ARL-TR-8273 ● Jan 2018

US Army Research Laboratory

The Job Assessment Software System (JASS) 

and a Strategy for Integrating Output into the 

Improved Performance Research Integration 

Tool (IMPRINT)

by Robert Sargent, Beth Plott, and Christopher Garneau

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ARL-TR-8273 ● Jan 2018

US Army Research Laboratory

The Job Assessment Software System (JASS) 

and a Strategy for Integrating Output into the 

Improved Performance Research Integration 

Tool (IMPRINT)

by Robert Sargent and Beth Plott

Alion Science and Technology, Boulder, CO

Christopher Garneau

Human Research and Engineering Directorate, ARL

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The Job Assessment Software System (JASS) and a Strategy for Integrating 

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13. SUPPLEMENTARY NOTES

14. ABSTRACT

This report describes the history and current implementation of the Job Assessment Software System (JASS) developed by the 

US Army Research Laboratory. It then compares elements of JASS with the Improved Performance Research Integration Tool 

(IMPRINT) and makes recommendations for how the 2 tools could interact to allow analysts to conduct assessments of 

personnel skills and abilities with the requirements of tasks and jobs under analysis. Recommendations include adding a new 

average-workload-over-time report to IMPRINT, developing a file export capability in JASS, developing a JASS import 

capability in IMPRINT, and creating a library of JASS profiles for US military specialties.

15. SUBJECT TERMS

JASS, IMPRINT, human skills and abilities, Job Comparison and Analysis Tool, JCAT

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Christopher Garneau

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Contents

List of Figures iv

List of Tables iv

1. Introduction 1

2. Background of JASS 1

3. Current Web-based Implementation of JASS 3

3.1 Walk-through of a JASS Evaluation 4

3.2 Opportunities for Improvement of the Current Implementation 10

4. A Strategy for Integrating Output of JASS with IMPRINT 10

4.1 Comparison of JASS with Elements of IMPRINT 11

4.2 Points of Integration for JASS Results in an IMPRINT 

Analysis 12

4.3 Future Work: Recommended Ways Forward 14

5. Conclusion 17

6. References 18

Appendix. Job Assessment Software System (JASS) Skill Clusters, 

Abilities, Questions, and Rating Scale Benchmarks 21

List of Symbols, Abbreviations, and Acronyms 41

Distribution List 42
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List of Figures

Fig. 1 Screenshot of the web-based JASS home screen.................................. 4

Fig. 2 Sample jobs, assignments, and duties in JASS..................................... 5

Fig. 3 Yes/no questions for the Communication skill cluster ......................... 6

Fig. 4 Skill rating for the Oral Comprehension skill....................................... 7

Fig. 5 JASS results in CSV Format................................................................. 8

Fig. 6 JASS Skill Cluster graph ...................................................................... 8

Fig. 7 JASS tabular results.............................................................................. 9

Fig. 8 IMPRINT task network example ........................................................ 11

Fig. 9 Example report showing the average workload over the period of 

time modeled....................................................................................... 15

Fig. 10 JASS skill cluster ratings compared to IMPRINT workload scores... 16

Fig. 11 Viewing skills for Navy rank and rating............................................. 17

List of Tables

Table 1 Taxonomy of skills and abilities used in JASS, divided into 8 skill 

clusters .................................................................................................. 2

Table 2 IMPRINT taxons................................................................................. 12

Table 3 Mapping of JASS skill clusters to IMPRINT taxons.......................... 13

Table 4 Mapping of JASS clusters to IMPRINT channels.............................. 14
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1. Introduction

The Job Assessment Software System (JASS) is a computer-based survey tool 

used to define and measure human aptitudes required to do a job (Knapp and 

Tillman 1998). JASS permits evaluators to identify and rate the level of skills and 

abilities necessary to perform jobs and associated duties. As a test instrument, 

JASS provides a mechanism to elicit feedback from Soldiers and other subject 

matter experts (SMEs) on the relative importance of many different skills and 

abilities for high-level jobs and tasks performed by different specialties operating 

different systems. Development on the JASS software began in the early 1980s at 

the US Army Research Institute for the Behavioral and Social Sciences and 

continued at the US Army Research Laboratory (ARL) through the late 1990s. 

