletins, air slips) to the relieving 

conductor as required.

• Complete required Federal Railroad Administration (FRA) tie up documentation.

Trip Communication

• Advise the engineer of any restrictions placed on equipment being handled.

• Advise the dispatcher of any restrictions placed on equipment being handled.
JOB ANALYSIS DESIGN

84

• Advise the proper authority when the train clears the main track or territory. 

• Remind the engineer that the train is approaching an area restricted by limits of authority, track 

warrants, track bulletins, or radio speed restriction.

• Call out signals as they are encountered when operating in signal territory and as job activities 

change.

• Contact the employee in charge (EIC) concerning train movements on the affected tracks (e.g., 

track bulletin, out-of-service tracks, work areas). 

• Receive, copy, repeat, and comply with mandatory directives issued by train dispatchers or 

control operators (e.g., track warrants, track bulletins). 

Crew Supervision

• Conduct pre-trip planning briefings with train crew members, yard master, and other authorities.

• Job brief with train crew members regarding work to be done, movements to be made, and any 

safety hazards.

• Ensure crew members comply with applicable rules, special instructions, signals, and track 

authority.

• Direct other crew members during switching or train operations.
JOB ANALYSIS DESIGN

85

SME Panel Meeting 3 Edits to Task List for Freight Conductors

Train Inspection, Troubleshooting, and Repair

• Verify that hazardous material cars are properly placed in train or switching movement and have 

all required documentation. (Revised task)

• Perform required air brake tests or verify that they have been properly performed.

• Inspect cars/equipment en route and when stopped to ensure the safe and efficient operation of 

the train.

• Inspect other trains en route (i.e., roll by inspection).

• Locate, inspect and report defects identified by a defect detector.

• Determine whether to move, repair, or set out rail equipment with defects in accordance with 

applicable rules.

• Replace faulty air hoses when necessary.

• Replace broken knuckles when necessary.

• Secure dragging equipment when necessary.

Train Car Makeup and Handling (Revised category)

• Join air hoses during train makeup.

• Couple and uncouple train cars.

• Remove and replace derailing equipment as needed.

• Inspect and line switches as required.

• Switch train cars in accordance with work order instructions. 

• Install and remove end-of-train devices.

• Provide protection when shoving cars.

• Provide protection to other trains in accordance with rules during emergency brake application.

• Apply the emergency brake to stop the train in extreme circumstances. (Added task)

Form and Record Management

• Update required rule books and bulletins for all territories that are operated on.

• Verify the accuracy of the train list, dispatcher bulletins, and train orders (i.e., authority for 

movement) prior to the start of a trip.

• Verify that all hazardous material cars have all required documentation. (Added task)

• Update the signal awareness form.

• Report car defects.

• Update train list information per operating rules. 

• Complete delay reports for each trip noting any delays.

• Complete a work train report, if applicable, when called for work train service.

• Deliver all appropriate paperwork (e.g., train list, general track bulletins, air slips) to the relieving 

conductor as required.

• Complete required Federal Railroad Administration (FRA) tie up documentation.

• Record train times when trains are given permission to enter the work area when assigned as 

flagmen. (Added task)

• Provide emergency responders with hazardous material documentation in an emergency. (Added 

task)
JOB ANALYSIS DESIGN

86

Trip Crew Communication (Revised category)

• Advise the engineer of any restrictions placed on equipment being handled.

• Advise the dispatcher of any restrictions placed on equipment being handled.

• Advise the proper authority when the train clears the main track or territory. 

• Remind the engineer that the train is approaching an area restricted by limits of authority, track 

warrants, track bulletins, or radio speed restriction. (Revised task)

• Call out signals as they are encountered when operating in signal territory and as job activities 

change.

• Contact the employee in charge (EIC) concerning train movements on the affected tracks (e.g., 

track bulletin, out-of-service tracks, work areas). 

• Receive, copy, repeat, and comply with mandatory directives issued by train dispatchers or 

control operators (e.g., track warrants, track bulletins). 

• Call for and release foul time as requested by workmen (e.g., foremen, contractors) when 

assigned as flagmen. (Added task)

Crew Supervision

• Conduct pre-trip planning briefings with train crew members, yard master, and other authorities.

• Job brief with train crew members regarding work to be done, movements to be made, and any 

safety hazards.

• Ensure crew members comply with applicable rules, special instructions, signals, and track 

authority.

• Direct other crew members during switching or train operations.
JOB ANALYSIS DESIGN

87

Final Task List for Freight Conductors

Crew Communication (8 tasks)

• Advise the engineer of any restrictions placed on equipment being handled.

• Advise the dispatcher of any restrictions placed on equipment being handled.

• Advise the proper authority when the train clears the main track or territory. 

• Remind the engineer that the train is approaching an area restricted by limits of authority, track 

warrants, track bulletins, or speed restriction.

• Call out signals as they are encountered when operating in signal territory and as job activities

change.

• Contact the employee in charge (EIC) concerning train movements on the affected tracks (e.g., 

track bulletin, out-of-service tracks, work areas). 

• Receive, copy, repeat, and comply with mandatory directives issued by train dispatchers or 

control operators (e.g., track warrants, track bulletins). 

• Call for and release foul time as requested by workmen (e.g., foremen, contractors) when 

assigned as flagmen.

Crew Supervision (4 tasks)

• Conduct pre-trip planning briefings with train crew members, yard master, and other authorities.

• Job brief with train crew members regarding work to be done, movements to be made, and any 

safety hazards.

• Ensure crew members comply with applicable rules, special instructions, signals, and track 

authority.

• Direct other crew members during switching or train operations.

Form and Record Management (12 tasks)

• Update required rule books and bulletins for all territories that are operated on.

• Verify the accuracy of the train list, dispatcher bulletins, and train orders (i.e., authority for 

movement) prior to the start of a trip.

• Verify that all hazardous material cars have all required documentation. 

• Update the signal awareness form.

• Report car defects.

• Update train list information per operating rules. 

• Complete delay reports for each trip noting any delays.

• Complete a work train report, if applicable, when called for work train service.

• Deliver all appropriate paperwork (e.g., train list, general track bulletins, air slips) to the relieving 

conductor as required.

• Complete required Federal Railroad Administration (FRA) tie up documentation.

• Record train times when trains are given permission to enter the work area when assigned as 

flagmen.

• Provide emergency responders with hazardous material documentation in an emergency.
JOB ANALYSIS DESIGN

88

Train Inspection, Troubleshooting, and Repair (9 tasks)

• Verify that hazardous material cars are properly placed in train or switching movement.

• Perform required air brake tests or verify that they have been properly performed.

• Inspect cars/equipment en route and when stopped to ensure the safe and efficient operation of 

the train.

• Inspect other trains en route (i.e., roll by inspection).

• Locate, inspect, and report defects identified by a defect detector.

• Determine whether to move, repair, or set out rail equipment with defects in accordance with 

applicable rules.

• Replace faulty air hoses when necessary.

• Replace broken knuckles when necessary.

• Secure dragging equipment when necessary.

Train Makeup and Handling (9 tasks)

• Join air hoses during train makeup.

• Couple and uncouple train cars.

• Remove and replace derailing equipment as needed.

• Inspect and line switches as required.

• Switch train cars in accordance with work order instructions. 

• Install and remove end-of-train devices.

• Provide protection when shoving cars.

• Provide protection to other trains in accordance with rules during emergency brake application.

• Apply the emergency brake to stop the train in extreme circumstances.
JOB ANALYSIS DESIGN

89

Email to SMEs in Panel Meeting 1 to Review Final Task List

SUBJECT: UConn Freight Conductor Job Analysis - Task Review

Hi (NAME):

This is Ben Walsh from the University of Connecticut; we met back in early October when I visited 

(location) along with several members from the Volpe Center.

If you remember back to our meeting, we spent some time working on a task list. We’ve had a couple 

more meetings with freight conductors since then and the task list has changed some. We now have 42 

tasks organized within 5 categories (groups of related tasks), and we feel it is complete (see attached task 

list). However, as a final check we would like you to take a few minutes to review the list and let us know 

if any final changes are needed to the tasks and/or categories. Is the list accurate and complete? You can 

send me a reply email if there is anything in the list that you suggest changing.