The purpose of this report is to: 1) briefly review relevant literature describing the 

background and development of JASS; 2) describe a recently developed webbased version of the tool; and 3) discuss a strategy and potential pitfalls for 

incorporating the results of JASS into analyses conducted with the Improved 

Performance Research Integration Tool (IMPRINT).

2. Background of JASS

In the early 1980s, the Army became increasingly interested in factoring human 

resource costs into overall assessments of new weapons systems. This interest 

came as a result of census data indicating fewer available individuals for military 

service, declining skills brought to the Army by new recruits, and increasing 

technological sophistication of the Army’s new weapon systems (Rossmeisl et al. 

1983). This interest continues today because of a desire to maximize overall 

performance for systems involving human personnel; underskilled personnel lead

to the failure of a system to perform at anticipated levels, whereas overskilled 

personnel lead to inefficient use of human resources (Knapp and Tillman 1998).

Researchers began considering the problem in the 1970s by developing a 

taxonomy of aptitudes and their relationship to performance on a wide range of 

tasks (Fleishman 1972, 1975, 1984). Mallamad et al. (1980) extended this 

taxonomy by developing a branching network decision flowchart to determine 

whether or not each of the aptitudes is required for a job. For instance, to assess 

“oral comprehension,” the first question would be, “In order to perform the task, 

is it necessary that the person know the English language?”, followed by, “Is it 

necessary to listen to and understand spoken English sentences?” (Rossmeisl et al. 

1983). In this example, answering “yes” to both would determine that “oral 

comprehension” aptitude is required. 
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This taxonomy was later incorporated into a software tool called JASS that asked 

subject matter experts simple “yes” or “no” questions regarding 50 aptitudes 

required to complete a particular duty or assignment. Table 1 shows the taxonomy 

used in the most recent version of JASS; a complete decision flowchart is 

presented in Muckler et al. (1990). The skills and abilities are partitioned into 

higher-level categories called “skill clusters.” The 8 skill clusters currently in 

JASS are Communication, Conceptual, Reasoning, Speed-Loaded, Vision, 

Audition, Psychomotor, and Gross Motor.

Table 1 Taxonomy of skills and abilities used in JASS, divided into 8 skill clusters

Cognitive skill Perceptual-motor ability

Communication

 Oral comprehension

 Written 

comprehension

 Oral expression

 Written expression

Conceptual

 Memorization

 Problem sensitivity

 Originality

 Fluency of ideas

 Flexibility of closure

 Selective attention

 Spatial orientation

 Visualization

Vision

 Near vision

 Far vision

 Night vision

 Visual color 

discrimination

 Peripheral vision

 Depth perception

 Glare sensitivity

Audition

 General hearing

 Auditory attention

 Sound localization

Reasoning

 Inductive reasoning

 Category flexibility

 Deductive reasoning

 Information ordering

 Mathematical 

reasoning

 Number facility

Speed-loaded

 Time sharing

 Speed of closure

 Perceptual speed 

and accuracy

 Reaction time

 Choice reaction time

Psychomotor

 Control precision

 Rate control

 Wrist-finger speed

 Finger dexterity

 Manual dexterity

 Arm-hand 

steadiness

 Multi-limb 

coordination

Gross motor

 Extent flexibility

 Dynamic flexibility

 Speed of limb 

movement

 Gross body 

equilibrium

 Gross body 

coordination

 Static strength

 Explosive strength

 Dynamic strength

 Trunk strength

 Stamina

Once the software determines that a particular aptitude is required, a subjective 

rating scale is used by the SMEs to rate the skill level of the aptitude required for 

the task. The subjective rating scale ranges from 1 to 7, with 3 behavioral anchor 

points to guide the evaluator. Rather than being listed as low aptitude = 1, 

medium aptitude = 3.5, and high aptitude = 7, the numbers are associated with 

examples of skills that would require the appropriate level of aptitude. For 

instance, for “oral expression,” 1 could be associated with “the ability to cancel 

newspaper delivery by phone,” 3.5 could be associated with “giving directions to 
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motorists so that they can reach their destination,” and 7 could be associated with 

“explaining difficult concepts to a class of graduate students.” Each aptitude has 

unique examples that can be adjusted by researchers or SMEs as appropriate. 