Thank you for your continued assistance with this project and happy holidays!

Regards,

Ben
JOB ANALYSIS DESIGN

90

Appendix I. 

INVITATION TO PARTICIPATE IN TASK RATING SURVEY

ONLINE TASK RATING SURVEY

TASK RATING SURVEY SME DEMOGRAPHIC CHARACTERISTICS

TASK LIST WITH MEAN RATINGS OF CONSEQUENCES OF ERROR, 

DIFFICULTY, AND IMPORTANCE
JOB ANALYSIS DESIGN

91

Invitation to Participate in Task Rating Survey

March 9, 2010

Memo to: UTU Freight Conductors

From: James Stem, UTU National Legislative Director

 Re: Freight Conductor Job Analysis Survey

 

UTU is participating with the Federal Railroad Administration (FRA) in a job analysis of freight 

conductors. The University of Connecticut (UConn) is conducting this study for FRA. Other UTU 

freight conductors have provided the information contained in the attached survey materials to the 

researchers at UConn.

 

You have been recommended by your UTU General Chairman to participate in this survey.

When I completed the survey it took me less than 15 minutes to complete. The survey will be available 

until April 1st

. A reminder email will be sent in one week. Please consider this message as an 

encouragement to complete the survey in an honest and straightforward manner.

 

If you need more information concerning the survey, please call James Stem or John Risch with 

UTU at (202) 543-7714, or Ben Walsh with UConn at (319) 389-0187 or Benjamin.Walsh@UConn.edu.

 

Thank You for participating and completing the survey. Please click on this link to begin the 

survey: (survey link)
JOB ANALYSIS DESIGN

92

Online Task Rating Survey

Page 1: Introduction

Introduction

Thank you for your interest in participating in this research project. The University of Connecticut is 

conducting a job analysis on the job Freight Conductor to document the tasks done on the job and the 

knowledge, skills, abilities, and other characteristics (KSAOs) needed to perform the tasks. This research 

is funded by the Federal Railroad Administration (FRA).

Participation in the study is completely voluntary. You are free to decide not to participate in this study or 

to withdraw at any time without adversely affecting your relationship with your employer or the 

investigators.

Procedure

Your involvement will entail participation in a survey in which tasks carried out by Freight Conductors 

are rated on two scales so that we can determine their relative importance. The survey should take no 

more than 15 minutes to complete.

Confidentiality and Anonymity

All information derived from the survey will be held in strict confidentiality and will also be anonymous 

as no individual or organization names will be used in the reporting of results of this research.

Risks and Benefits

Participating in the survey will not create any risks or inconveniences for you other than the time required 

to participate.

For More Information

If you need more information or have questions, please contact the Principal Investigator, Dr. Janet 

Barnes-Farrell, at 860-486-5929 (janet.barnes-farrell@uconn.edu) or Ben Walsh, graduate student 

researcher (benjamin.walsh@uconn.edu). If you have any questions about your rights as a research 

subject that have not been answered by the investigators or to report any concerns about the study, you 

may contact the University of Connecticut, Institutional Review Board (IRB) at 860-486-8802. An IRB is 

a group of people that review research studies to make sure they are safe for participants.

Navigating the Survey

To navigate through individual pages of the survey, you can use the Tab and Page Up/Page Down keys on 

your keyboard or the scroll bar on the right hand side of the screen. When you are ready to move to the 

next page, use the NEXT button located at the bottom of each page of the survey. DO NOT use the Enter 

key on your keyboard to enter responses or navigate the survey.

Please begin when you are ready!
JOB ANALYSIS DESIGN

93

Page 2: Introduction Continued

On the following pages you will be presented with the various tasks done by Freight Conductors in both 

yard and road operations. These task statements were developed with the assistance of current and former 

Freight Conductors. Some tasks may be more difficult than others, and some may result in more negative 

consequences if not done properly.

For each task you will be asked to report:

(a) How important (i.e., significant) the consequences of performing the task incorrectly are 

(Consequences of Error);

(b) How easy or difficult the task is (Task Difficulty).

All tasks will first be rated in terms of Task Difficulty. You will then rate all tasks in terms of

Consequences of Error. Make your ratings based on the job in general, not just on your own job.

Please familiarize yourself with the two rating scales presented below.

Consequences of Error

How important (i.e., significant) are the consequences of performing the task incorrectly?

1 – Consequences of error are not at all important

2 – Consequences of error are somewhat important

3 – Consequences of error are moderately important

4 – Consequences of error are very important

5 – Consequences of error are extremely important

Task Difficulty

How easy or difficult is it to complete the task correctly relative to all other tasks?

1 – Very easy

2 – Somewhat easy

3 – Not easy or difficult

4 – Somewhat difficult

5 – Very difficult

Please click the NEXT button to begin rating the tasks

Page 3: Task Difficulty Ratings – Form and Record Management Tasks

How easy or difficult is it to complete the task correctly relative to all other tasks?

1 – Very easy

2 – Somewhat easy

3 – Not easy or difficult

4 – Somewhat difficult

5 – Very difficult
JOB ANALYSIS DESIGN

94

• Update required rule books and bulletins for all territories that are operated on.

• Verify the accuracy of the train list, dispatcher bulletins, and train orders (i.e., authority for 

movement) prior to the start of a trip.

• Verify that all hazardous material cars have all required documentation. 

• Update the signal awareness form.

• Report car defects.

• Update train list information per operating rules. 

• Complete delay reports for each trip noting any delays.

• Complete a work train report, if applicable, when called for work train service.

• Deliver all appropriate paperwork (e.g., train list, general track bulletins, air slips) to the relieving 

conductor as required.

• Complete required Federal Railroad Administration (FRA) tie up documentation.

• Record train times when trains are given permission to enter the work area when assigned as 

flagmen.

• Provide emergency responders with hazardous material documentation in an emergency.

Page 4: Task Difficulty Ratings – Train Inspection, Troubleshooting, and Repair Tasks

How easy or difficult is it to complete the task correctly relative to all other tasks?

1 – Very easy

2 – Somewhat easy

3 – Not easy or difficult

4 – Somewhat difficult

5 – Very difficult

• Verify that hazardous material cars are properly placed in train or switching movement.

• Perform required air brake tests or verify that they have been properly performed.

• Inspect cars/equipment en route and when stopped to ensure the safe and efficient operation of 

the train.

• Inspect other trains en route (i.e., roll by inspection).

• Locate, inspect, and report defects identified by a defect detector.

• Determine whether to move, repair, or set out rail equipment with defects in accordance with 

applicable rules.

• Replace faulty air hoses when necessary.

• Replace broken knuckles when necessary.

• Secure dragging equipment when necessary.

Page 5: Task Difficulty Ratings – Train Makeup and Handling Tasks

How easy or difficult is it to complete the task correctly relative to all other tasks?

1 – Very easy

2 – Somewhat easy

3 – Not easy or difficult

4 – Somewhat difficult

5 – Very difficult
JOB ANALYSIS DESIGN

95

• Join air hoses during train makeup.

• Couple and uncouple train cars.

• Remove and replace derailing equipment as needed.

• Inspect and line switches as required.

• Switch train cars in accordance with work order instructions. 

• Install and remove end-of-train devices.

• Provide protection when shoving cars.

• Provide protection to other trains in accordance with rules during emergency brake application.

• Apply the emergency brake to stop the train in extreme circumstances.

Page 6: Task Difficulty Ratings – Crew Communication Tasks

How easy or difficult is it to complete the task correctly relative to all other tasks?

1 – Very easy

2 – Somewhat easy

3 – Not easy or difficult

4 – Somewhat difficult

5 – Very difficult

• Advise the engineer of any restrictions placed on equipment being handled.

• Advise the dispatcher of any restrictions placed on equipment being handled.

• Advise the proper authority when the train clears the main track or territory. 

• Remind the engineer that the train is approaching an area restricted by limits of authority, track 

warrants, track bulletins, or speed restriction.