These points can be altered to be specific to the task being assessed. However, in 

the most recent implementation of the tool, they are generalized and not specific 

to the task being assessed.

The first software implementation of the tool was completed in the early 1980s 

and was written in Applesoft BASIC for an Apple II computer (Rossmeisl 1983). 

In the early 1990s, a paper-and-pencil version called the Job Comparison and 

Analysis Tool (JCAT) was adapted to assess aptitude for military intelligence 

specialties (Seven et al. 1991). A few years later, a version of JASS for Windows 

95 was developed using Microsoft Visual Basic. This implementation of JASS is 

made up of 2 discrete programs: 1) an “experimenter” component that allows a 

researcher to set up templates of assignments and duties and save this data to a 

floppy disk; and 2) a “data collection” component that uses the “experimenter” 

template to collect and save data in the field with SMEs assessing the assignments 

and duties for required aptitudes. 

JASS has been used in several studies in recent years. Knapp and Tillman (1998) 

describe 3 applications for which JASS was tested: 1) required skills to operate 

the Bradley M2A3 Armored Personnel Carrier: 2) required skills for 4 home 

health care professional duties: and 3) required skills for 8 advanced military 

command and control operations. Middlebrooks et al. (1999) used JASS to 

evaluate skills required when driving and using a mobile phone concurrently, 

subsequently identifying common skills that may be at odds. Warner and Knapp 

(2000) investigated the skills needed for the crew of the “common ground station 

of the future” that provides real-time military intelligence—specifically, the goal 

of that study was to investigate the appropriateness the specified operator skill 

profile and determine if a different skill profile or different training for the 

specified profile were necessary for projected requirements. Sterling and Burns 

(2004) used JASS to determine skills required for platoon leaders in the objective 

force unit of action.

3. Current Web-based Implementation of JASS

ARL developed a new mobile app implementation of JASS that updates the 

Windows 95 version for better usability and portability by running on modern 

tablet hardware (Fig. 1). The new version preserves the core functionality of JASS 

described in the previous section but adds a more flexible interface and limited 
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data analysis capability. The results of JASS are also easily exportable in commaseparated-value (CSV) format for further analysis via copy and paste.

Fig. 1 Screenshot of the web-based JASS home screen

3.1 Walk-through of a JASS Evaluation

JASS allows a user to define jobs (e.g., “Driver” or “Signal Operations 

Specialist”), general assignments (i.e., roles), and duties. An example of the job, 

assignment, and duty break-down screen in JASS is shown in Fig. 2. A 

sample/notional evaluation for the “Operate CBM+” assignment is referenced 

throughout this section. CBM+ is the Computer Based Maintenance system built 

into the Army’s Warfighter Information Network – Tactical (WIN-T) mobile 

C4ISR system.
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Fig. 2 Sample jobs, assignments, and duties in JASS

Evaluations are performed at the assignment level. When an analysis is 

performed, yes/no questions appear that relate to the various skills and abilities 

stored in JASS. Figure 3 illustrates the yes/no questions for the Communications 

skill cluster. Depending upon the answers to those questions, subsequent screens 

ask to rate the level of effort associated with each ability for each duty associated 

with the assignment being evaluated. For example, the skill rating popup for Oral 

Comprehension is shown in Fig. 4. A pitfall of the current implementation is that 

abilities cannot be designated as being not applicable to some duties and 

applicable to others; they can only be rated with different scores (with 1 as the 

lowest).
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Fig. 3 Yes/no questions for the Communication skill cluster
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Fig. 4 Skill rating for the Oral Comprehension skill

The complete inventory of every question and skill rating anchor points in JASS 

is shown in the Appendix of this report. The scales for assigning different levels 

of each ability requirement are between 1 and 7, and there are 3 anchor points for 

each skill/ability that fall within this scale. The table in the Appendix is also 

divided into the JASS skill clusters.