• Call out signals as they are encountered when operating in signal territory and as job activities 

change.

• Contact the employee in charge (EIC) concerning train movements on the affected tracks (e.g., 

track bulletin, out-of-service tracks, work areas). 

• Receive, copy, repeat, and comply with mandatory directives issued by train dispatchers or 

control operators (e.g., track warrants, track bulletins). 

• Call for and release foul time as requested by workmen (e.g., foremen, contractors) when 

assigned as flagmen.

Page 7: Task Difficulty Ratings – Crew Supervision Tasks

How easy or difficult is it to complete the task correctly relative to all other tasks?

1 – Very easy

2 – Somewhat easy

3 – Not easy or difficult

4 – Somewhat difficult

5 – Very difficult

• Conduct pre-trip planning briefings with train crew members, yard master, and other authorities.

• Job brief with train crew members regarding work to be done, movements to be made, and any 

safety hazards.
JOB ANALYSIS DESIGN

96

• Ensure crew members comply with applicable rules, special instructions, signals, and track 

authority.

• Direct other crew members during switching or train operations.

Page 8: Transition to Consequences of Error Ratings

All ratings on Task Difficulty are now complete. Now you will be asked to rate each of the tasks on the 

Consequences of Error.

Again, please make your ratings based on the job in general, not just on your own job.

Consequences of Error

How important (i.e., significant) are the consequences of performing the task incorrectly?

1 – Consequences of error are not at all important

2 – Consequences of error are somewhat important

3 – Consequences of error are moderately important

4 – Consequences of error are very important

5 – Consequences of error are extremely important

Please click the NEXT button to continue rating the tasks

Page 9: Consequences of Error Ratings – Form and Record Management Tasks

How important (i.e., significant) are the consequences of performing the task incorrectly?

1 – Consequences of error are not at all important

2 – Consequences of error are somewhat important

3 – Consequences of error are moderately important

4 – Consequences of error are very important

5 – Consequences of error are extremely important

• Update required rule books and bulletins for all territories that are operated on.

• Verify the accuracy of the train list, dispatcher bulletins, and train orders (i.e., authority for 

movement) prior to the start of a trip.

• Verify that all hazardous material cars have all required documentation. 

• Update the signal awareness form.

• Report car defects.

• Update train list information per operating rules. 

• Complete delay reports for each trip noting any delays.

• Complete a work train report, if applicable, when called for work train service.

• Deliver all appropriate paperwork (e.g., train list, general track bulletins, air slips) to the relieving 

conductor as required.

• Complete required Federal Railroad Administration (FRA) tie up documentation.

• Record train times when trains are given permission to enter the work area when assigned as 

flagmen.

• Provide emergency responders with hazardous material documentation in an emergency.
JOB ANALYSIS DESIGN

97

Page 10: Consequences of Error Ratings – Train Inspection, Troubleshooting, and Repair Tasks

How important (i.e., significant) are the consequences of performing the task incorrectly?

1 – Consequences of error are not at all important

2 – Consequences of error are somewhat important

3 – Consequences of error are moderately important

4 – Consequences of error are very important

5 – Consequences of error are extremely important

• Verify that hazardous material cars are properly placed in train or switching movement.

• Perform required air brake tests or verify that they have been properly performed.

• Inspect cars/equipment en route and when stopped to ensure the safe and efficient operation of 

the train.

• Inspect other trains en route (i.e., roll by inspection).

• Locate, inspect and report defects identified by a defect detector.

• Determine whether to move, repair, or set out rail equipment with defects in accordance with 

applicable rules.

• Replace faulty air hoses when necessary.

• Replace broken knuckles when necessary.

• Secure dragging equipment when necessary.

Page 11: Consequences of Error Ratings – Train Makeup and Handling Tasks

How important (i.e., significant) are the consequences of performing the task incorrectly?

1 – Consequences of error are not at all important

2 – Consequences of error are somewhat important

3 – Consequences of error are moderately important

4 – Consequences of error are very important

5 – Consequences of error are extremely important

• Join air hoses during train makeup.

• Couple and uncouple train cars.

• Remove and replace derailing equipment as needed.

• Inspect and line switches as required.

• Switch train cars in accordance with work order instructions. 

• Install and remove end-of-train devices.

• Provide protection when shoving cars.

• Provide protection to other trains in accordance with rules during emergency brake application.

• Apply the emergency brake to stop the train in extreme circumstances.
JOB ANALYSIS DESIGN

98

Page 12: Consequences of Error Ratings – Crew Communication Tasks

How important (i.e., significant) are the consequences of performing the task incorrectly?

1 – Consequences of error are not at all important

2 – Consequences of error are somewhat important

3 – Consequences of error are moderately important

4 – Consequences of error are very important

5 – Consequences of error are extremely important

• Advise the engineer of any restrictions placed on equipment being handled.

• Advise the dispatcher of any restrictions placed on equipment being handled.

• Advise the proper authority when the train clears the main track or territory. 

• Remind the engineer that the train is approaching an area restricted by limits of authority, track 

warrants, track bulletins, or speed restriction.

• Call out signals as they are encountered when operating in signal territory and as job activities 

change.

• Contact the employee in charge (EIC) concerning train movements on the affected tracks (e.g., 

track bulletin, out-of-service tracks, work areas). 

• Receive, copy, repeat, and comply with mandatory directives issued by train dispatchers or 

control operators (e.g., track warrants, track bulletins). 

• Call for and release foul time as requested by workmen (e.g., foremen, contractors) when 

assigned as flagmen.

Page 13: Consequences of Error Ratings – Crew Supervision Tasks

How important (i.e., significant) are the consequences of performing the task incorrectly?

1 – Consequences of error are not at all important

2 – Consequences of error are somewhat important

3 – Consequences of error are moderately important

4 – Consequences of error are very important

5 – Consequences of error are extremely important

• Conduct pre-trip planning briefings with train crew members, yard master, and other authorities.

• Job brief with train crew members regarding work to be done, movements to be made, and any 

safety hazards.

• Ensure crew members comply with applicable rules, special instructions, signals, and track 

authority.

• Direct other crew members during switching or train operations.
JOB ANALYSIS DESIGN

99

Page 14: Demographics

What is your age in years? _____

What is your sex? 

– Male

– Female

What is the highest level of education you have completed?

– High school/G.E.D.

– Some college or university

– College or university graduate

– Master’s degree (e.g., M.B.A., M.A.)

– Doctoral degree (e.g., Ph.D.)

– Other

If you reported “Other” for education, please specify: _____

What is your ethnic background?

– European American/White

– African American/Black

– Latino/Hispanic

– Asian American

– Native American/American Indian

– Biracial/Multiracial

– Other 

If you reported “Other” for your ethnic background, please specify: _____

Page 15: Demographics Continued

What is your current job title? _____

How long (in years) have you been working in your present job? _____
JOB ANALYSIS DESIGN

100

How long (in years) have you been working with your present organization? _____

Please report your total length of experience (in years) working as a Freight Conductor. _____

How long (in years) have you supervised Freight Conductors? (If you are not a supervisor, please write 

“not applicable.”) _____

In what U.S. State do you primarily work? _____

In what class of railroad do you work? _____

Please describe any other information about yourself that is relevant to your qualification as an expert on 

Freight Conductors (e.g., prior job experience, length of prior job experience). _____

Do you have any additional comments regarding the tasks or the survey in general? _____

Thank you very much for taking the time to complete our survey. Your responses to the

previous questions are valuable to us as researchers and will be useful to FRA. If you

would like further information concerning the nature of the survey or if you have any

questions for the researchers, please feel free to contact us:

Janet Barnes-Farrell, Ph.D.

I/O Psychology Professor

University of Connecticut

janet.barnes-farrell@uconn.edu

Ben Walsh, M.A.

Doctoral Candidate

University of Connecticut

benjamin.walsh@uconn.edu

Please click on the "Finish" button below to complete the survey.
JOB ANALYSIS DESIGN

101

Task Rating Survey SME Demographic Characteristics

ID Job Title

Job 

Tenure 

(years)

Organizational

Tenure

(years)

Railroad 

Class

Freight 

Conductor 

Experience 

(years)

State Where 

Employed

Age

(years) Sex Ethnicity Education

1 Asst. General 

Chairman 3 24 I 35 Alabama 54 Male European American/White Some college

2 Switchman 41 41 I 1 Kansas 59 Male European 

American/White

High School 

graduate/GED

3 Safety 

Coordinator 5 14 I 14 Alabama 46 Male European American/White Some college

4 Conductor 17 12 I 17 Missouri 42 Male European 

American/White Some college

5 Conductor 38 38 I 35 Illinois 57 Male European 

American/White

High School 

graduate/GED

6 Conductor 36 36 I 34 Colorado 55 Male European 

American/White Some college

7 Conductor 32 37 I 32 Colorado 57 Male European 

American/White Some college

8 Yard Foreman 6 16 I 17 Florida 57 Female European 

American/White

College 

graduate

9 Conductor 20 33 I 29 Illinois 57 Male European 

American/White

High School 

graduate/GED

10 Conductor 2 39 I 33 Nebraska 59 Male European 

American/White Some college

11 Conductor 6 6 I 6 Georgia 36 Male European 

American/White Some college

12 Safety 

Coordinator 10 15 I 2 Michigan 43 Male European American/White

College 

graduate

13 Conductor 39 17 I 39 Michigan 57 Male European 

American/White

High School 

graduate/GED

14 Conductor 12 12 I 12 Nebraska 46 Male European 

American/White

College 

graduate

15 Yard Utility 10 21 I 19 Nebraska 45 Female European 

American/White Some college

16 Vice General 

Chairperson 6 33 I 33 Florida 54 Male European American/White

High School 

graduate/GED

17 Conductor 15 15 I 15 Illinois 39 Male European 

American/White Some college
JOB ANALYSIS DESIGN

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Task List with Mean Ratings of Consequences of Error, Difficulty, and 

Importance

Train Inspection, Troubleshooting, and Repair Con Dif Imp

Secure dragging equipment when necessary. 4.29 4.18 8.47

Replace broken knuckles when necessary. 4.47 4.00 8.47

Verify that hazardous material cars are properly placed in train or switching movement. 4.76 3.41 8.18

Determine whether to move, repair, or set out rail equipment with defects in accordance 

with applicable rules. 4.71 3.29 8.00

Locate, inspect, and report defects identified by a defect detector. 4.71 2.94 7.65

Perform required air brake tests or verify that they have been properly performed. 4.59 2.88 7.47

Inspect cars/equipment en route and when stopped to ensure the safe and efficient 

operation of the train. 4.41 2.88 7.29

Replace faulty air hoses when necessary. 3.96 3.23 7.19

Inspect other trains en route (i.e., roll by inspection). 4.00 2.18 6.18

Train Makeup and Handling Con Dif Imp

Provide protection when shoving cars. 4.82 2.82 7.65

Provide protection to other trains in accordance with rules during emergency brake 

application. 4.82 2.53 7.35

Remove and replace derailing equipment as needed. 4.53 2.66 7.19

Apply the emergency brake to stop the train in extreme circumstances. 4.82 2.06 6.88

Inspect and line switches as required. 4.65 2.12 6.76

Join air hoses during train makeup. 4.12 2.59 6.71

Install and remove end-of-train devices. 4.00 2.35 6.35

Switch train cars in accordance with work order instructions. 4.00 2.18 6.18

Couple and uncouple train cars. 4.06 1.82 5.88

Crew Communication Con Dif Imp

Receive, copy, repeat, and comply with mandatory directives issued by train dispatchers 

or control operators (e.g., track warrants, track bulletins). 4.76 2.24 7.00

Contact the employee in charge (EIC) concerning train movements on the affected 

tracks (e.g., track bulletin, out of service tracks, work areas). 4.76 2.18 6.94

Advise the engineer of any restrictions placed on equipment being handled. 4.59 2.12 6.71

Call for and release foul time as requested by workmen (e.g., foremen, contractors) 

when assigned as flagmen. 4.47 2.18 6.65

Advise the dispatcher of any restrictions placed on equipment being handled. 4.29 2.29 6.59

Advise the proper authority when the train clears the main track or territory. 4.47 2.00 6.47

Remind the engineer that the train is approaching an area restricted by limits of 

authority, track warrants, track bulletins, or speed restriction. 4.71 1.71 6.41

Call out signals as they are encountered when operating in signal territory and as job 

activities change. 4.24 1.59 5.82

Note. Con = Mean consequences of error ratings. Dif = Mean difficulty ratings. Imp = Mean importance ratings. 

Task Importance ranges from 1–10 with 10 corresponding to greatest task importance. It is the sum of ratings of 

Consequences of Error (1–5) and Task Difficulty (1–5).
JOB ANALYSIS DESIGN

103

Crew Supervision Imp Dif Con

Ensure crew members comply with applicable rules, special instructions, signals, and 

track authority. 7.35 2.88 4.47

Direct other crew members during switching or train operations. 6.76 2.65 4.12

Job brief with train crew members regarding work to be done, movements to be made, 

and any safety hazards. 6.47 2.12 4.35

Conduct pre-trip planning briefings with train crew members, yard master, and other 

authorities. 6.18 2.18 4.00

Form and Record Management Imp Dif Con

Verify that all hazardous material cars have all required documentation. 8.12 3.24 4.88

Provide emergency responders with hazardous material documentation in an 

emergency.

7.65 2.76 4.88

Update required rule books and bulletins for all territories that are operated on. 7.59 3.24 4.35

Verify the accuracy of the train list, dispatcher bulletins, and train orders (i.e., authority 

for movement) prior to the start of a trip. 7.35 2.71 4.65

Update train list information per operating rules. 7.18 2.82 4.35

Record train times when trains are given permission to enter the work area when 

assigned as flagmen. 7.00 2.53 4.47

Complete required Federal Railroad Administration (FRA) tie up documentation. 6.88 2.53 4.35

Report car defects. 6.76 2.47 4.29

Deliver all appropriate paperwork (e.g., train list, general track bulletins, air slips) to the 

relieving conductor as required. 6.47 2.18 4.29

Complete a work train report, if applicable, when called for work train service. 6.41 3.18 3.24

Update the signal awareness form. 5.82 2.18 3.65

Complete delay reports for each trip noting any delays. 5.00 3.18 2.81

Note. Con = Mean consequences of error ratings. Dif = Mean difficulty ratings. Imp = Mean importance ratings. 

Task Importance ranges from 1–10 with 10 corresponding to greatest task importance. It is the sum of ratings of 

Consequences of Error (1–5) and Task Difficulty (1–5).
JOB ANALYSIS DESIGN

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Appendix J. 

KSAO LIST FOR LINKING TO FUNCTIONAL CATEGORIES

KSAOs LINKED TO THE FUNCTIONAL CATEGORIES
JOB ANALYSIS DESIGN

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6.2 KSAO List for Linking to Functional Categories

Which KSAOs are needed to perform the tasks in the functional category: (Category label)?

if 

YES

KNOWLEDGE

Purpose and function of a rail yard

Function of track components and rail equipment

Operation of classification yards

General railroad terminology

Terminology used in the classifying, blocking, and switching of rail cars

Terminology and rules associated with restricted equipment

Basic duties of other railroad personnel that freight conductors interact with during normal 

performance of duties

Various types of rolling stock

Operating and safety rules

Rules and procedures for switching of rail cars and equipment

Proper procedures for handling and reporting emergency situations

The types and functions of defect detectors

Temporary and permanent speed restrictions

Timetable information, special instructions, and track bulletins

Switch lists, track lists, and work orders

Consist information (e.g., placement of hazardous materials, equipment restrictions)

Hazardous material placards, markings, and regulations

The physical characteristics of the territory over which the conductor operates (e.g., tracks, 

signals, interlockings, yards, speeds, methods of operation, grade crossings)

Reporting forms and records (e.g., delay report, wheel report, defective car report, work 

train report, tie up sheet)