The results of a JASS evaluation may either be exported in CSV format by copy 

and paste (Fig. 5) or analyzed within the app (Figs. 6 and 7). In the example chart 

shown in Fig. 6, average ratings for the duties associated with the “Operate 

CBM+” assignment—namely “Monitor Network” and “Troubleshoot”—are 

summarized from one notional evaluator (not an official SME). Note that the 

“Troubleshoot” duty had higher ability ratings across the board for the skill 

clusters, and that gross motor abilities were not applicable. Another report 

available after completing a JASS evaluation shows the ratings for each ability 

and skill cluster (Fig. 7).
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Fig. 5 JASS results in CSV Format

Fig. 6 JASS Skill Cluster graph
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Fig. 7 JASS tabular results
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3.2 Opportunities for Improvement of the Current 

Implementation

Throughout the process of using JASS to notionally rate abilities for the CBM+, a 

few questions and possible ideas for improvements surfaced. First, it is not 

possible to completely rule out some abilities for one duty but not for another one 

beneath the same assignment (as mentioned in the previous section). Second,

there is not any guidance on what exactly is being rated in terms of applicability 

to performing what are generally higher-level functions or tasks (the assignments 

and duties). In other words, does the rating assume a notional average level of 

effort over the course of a mission, procedure, function, or set of tasks? Or rather 

the perceived maximum ability required at any time during the use of the system? 

Third, there is not any way to provide any sort of time-weighted element to the 

ratings. That is, there is no way to specify that “my rating is a maximum ability 

required but the job will only experience this level of effort for short periods of 

time.”

A way to mitigate some of these issues would be to break an assignment down 

into very detailed tasks (i.e., make the duties very detailed tasks). However, given 

the level of effort associated with evaluating each duty, this would quickly 

become time prohibitive.

When tabulating results, it became apparent that ruling out some abilities from an 

assignment by answering “no” to some of the questions meant that the null value 

of that particular sub-ability is not taken into account when average scores for 

skill clusters are calculated. In other words, in the sample results shown in Fig. 7, 

3 of the abilities beneath vision were ruled out of the analysis. However, the

average score for the Vision skill cluster is for the 4 scores evaluated, not taking 

into account that some sub-abilities were not applicable.

In spite of some of the issues noted in this section, JASS has substantial utility for

evaluating abilities necessary to perform jobs, assignments, and duties. It is a 

structured methodology, inclusive of questions and benchmarks, which allows 

different expert evaluators to pick apart duties and eventually determine the basic 

skill clusters that are most needed to perform them. 

4. A Strategy for Integrating Output of JASS with IMPRINT

This section discusses how JASS and the Improved Performance Research 

Integration Tool (IMPRINT) could be used together to address personnel 

capability concerns.
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4.1 Comparison of JASS with Elements of IMPRINT

IMPRINT relies on a detailed task analysis as the basis for studying systems and 

human performance on missions associated with those systems (Mitchell and 

Samms 2010; Samms 2010). IMPRINT includes predefined personnel definitions, 

such as Army Military Occupational Specialties (MOS), that can be assigned to 

Warfighters performing tasks in a mission of interest. Warfighters assigned to 

tasks are also called “operators.”