The types of track authority required for the movement of a train on main tracks

The rule for movement of trains on tracks other than main tracks

Required air brake tests and when they apply
JOB ANALYSIS DESIGN

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Which KSAOs are needed to perform the tasks in the functional category: (Category label)?

if 

YES

SKILLS

Determining qualifying train and engine speeds

Identifying speed restrictions using timetables, roadway signs, bulletins, train messages, 

and the Operating Rules Manual

Identifying block signal aspects

Identifying whistle signals

Troubleshooting basic malfunctions in equipment

Testing and inspecting equipment

Working on and about moving equipment

Securing trains and equipment

Removing and installing air hoses

Removing and installing knuckles

Cutting out air brakes

Securing dragging equipment

Applying and releasing hand brakes

Performing switching activities (classification of rail cars within a yard, industry switching, 

set off and pick up of rail equipment)

Operating the various kinds of switches (e.g., hand operated, power switches)

Determining the position of switch points

Operating the various kinds of derails

Installing and removing an end-of-train device

Coupling and uncoupling air hoses

Understanding defect detector messages

Aligning drawbars

Making up trains

Giving and interpreting communications signals (e.g., hand, flag) with or without signaling 

equipment

Interpreting the block signal indication conveyed by the aspect(s) displayed by the signal

Interpreting and using timetable information

Using telecommunication devices

Inspecting hazardous material cars

Locating information in the North American Emergency Response Guide

Locating equipment restrictions in special instructions
JOB ANALYSIS DESIGN

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Which KSAOs are needed to perform the tasks in the functional category: (Category label)?

if 

YES

ABILITIES

Situational awareness

Active listening

Judgment and decisionmaking

Comply with operating and safety rules while performing job tasks

Ascend and descend ladders when necessary

Lift heavy objects (e.g., 75 pounds or more)

Communicate information orally and in writing

Accurately judge car counts and distances when switching, shoving, or coupling

See details accurately from a distance

Recognize and distinguish between the colors of railroad signs and signals

Hearing/auditory acuity

Sense and resolve problems as they arise

Identifying potential hazards

Coordinate and plan various movements safely and efficiently (e.g., setting out and picking 

up cars en route, placing cars at various industrial plants, classifying cars)

Carry out tasks in harsh environmental conditions

Work nontraditional schedules (e.g., night shifts, on-call, long hours)

Which KSAOs are needed to perform the tasks in the functional category: (Category label)?

if 

YES

OTHER CHARACTERISTICS

Passion for safety

Conscientious

Dependable

Cooperative

Are there any KSAOs missing from the list, but which are need to perform the tasks in the functional 

category: (Category label)?
JOB ANALYSIS DESIGN

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6.3 KSAOs Linked to the Functional Categories

KNOWLEDGE TITR TMH CC CS FRM

Purpose and function of a rail yard X X

Function of track components and rail equipment X X X X

Operation of classification yards X X X

General railroad terminology X X X X

Terminology used in the classifying, blocking, and switching of rail car X X X X X

Terminology and rules associated with restricted equipment. X X X X X

Basic duties of other railroad personnel that freight conductors interact with during normal performance of 

duties X X X X

Various types of rolling stock X X X X X

Operating and safety rules X X X X X

Rules and procedures for switching of rail cars and equipment X X X X

Proper procedures for handling and reporting emergency situations X X X X X

The types and functions of defect detectors X X

Temporary and permanent speed restrictions X X X

Timetable information, special instructions, and track bulletins X X X X X

Switch lists, track lists, and work orders X X X X X

Consist information (e.g., placement of hazardous materials, equipment restrictions) X X X X X

Hazardous material placards, markings, and regulations X X X X X

The physical characteristics of the territory over which the conductor operates (e.g., tracks, signals, 

interlockings, yards, speeds, methods of operation, grade crossings) X X X X

Reporting forms and records (e.g., delay report, wheel report, defective car report, work train report, tie up 

sheet) X X X

The types of track authority required for the movement of a train on main tracks X X X

The rule for movement of trains on tracks other than main tracks X X X

Required air brake tests and when they apply X X X X X

Note. X indicates that the KSAO was linked to the functional category. TITR = Train Inspection, Troubleshooting, and Repair. TMH = Train Makeup and 

Handling. CC = Crew Communication. CS = Crew Supervision. FRM = Form and Record Management.
JOB ANALYSIS DESIGN

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SKILLS TITR TMH CC CS FRM

Determining qualifying train and engine speeds X X X

Identifying speed restrictions using timetables, roadway signs, bulletins, train messages, and the Operating 

Rules Manual X X X

Identifying block signal aspects X X X

Identifying whistle signals X X

Troubleshooting basic malfunctions in equipment X X X X

Testing and inspecting equipment X X X X

Working on and about moving equipment X X X

Securing trains and equipment X X X X

Removing and installing air hoses X X X X

Removing and installing knuckles X X X X

Cutting out air brakes X X X X X

Securing dragging equipment X X X X

Applying and releasing hand brakes X X X X

Performing switching activities (classification of rail cars within a yard, industry switching, set off and pick 

up of rail equipment) X X X X X

Operating the various kinds of switches (e.g., hand operated, power switches) X X X X

Determining the position of switch points X X X X

Operating the various kinds of derails X X X X

Installing and removing an end-of-train device X X X X

Coupling and uncoupling air hoses X X X X

Understanding defect detector messages X X X

Aligning drawbars X X X X

Making up trains X X X X X

Giving and interpreting communications signals (e.g., hand, flag) with or without signaling equipment X X X
JOB ANALYSIS DESIGN

110

Interpreting the block signal indication conveyed by the aspect(s) displayed by the signal X X X X

Interpreting and using timetable information X X X

Using telecommunication devices X X X X

Inspecting hazardous material cars X X X

Locating information in the North American Emergency Response Guide X X

Locating equipment restrictions in special instructions X X X

Note. X indicates that the KSAO was linked to the functional category. TITR = Train Inspection, Troubleshooting, and Repair. TMH = Train Makeup and 

Handling. CC = Crew Communication. CS = Crew Supervision. FRM = Form and Record Management.
JOB ANALYSIS DESIGN

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ABILITIES TITR TMH CC CS FRM

Situational awareness X X X X X

Active listening X X X X

Judgment and decisionmaking X X X X

Comply with operating and safety rules while performing job tasks X X

Ascend and descend ladders when necessary X

Lift heavy objects (e.g., 75 pounds or more) X X

Communicate information orally and in writing X X X X X

Accurately judge car counts and distances when switching, shoving, or coupling X X X X

See details accurately from a distance X X X X

Recognize and distinguish between the colors of railroad signs and signals X X X

Hearing/auditory acuity X X X X X

Sense and resolve problems as they arise X X X X X

Identifying potential hazards X X X X

Coordinate and plan various movements safely and efficiently (e.g., setting out and picking up cars en route, 

placing cars at various industrial plants, classifying cars) X X X X X

Carry out tasks in harsh environmental conditions X X X X

Work nontraditional schedules (e.g., night shifts, on-call, long hours) X X X X

Note. X indicates that the KSAO was linked to the functional category. TITR = Train Inspection, Troubleshooting, and Repair. TMH = Train Makeup and 

Handling. CC = Crew Communication. CS = Crew Supervision. FRM = Form and Record Management.
JOB ANALYSIS DESIGN

112

OTHER CHARACTERISTICS TITR TMH CC CS FRM

Passion for safety X X X X X

Conscientious X X X X X

Dependable X X X X X

Cooperative X X X X

Note. X indicates that the KSAO was linked to the functional category. TITR = Train Inspection, Troubleshooting, and Repair. TMH = Train Makeup and 

Handling. CC = Crew Communication. CS = Crew Supervision. FRM = Form and Record Management.
JOB ANALYSIS DESIGN

113

Appendix K. 

KSAO RATING SURVEY INVITATION EMAILS

ONLINE KSAO RATING SURVEY

KSAO RATING SURVEY SME DEMOGRAPHIC CHARACTERISTICS

TRAINABLE KSAOs RANKED BY IMPORTANCE

KSAOs TO BE USED IN EMPLOYEE SELECTION RANKED BY 

IMPORTANCE
JOB ANALYSIS DESIGN

114

KSAO Rating Survey Invitation Emails

Email to SMEs about Upcoming KSAO Rating Survey

SUBJECT: UConn Freight Conductor Job Analysis - Upcoming KSAO Survey

Hi Everyone,

I want to thank everyone for your participation in our job analysis of Freight Conductors. We are close to finalizing 

the analysis, but we have one final piece of work. 

The final component of our analysis is a brief online survey in which the knowledge, skills, abilities, and other 

characteristics (KSAOs) that were identified as needed by Freight Conductors will be rated on two scales. We are 

hopeful that you will choose to participate in the online survey because the quality of the analysis rests on your 

expert input. 

We anticipate sending a link to the online survey within the next week, so please keep on the lookout for our 

message.

Kind regards,

Ben

Ben Walsh, M.A.

I/O Psychology Graduate Student

University of Connecticut

Email Invitation to Participate in KSAO Rating Survey

SUBJECT: UConn Freight Conductor Job Analysis - KSAO Survey Ready for Participation

Hello all,

I want to thank everyone for participating in various stages of UConn's job analysis of Freight Conductors. The 

analysis has been moving along over the past year and we have reached the final stages. 

The final component of the analysis is a survey in which the knowledge, skills, abilities, and other characteristics 

(KSAOs) are each rated on two scales. If you have a few minutes, we would really appreciate your participation in 

this survey. 

The online survey is accessible here: (survey link)

The survey will be available until August 9th. A reminder email will be sent in one week. If you have any questions, 

please do not hesitate to email me at benmikewalsh@gmail.com.

Thank you again for your participation in the analysis.

Regards,

Ben

Ben Walsh, M.A.

I/O Psychology Graduate Student

University of Connecticut
JOB ANALYSIS DESIGN

115

Online KSAO Rating Survey

Page 1: Introduction

Introduction

Thank you for your interest in participating in this research project. The University of Connecticut is

conducting a job analysis on the job Freight Conductor to document the tasks done on the job and the 

knowledge, skills, abilities, and other characteristics (KSAOs) needed to perform the tasks. This research 

is funded by the Federal Railroad Administration (FRA). Participation in the study is completely 

voluntary. You are free to decide not to participate in this study or to withdraw at any time without 

adversely affecting your relationship with your employer or the investigators.

Procedure

You will complete a survey in which the KSAOs needed by Freight Conductors are rated on several 

scales. The survey should take no more than 20 minutes to complete.

Confidentiality and Anonymity

All information derived from the survey will be held in strict confidentiality and will also be anonymous 

as no individual or organization names will be used in the reporting of results of this research.

Risks and Benefits

Participating in the survey will not create any risks or inconveniences for you other than the time required 

to participate.

For More Information

If you need more information or have questions, please contact the Principal Investigator, Dr. Janet 

Barnes-Farrell, at 860-486-5929 (janet.barnes-farrell@uconn.edu) or Ben Walsh, graduate student 

researcher (benjamin.walsh@uconn.edu). If you have any questions about your rights as a research 

subject that have not been answered by the investigators or to report any concerns about the study, you 

may contact the University of Connecticut, Institutional Review Board (IRB) at 860-486-8802. An IRB is 

a group of people that review research studies to make sure they are safe for participants.

Page 2: Introduction Continued

On the following pages you will be presented with the various KSAOs needed by Freight Conductors in 

both yard and road operations. The list of KSAOs was developed with the assistance of current and 

former Freight Conductors.

For each KSAO you will be asked to report:

(a) How important it is that Freight Conductors possess the KSAO (Importance);

(b) Whether the KSAO can be taught using a formal training program (Training);

All KSAOs will first be rated on their importance. You will then evaluate whether each KSAO can be 
JOB ANALYSIS DESIGN

116

taught using a formal training program. Make your ratings based on the job in general, not just on your 

own job. Please begin rating the KSAOs when you are ready.

Page 3: KSAO Importance Ratings – Knowledge

How important is it that Freight Conductors possess this KNOWLEDGE?

1 – Not at all important

2 – Somewhat important

3 – Moderately important

4 – Very important

5 – Extremely important

• Purpose and function of a rail yard

• Function of track components and rail equipment

• Operation of classification yards 

• General railroad terminology

• Terminology used in the classifying, blocking, and switching of rail cars

• Terminology and rules associated with restricted equipment

• Basic duties of other railroad personnel that freight conductors interact with during normal 

performance of duties

• Various types of rolling stock

• Operating and safety rules

• Rules and procedures for switching of rail cars and equipment

• Proper procedures for handling and reporting emergency situations

• The types and functions of defect detectors

• Temporary and permanent speed restrictions

• Timetable information, special instructions, and track bulletins

• Switch lists, track lists, and work orders

• Consist information (e.g., placement of hazardous materials, equipment restrictions)

• Hazardous material placards, markings, and regulations

• The physical characteristics of the territory over which the conductor operates (e.g., tracks, 

signals, interlockings, yards, speeds, methods of operation, grade crossings)

• Reporting forms and records (e.g., delay report, wheel report, defective car report, work train 

report, tie up sheet)

• The types of track authority required for the movement of a train on main tracks

• The rule for movement of trains on tracks other than main tracks

• Required air brake tests and when they apply
JOB ANALYSIS DESIGN

117

Page 4: KSAO Importance Ratings – Skills

How important is it that Freight Conductors possess this SKILL?

1 – Not at all important

2 – Somewhat important

3 – Moderately important

4 – Very important

5 – Extremely important

• Determining qualifying train and engine speeds

• Identifying speed restrictions using timetables, roadway signs, bulletins, train messages, and the 

Operating Rules Manual

• Identifying block signal aspects

• Identifying whistle signals

• Troubleshooting basic malfunctions in equipment

• Testing and inspecting equipment

• Working on and about moving equipment

• Securing trains and equipment

• Removing and installing air hoses

• Removing and installing knuckles

• Cutting out air brakes

• Securing dragging equipment

• Applying and releasing hand brakes

• Performing switching activities (classification of rail cars within a yard, industry switching, set 

off and pick up of rail equipment)

• Operating the various kinds of switches (e.g., hand operated, power switches)

• Determining the position of switch points

• Operating the various kinds of derails

• Installing and removing an end-of-train device

• Coupling and uncoupling air hoses

• Understanding defect detector messages

• Aligning drawbars

• Making up trains 

• Giving and interpreting communications signals (e.g., hand, flag) with or without signaling 

equipment

• Interpreting the block signal indication conveyed by the aspect(s) displayed by the signal

• Interpreting and using timetable information

• Using telecommunication devices

• Inspecting hazardous material cars

• Locating information in the North American Emergency Response Guide

• Locating equipment restrictions in special instructions
JOB ANALYSIS DESIGN

118

Page 5: KSAO Importance Ratings – Abilities

How important is it that Freight Conductors possess this ABILITY?

1 – Not at all important

2 – Somewhat important

3 – Moderately important

4 – Very important

5 – Extremely important

• Situational awareness 

• Active listening

• Judgment and decisionmaking

• Comply with operating and safety rules while performing job tasks.

• Ascend and descend ladders when necessary.

• Lift heavy objects (e.g., 75 pounds or more).

• Communicate information orally and in writing.

• Accurately judge car counts and distances when switching, shoving, or coupling.

• See details accurately from a distance.

• Recognize and distinguish between the colors of railroad signs and signals.

• Hearing/auditory acuity

• Sense and resolve problems as they arise.

• Identifying potential hazards

• Coordinate and plan various movements safely and efficiently (e.g., setting out and picking up 

cars en route, placing cars at various industrial plants, classifying cars).

• Carry out tasks in harsh environmental conditions.

• Work nontraditional schedules (e.g., night shifts, on-call, long hours).

Page 6: KSAO Importance Ratings – Other Characteristics

How important is it that Freight Conductors possess this OTHER CHARACTERISTIC?