At the highest level, IMPRINT specialties and/or operators will usually equate to 

jobs in JASS. Matching IMPRINT levels of analysis to the next levels of JASS 

evaluations, however, is not nearly as clear-cut. As mentioned previously, 

IMPRINT relies on very detailed levels of task analysis. An example of an 

IMPRINT subnetwork of tasks for CBM+ operations is shown in Fig. 8. Whereas 

a reasonable breakdown in JASS may go as far as “Troubleshoot” and “Monitor”

as duties beneath an assignment, an IMPRINT analyst must eventually break 

those duties down to detailed tasks such as making a specific observation on a 

screen, choosing an option from a menu, or typing in needed information. All of 

the detailed information entered into an IMPRINT model that makes it represent 

predicted human performance, such as times, probability of success, 

consequences of failure, workload, and decision logic, is entered at the task level.

Fig. 8 IMPRINT task network example
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Although assignments in JASS may equate to functions (groups of tasks 

representing a subset or phase of a mission) in IMPRINT, they may also equate to 

missions (an entire task network representing the human performance study being 

performed). Also, although duties in JASS are also sometimes called “tasks,” they 

really only equate to functions, not detailed tasks, in IMPRINT. These uneven 

correlations need to be considered when determining how to best utilize JASS to 

complement or enhance the functionality of IMPRINT in some way.

4.2 Points of Integration for JASS Results in an IMPRINT Analysis

There are 2 possible “hooks” for linking the skill clusters and abilities in JASS with 

IMPRINT—namely, task taxons and mental workload resource channels. For both 

of these potential hooks, it is necessary to shift to the 8 JASS skill clusters, as 

nothing in IMPRINT is as detailed as the individual skills/abilities in JASS. Each 

potential IMPRINT hook will be discussed briefly here and mapped to JASS skill 

clusters.

Task taxons in IMPRINT are descriptors of the high-level abilities required to 

perform each detailed task. Taxons exist in IMPRINT primarily as hooks for 

performance moderators, such as environmental stressors, as most moderator 

algorithms are anchored against task taxons (for example, if a Warfighter is 

wearing a high level of encumbering protective gear, it is intuitive that fine motor 

tasks will be more difficult to perform). The 9 IMPRINT taxons that can be used 

to describe every task in an IMPRINT human performance model are shown in 

Table 2.

Table 2 IMPRINT taxons

Taxons Definitions Examples

Visual Requires using the eyes to identify or separate targets 

or objects

 Seeing something move and then recognizing it as an 

enemy tank

 Measuring an azimuth on a map with a protractor

 Estimating the distance between two points on a map

 Locating a fault in an electrical system after troubleshooting

 Selecting the best firing position for a machine gun

 Assembly and disassembly of the M-16 rifle

 Starting the engine of a truck

 Driving a vehicle

 Tracking a moving target

 Lifting an artillery round

 Loosening a very tight bolt with a wrench

 Getting into a prone firing position

 Evacuating a tank

 Reading a preventive maintenance checklist for a vehicle

 Writing a letter home

 Giving a situation report by radio

 Receiving a password from someone while on guard duty

The Nine IMPRINT Taxons, Their Descriptions, and Task Examples (Allender, Salvi et al., 1997)

Cognitive - Information 

Processing/Problem Solving

Communication (Read and 

Write)

Communication (Oral)

Gross Motor Light Requires moving the entire body (i.e., not just the 

hands) to perform an action without expending 

extensive physical effort

Requires either reading text or numbers that are 

written somewhere or writing text or numbers that can 

be read

Requires either talking or listening to another person

Fine Motor Continuous Requires expending extensive physical effort or 

exertion to perform an action

Gross Motor Heavy Requires expending extensive physical effort or 

exertion to perform an action

Cognitive - Numerical Requires processing arithmetical or mathematical 

calculations

Requires processing information mentally and 

reaching a conclusion

Fine Motor Discrete Requires performing a set of distinct actions in a 

predetermined sequence mainly involving movement 

of the hands, arms or feet with little physical effort
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Some tasks are a combination of more than one of the taxons, such as a task to 

monitor the environment that has both a visual and cognitive component. When a 

stressor is applied to a human performance model in IMPRINT, only tasks that 

have some component upon which the stressor algorithm applies are impacted. It 

is also important to note here that task taxons describe the make-up of a task but 

do not have any “demand” component. For example, 2 tasks could be both 100% 

“cognitive – information processing,” but one could be easy and one could be 

difficult. 