1 – Not at all important

2 – Somewhat important

3 – Moderately important

4 – Very important

5 – Extremely important

• Passion for safety

• Conscientious

• Dependable

• Cooperative
JOB ANALYSIS DESIGN

119

Page 7: KSAO Trainability Ratings – Knowledge

Can this KNOWLEDGE be taught using a formal training program (e.g., classroom training, simulation 

training, field training)?

0 – No

1 – Yes

• Purpose and function of a rail yard

• Function of track components and rail equipment

• Operation of classification yards 

• General railroad terminology

• Terminology used in the classifying, blocking, and switching of rail cars

• Terminology and rules associated with restricted equipment

• Basic duties of other railroad personnel that freight conductors interact with during normal 

performance of duties

• Various types of rolling stock

• Operating and safety rules

• Rules and procedures for switching of rail cars and equipment

• Proper procedures for handling and reporting emergency situations

• The types and functions of defect detectors

• Temporary and permanent speed restrictions

• Timetable information, special instructions, and track bulletins

• Switch lists, track lists, and work orders

• Consist information (e.g., placement of hazardous materials, equipment restrictions)

• Hazardous material placards, markings, and regulations

• The physical characteristics of the territory over which the conductor operates (e.g., tracks, 

signals, interlockings, yards, speeds, methods of operation, grade crossings)

• Reporting forms and records (e.g., delay report, wheel report, defective car report, work train 

report, tie up sheet)

• The types of track authority required for the movement of a train on main tracks

• The rule for movement of trains on tracks other than main tracks

• Required air brake tests and when they apply

Page 8: KSAO Trainability Ratings – Skills

Can this SKILL be taught using a formal training program (e.g., classroom training, simulation training, 

field training)?

0 – No

1 – Yes

• Determining qualifying train and engine speeds

• Identifying speed restrictions using timetables, roadway signs, bulletins, train messages, and the 

Operating Rules Manual

• Identifying block signal aspects

• Identifying whistle signals

• Troubleshooting basic malfunctions in equipment

• Testing and inspecting equipment
JOB ANALYSIS DESIGN

120

• Working on and about moving equipment

• Securing trains and equipment

• Removing and installing air hoses

• Removing and installing knuckles

• Cutting out air brakes

• Securing dragging equipment

• Applying and releasing hand brakes

• Performing switching activities (classification of rail cars within a yard, industry switching, set 

off and pick up of rail equipment)

• Operating the various kinds of switches (e.g., hand operated, power switches)

• Determining the position of switch points

• Operating the various kinds of derails

• Installing and removing an end-of-train device

• Coupling and uncoupling air hoses

• Understanding defect detector messages

• Aligning drawbars

• Making up trains

• Giving and interpreting communications signals (e.g., hand, flag) with or without signaling 

equipment

• Interpreting the block signal indication conveyed by the aspect(s) displayed by the signal

• Interpreting and using timetable information

• Using telecommunication devices

• Inspecting hazardous material cars

• Locating information in the North American Emergency Response Guide

• Locating equipment restrictions in special instructions

Page 9: KSAO Trainability Ratings – Abilities

Can this ABILITY be taught using a formal training program (e.g., classroom training, simulation 

training, field training)?

0 – No

1 – Yes

• Situational awareness 

• Active listening

• Judgment and decisionmaking

• Comply with operating and safety rules while performing job tasks.

• Ascend and descend ladders when necessary.

• Lift heavy objects (e.g., 75 pounds or more).

• Communicate information orally and in writing.

• Accurately judge car counts and distances when switching, shoving, or coupling.

• See details accurately from a distance.

• Recognize and distinguish between the colors of railroad signs and signals.

• Hearing/auditory acuity

• Sense and resolve problems as they arise.

• Identifying potential hazards
JOB ANALYSIS DESIGN

121

• Coordinate and plan various movements safely and efficiently (e.g., setting out and picking up 

cars en route, placing cars at various industrial plants, classifying cars).

• Carry out tasks in harsh environmental conditions.

• Work nontraditional schedules (e.g., night shifts, on-call, long hours).

Page 10: KSAO Trainability Ratings – Other Characteristics

Can this OTHER CHARACTERISTIC be taught using a formal training program (e.g., classroom 

training, simulation training, field training)?

0 – No

1 – Yes

• Passion for safety

• Conscientious

• Dependable

• Cooperative

Page 11: Demographics

What is your age in years? _____

What is your sex? 

– Male

– Female

What is the highest level of education you have completed?

– High school/G.E.D.

– Some college or university

– College or university graduate

– Master’s degree (e.g., M.B.A., M.A.)

– Doctoral degree (e.g., Ph.D.)

– Other

If you reported “Other” for education, please specify: _____
JOB ANALYSIS DESIGN

122

What is your ethnic background?

– European American/White

– African American/Black

– Latino/Hispanic

– Asian American

– Native American/American Indian

– Biracial/Multiracial

– Other 

If you reported “Other” for your ethnic background, please specify: _____

Page 12: Demographics Continued

What is your current job title? _____

How long (in years) have you been working in your present job? _____

How long (in years) have you been working with your present organization? _____

Please report your total length of experience (in years) working as a Freight Conductor. _____

How long (in years) have you supervised Freight Conductors? (If you are not a supervisor, please write 

“not applicable.”) _____

In what U.S. State do you primarily work? _____

In what class of railroad do you work? _____

Please describe any other information about yourself that is relevant to your qualification as an expert on 

Freight Conductors (e.g., prior job experience, length of prior job experience). _____

Do you have any additional comments regarding the KSAOs or the survey in general? _____
JOB ANALYSIS DESIGN

123

Page 13: Thank You

Thank you very much for taking the time to complete our survey. Your responses to the previous 

questions are valuable to us as researchers and will be useful to FRA. If you would like further 

information concerning the nature of the survey or if you have any questions for the researchers, please 

feel free to contact us:

Janet Barnes-Farrell, Ph.D. 

I/O Psychology Professor 

University of Connecticut 

janet.barnes-farrell@uconn.edu 

Ben Walsh, M.A. 

Doctoral Candidate 

University of Connecticut 

benjamin.walsh@uconn.edu
JOB ANALYSIS DESIGN

124

KSAO Rating Survey SME Demographic Characteristics

ID Job Title

Job 

Tenure 

(years)

Organizational

Tenure

(years)

Railroad 

Class

Freight 

Conductor 

Experience 

(years)

State Where 

Employed

Age

(years)

Sex Ethnicity Education

1 Retired 

engineer 3 30 I 5 New York 64 Male European American/White

College 

graduate

2 Conductor 41 41 I 41 Massachusetts 59 Male European 

American/White

College 

graduate

3 (not reported) 15 15 I 13 Kansas 37 Male Latino/Hispanic Some college

4 Conductor 16 10 I 16 New York 41 Male European 

American/White

College 

graduate

5 Conductor 4 4 I 4 Massachusetts 38 Male European 

American/White Some college

6 Manager of 

Field Training 3 8 I 3 Kansas 30 Male European American/White Some college

7 Engineer 8 8 I 4 Massachusetts 43 Male European 

American/White Some college

8 Conductor 3 3 I 3 Massachusetts 35 Male European 

American/White

High School 

graduate/GED
JOB ANALYSIS DESIGN

125

Trainable KSAOs Ranked by Importance

KSAO Mean 

Imp.