Based on a detailed analysis of JASS and the abilities contained in each skill 

cluster, and knowledge of the IMPRINT task taxons, Table 3 suggests a mapping 

of the JASS skill clusters to IMPRINT task taxons.

Table 3 Mapping of JASS skill clusters to IMPRINT taxons

JASS skill cluster Relevant IMPRINT task taxons

Communication Communication (read and write)

communication (oral)

Conceptual Cognitive – information processing

Reasoning Cognitive – numerical

Speed-loaded Cognitive – information processing

Vision Visual

Audition Communication – oral

Psychomotor Fine motor discrete

Fine motor continuous

Gross motor Gross motor heavy

Gross motor light

Additionally, IMPRINT includes a built-in capacity to perform detailed mental 

workload analyses using Multiple Resource Theory (MRT) for in-depth mental 

workload studies of specific operational missions broken down into detailed tasks.

IMPRINT allows an analyst to study workload using a very sophisticated tasklevel approach and MRT. With this approach, workload is broken down into 

resource/interface channels, with resources being mental capacities to handle 

different types of workload (such as visual, auditory, speech, fine motor, and 

cognitive) and interfaces being devices (such as a control panel or set of display 

screens) being studied in more detail. An analyst then assigns workload demands 

in each applicable resource/interface channel to each of the operator-performed 

tasks in their detailed operational mission task networks.

Unlike task taxons, IMPRINT mental workload scores assigned to tasks for 

different resource channels do have demand values similar to ability demands 

determined using the JASS tool. Also similar to JASS, when an analyst assigns 

workload demand values to a task in each of the default resource channels, 

benchmarks are available to help guide their assignment and the scores for each 
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individual resource channel assignment are generally between 1 and 7. The 7 

default workload resource channels in IMPRINT are Visual, Auditory, Cognitive, 

Fine Motor, Speech, Gross Motor, and Tactile. None of the JASS skill clusters 

map to the tactile workload resource channel. For the other skill clusters, Table 4

suggests a JASS skill cluster relevant to each IMPRINT workload resource 

channel.

Table 4 Mapping of JASS clusters to IMPRINT channels

JASS skill cluster Relevant IMPRINT workload resource channels

Communication

Speech

A specific score for visual (5.1, read)

Two specific scores for auditory (3.0 and 6.0, 

interpret different levels of speech)

Conceptual Cognitive

Reasoning Cognitive

Speed-loaded Cognitive

Vision Visual

Audition Auditory

Psychomotor Fine motor

Gross motor Gross motor

4.3 Future Work: Recommended Ways Forward

Several different options were considered for using results of JASS studies to 

enhance IMPRINT and/or comparing results of IMPRINT analyses to JASS 

results to determine personnel fits. It was first determined that the results of a 

JASS analysis could not be used to modify task performance in IMPRINT models 

for several reasons. First, the JASS analysis is performed at a much higher level 

than an IMPRINT analysis, and the results could not be generalized to IMPRINT 

tasks. Also, JASS does not collect any performance data that would feed 

IMPRINT algorithms to modify task times and/or task accuracy measures.

While results of a JASS analysis could not be used to directly modify task 

performance in IMPRINT models, notionally, if there were an available library of 

JASS analyses that were performed for different specialties (such as MOS for the 

Army), procedures and tasks that were not good fits for personnel based on their 

high-level aptitudes mapped against IMPRINT taxon requirements could be 

flagged. For example, if a JASS analysis determines that a certain MOS usually 

does not require too much reasoning capability (low scores or not applicable), but 

a series of IMPRINT tasks in a mission are largely “cognitive – numerical” in 

taxon type, this could be flagged as a possible personnel mismatch. However, one 
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problem with this is that taxons do not contain demand information. So if it was 

further determined that the largely “cognitive – numerical” tasks were simple, this 

flag could be ignored.

Because of the lack of a demand component in the IMPRINT task taxons, it was 

determined that the IMPRINT workload resource channel scores would be a 

better metric to relate to JASS skill clusters. To capture something more useful 

than just an IMPRINT task-by-task analysis to high-level JASS evaluation, 

however, it is proposed that an existing IMPRINT workload report be modified to 

include time-averaged workload scores for the different resource channels. While 

this approach would not capture relevant critical skills required for very brief 

periods (e.g., medic bandaging a wound during an emergency), it would provide a 

rough indication of the kinds of skills required for the job/tasks being modeled in 

IMPRINT. Figure 9 shows a new report prototyped in Excel based on an existing 

IMPRINT workload summary report for a signal operations specialist performing 

CBM+ activity within a more general mission.

Fig. 9 Example report showing the average workload over the period of time modeled

For this particular example, the report indicates that the operator needs high 

abilities in the IMPRINT cognitive, fine motor, and visual workload resources.

These could then be compared against associated JASS skill clusters to make sure 

that the personnel assigned to the modeled work are a good fit. Using the mapping 

of JASS skill clusters to IMPRINT workload resources from the previous section 

of this report, but ignoring the specific scores in the Visual and Auditory channels 

that represent communication (they could not be teased out in the workload 
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average over time report), the comparison report in Fig. 10 was generated. In 

order to generate a comparison report similar to what is shown in the figure, JASS 

would need to include an automatic export capability (e.g., generation of a CSV 

file) to provide the ability for IMPRINT to import and then display a skill profile.

Fig. 10 JASS skill cluster ratings compared to IMPRINT workload scores

According to this report, the IMPRINT model predicts that the operator will need 

higher levels of cognitive ability (equating to conceptual, reasoning, and speed 

loaded in JASS) than the JASS evaluation shows, but lower levels of 

communication (speech) and audition. This does point to a drawback in being 

able to compare the 2 evaluations in that not all communication tasks can easily 

be captured by workload scores in IMPRINT. It could be that the operator is 

being asked to read and type communication, but that those activities are being 

captured in the visual and psychomotor workload resource channel scores in 

IMPRINT.

Another possible enhancement to IMPRINT—and JASS—would be to add a 

library of skill and ability profiles by specialty (e.g., MOS for Army/Marines, 

rating for Navy, Air Force Specialty Code for Air Force). Having a library of 

specialties would allow IMPRINT to automatically generate the comparison 

report for Warfighters that have been assigned specialties included in the base 

IMPRINT tool. A user could also browse the skill and abilities profiles for any 

included specialty if desired. An example of viewing skills and abilities for a 

Navy rating is shown in Fig. 11.
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17

Fig. 11 Viewing skills for Navy rank and rating

To facilitate incorporation of the baseline skills/abilities data, Navy JASS profiles 

could be imported from the Integrated Simulation Manpower Analysis Tool

developed by Alion for the Naval Surface Warfare Center Dahlgren Division. 

SMEs and Department of Defense or civilian occupational documents could 

possibly be used to generate initial data for those specialties where data do not 

already exist. 

5. Conclusion

This report has described the JASS tool, compared elements of JASS with 

elements of IMPRINT, and made recommendations for how the 2 tools could 

interact in order to allow analysts to conduct assessment of personnel skills and 

abilities with the requirements of tasks and jobs under analysis. Specific 

modifications were proposed to enhance JASS and IMPRINT and allow them to 

work together. Future work will perform these modifications.
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18

6. References

Fleishman EA. On the relation between abilities and human performance. 

American Psychologist. 1972;27:1017–1032.

Fleishman EA. Toward a taxonomy of human performance. American 

Psychologist. 1975;30:1127–1147.

Fleishman E, Quaintance M. Taxonomies of human performance: the description 

of human tasks. Orlando (FL): Academic Press; 1984.