SD 

Imp. Trainable

Knowledge: Consist information (e.g., placement of hazardous materials, 

equipment restrictions) 5.00 0.00 100.00%

Knowledge: Proper procedures for handling and reporting emergency situations 5.00 0.00 100.00%

Knowledge: Hazardous material placards, markings, and regulations 4.88 0.35 100.00%

Skill: Identifying block signal aspects 4.88 0.35 100.00%

Knowledge: Operating and safety rules 4.88 0.35 100.00%

Knowledge: Required air brake tests and when they apply 4.75 0.46 100.00%

Knowledge: Temporary and permanent speed restrictions 4.75 0.46 100.00%

Knowledge: The types of track authority required for the movement of a train on 

main tracks 4.75 0.46 100.00%

Knowledge: Timetable information, special instructions, and track bulletins 4.75 0.46 100.00%

Skill: Working on and about moving equipment 4.75 0.46 87.50%

Other Characteristic: Passion for safety 4.75 0.46 75.00%

Skill: Securing trains and equipment 4.75 0.46 75.00%

Skill: Identifying speed restrictions using timetables, roadway signs, bulletins, 

train messages, and the Operating Rules Manual 4.63 0.52 100.00%

Knowledge: The rule for movement of trains on tracks other than main tracks 4.63 0.52 100.00%

Ability: Comply with operating and safety rules while performing job tasks 4.63 0.52 87.50%

Skill: Determining the position of switch points 4.63 0.74 100.00%

Skill: Interpreting and using timetable information 4.63 0.74 100.00%

Skill: Interpreting the block signal indication conveyed by the aspect(s) 

displayed by the signal 4.63 0.74 100.00%

Skill: Giving and interpreting communications signals (e.g., hand, flag) with or 

without signaling equipment 4.63 0.74 87.50%

Knowledge: The physical characteristics of the territory over which the 

conductor operates (e.g., tracks, signals, interlockings, yards, speeds, methods of 

operation, grade crossings)

4.50 0.53 87.50%

Ability: Coordinate and plan various movements safely and efficiently (e.g., 

setting out and picking up cars en route, placing cars at various industrial plants, 

classifying cars)

4.50 0.53 75.00%

Ability: Recognize and distinguish between the colors of railroad signs and 

signals 4.50 0.76 62.50%

Ability: Situational awareness 4.50 0.76 62.50%

Skill: Determining qualifying train and engine speeds 4.38 0.52 100.00%

Knowledge: General railroad terminology 4.38 0.52 100.00%
JOB ANALYSIS DESIGN

126

KSAO (cont’d) Mean 

Imp.

SD 

Imp. Trainable

Ability: Accurately judge car counts and distances when switching, shoving, or 

coupling 4.38 0.74 75.00%

Ability: Identifying potential hazards 4.38 0.74 75.00%

Knowledge: Rules and procedures for switching of rail cars and equipment 4.38 0.92 100.00%

Skill: Testing and inspecting equipment 4.38 0.92 100.00%

Knowledge: The types and functions of defect detector 4.25 0.46 100.00%

Ability: Communicate information orally and in writing. 4.25 0.71 100.00%

Skill: Locating equipment restrictions in special instructions 4.25 0.71 100.00%

Skill: Locating information in the North American Emergency Response Guide 4.25 0.89 100.00%

Skill: Understanding defect detector messages 4.25 0.89 100.00%

Skill: Inspecting hazardous material cars 4.25 0.89 75.00%

Knowledge: Terminology and rules associated with restricted equipment 4.25 1.04 100.00%

Skill: Operating the various kinds of derails 4.25 1.16 100.00%

Skill: Coupling and uncoupling air hoses 4.14 1.07 87.50%

Skill: Performing switching activities (classification of rail cars within a yard, 

industry switching, set off and pick up of rail equipment) 4.13 1.13 87.50%

Knowledge: Terminology used in the classifying, blocking, and switching of rail 

cars

4.00 0.53 100.00%

Ability: Ascend and descend ladders when necessary. 4.00 0.76 100.00%

Skill: Making up trains 4.00 0.76 87.50%

Skill: Aligning drawbars 4.00 0.82 87.50%

Skill: Identifying whistle signals 4.00 0.93 100.00%

Skill: Applying and releasing hand brakes 4.00 1.07 100.00%

Skill: Operating the various kinds of switches (e.g., hand operated, power 

switches) 4.00 1.07 100.00%

Skill: Troubleshooting basic malfunctions in equipment 3.88 0.64 100.00%

Knowledge: Switch lists, track lists, and work orders 3.88 0.64 75.00%

Skill: Installing and removing an end-of-train device 3.88 0.99 100.00%

Skill: Cutting out air brakes 3.75 1.04 100.00%

Skill: Securing dragging equipment 3.75 1.04 85.70%

Knowledge: Purpose and function of a rail yard 3.63 0.52 100.00%

Knowledge: Reporting forms and records (e.g., delay report, wheel report, 

defective car report, work train report, tie up sheet) 3.63 0.52 100.00%

Knowledge: Function of track components and rail equipment 3.63 1.06 100.00%

Skill: Using telecommunication devices 3.63 1.19 100.00%

Knowledge: Basic duties of other railroad personnel that freight conductors 

interact with during normal performance of duties 3.38 0.74 75.00%
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Knowledge: Operation of classification yards 3.38 0.92 100.00%

Skill: Removing and installing air hoses 3.38 1.06 87.50%

Ability: Lift heavy objects (e.g., 75 pounds or more) 3.25 0.71 87.50%

Skill: Removing and installing knuckles 3.25 1.04 100.00%

Knowledge: Various types of rolling stock 3.25 1.04 87.50%

Note. Mean Imp. = Mean importance rating on a scale ranging from 1 (not at all important) to 5 (extremely 

important). SD Imp. = Standard deviation of importance ratings. Trainable = the percentage of SMEs who 

indicated the KSAO could be trained using a formal training program.
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KSAOs to be Utilized in Employee Selection Ranked by Importance

KSAO Mean 

Imp.

SD 

Imp. Trainable

Ability: Judgment and decisionmaking 4.63 0.52 50.00%

Other Characteristic: Conscientious 4.50 0.53 25.00%

Ability: Carry out tasks in harsh environmental conditions. 4.38 0.74 50.00%

Other Characteristic: Dependable 4.38 0.74 25.00%

Ability: Work nontraditional schedules (e.g., night shifts, on-call, long hours). 4.38 0.92 37.50%

Ability: Sense and resolve problems as they arise. 4.13 0.83 50.00%

Ability: Active listening 4.00 0.76 50.00%

Ability: See details accurately from a distance. 3.88 0.64 37.50%

Ability: Hearing/auditory acuity 3.88 0.83 37.50%

Other Characteristic: Cooperative 3.75 1.16 37.50%

Note. Mean Imp. = Mean importance rating on a scale ranging from 1 (not at all important) to 5 (extremely 

important). SD Imp. = Standard deviation of importance ratings. Trainable = the percentage of SMEs who 

indicated the KSAO could be trained using a formal training program.
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Appendix L. 

6.4 DISCUSSION QUESTIONS IN SME PANEL MEETING 6
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Discussion Questions in SME Panel Meeting 6

Job Context

1. To perform job tasks successfully, do Freight Conductors coordinate and/or work with other 

personnel? If so, what are the positions of the personnel that Freight Conductors work with?

Physical and Psychological Demands

2. What are the physical demands associated with the job (e.g., fatigue, extended periods of 

crouching, lifting heavy objects)?

3. What are the psychological demands associated with the job (e.g., highly stressful, high pressure, 

monotonous)?

4. Describe the work schedules for the job. Are nontraditional schedules (e.g., night work, weekend 

work, rotating shifts) common in this job? Do you feel that the work schedules cause additional 

physical and/or psychological demands, or are associated with demands that have already been 

mentioned?

5. Are there any other demands associated with the job that have not been discussed?

Equipment and Tools Used

6. What kinds of equipment, tools, or machines are used on the job? 

7. Does the job entail use of or exposure to any hazardous materials or substances? If so, describe 

these materials.

KSAOs – Experience

We have preliminary ratings on the importance of several KSAOs that are need to do the job. We 

wanted to ask about whether on-the-job experience is needed to obtain the minimum acceptable level 

on several of these KSAOs.

KSAOs discussed:

Knowledge of the physical characteristics of the territory over which the conductor operates (e.g., 

tracks, signals, interlockings, yards, speeds, methods of operation, grade crossings).
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Ability to coordinate and plan various movements safely and efficiently (e.g., setting out and 

picking up cars en route, placing cars at various industrial plants, classifying cars).

8. Is on-the-job experience needed to obtain the minimum acceptable level of the KSAO? If so, how 

much on-the-job experience?

9. Should this on-the-job experience be supervised or not supervised? If supervised experience is 

recommended, what should this supervised experience entail?