Knapp B, Tillman B. Job skill assessment of software system. Proceedings of the 

Human Factors and Ergonomics Society 42nd Annual Meeting; 1998; 

p. 1319—1321

Mallamad SM, Levine JM, Fleishman EA. Identifying ability requirements by 

decision flow diagrams. Human Factors. 1980;22:57–68.

Middlebrooks S, Knapp B, Tillmann B. An evaluation of skills and abilities 

required in the simultaneous performance of using a mobile telephone and 

driving an automobile. Aberdeen Proving Ground (MD): Army Research 

Laboratory (US); 1999. Report No.: ARL-TR-1995.

Mitchell DK, Samms CL. An analytical approach for predicting Soldier workload 

and performance using human performance modeling. In: Barnes, Jentsch, 

editors. Human-robot interactions in future military operations. London 

(UK): Ashgate Publishing; 2010.

Muckler F, Seven S, Akman A. Proposed method for military intelligence job 

ability assessment. Alexandria (VA): Army Research Institute for the 

Behavioral and Social Sciences (US); 1990. Research Note No.: 90-135.

Rossmeissl PG, Tillman BW, Rigg KE, Best PR. Job assessment software system 

(JASS) for analysis of weapon systems personnel requirements. Alexandria 

(VA): Army Research Institute for the Behavioral and Social Sciences (US); 

1983. Research Report No.: 1355.

Samms C. Improved performance research integration tool (IMPRINT): human 

performance modeling for improved system design. Human Factors and 

Ergonomics Society 54th Annual Meeting Proceedings; 2010.

Seven S, Akman A, Muckler F, Knapp B, Burnstein D. Development and 

application of a military intelligence (MI) job comparison and analysis tool 

(JCAT). Alexandria (VA): Army Research Institute for the Behavioral and 

Social Sciences (US); 1991. Research Note No.: 91-41.

Sterling B, Burns C. Skills required for platoon leaders in the objective force unit 

of action. Aberdeen Proving Ground (MD): Army Research Laboratory (US); 

2004. Report No.: ARL-TN-0215.
Approved for public release; distribution is unlimited.

19

Warner J, Knapp B. Crew characteristics for common ground station applications. 

Aberdeen Proving Ground (MD): Army Research Laboratory (US); 2000. 

Report No.: ARL-TN-162.
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21

Appendix. Job Assessment Software System (JASS) Skill Clusters, 

Abilities, Questions, and Rating Scale Benchmarks
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22

Ability Question Rating Scale Benchmarks

Communication

To perform the task, is it necessary that 

the person know and use language?

Oral 

Comprehension

Is it necessary to listen to and 

understand spoken words and 

sentences?

1

Understand a McDonald's 

hamburger commercial

3

Understand instructions 

for a sport

6

Understand a lecture on 

navigating in space

Written 

Comprehension

Is it necessary to read and understand 

written words, sentences, and 

paragraphs?

1

Read the words on a road 

map

4.2

Understand an apartment 

lease

6.5

Understand an instruction 

book on repairing a missile 

instrument system

Assuming that the person is 

knowledgeable about a subject or topic, 

must he communicate that knowledge 

to others?

Oral Expression

Must he communicate through speaking 

so that others will understand his 

information?

1

Cancel newspaper delivery 

by phone

3.5

Give directions to a

motorist so that he can 

reach his destination

6.2

Give a technical talk, using new 

concepts, on a technical 

subject before a professional 

society

Written Expression

Must he communicate through writing 

so that others will understand his 

information?

1

Write a note to remind 

someone to take something 

out of the freezer

3.5

Write a job 

recommendation for a 

subordinate

6.5

Write an instruction book for 

computer systems

Co

nc

ept

ual

Memorization Must the person be able to remember 

or memorize words, numbers, pictures, 

1

Remember the number on 

2.5

Memorize the pledge to 

6

Memorize the Gettysburg 
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Ability Question Rating Scale Benchmarks

procedures, or other things? your bus so that you get back 

on the right one

the flag address after studying it for 15 

minutes

Can problems, mistakes, or 

malfunctions occur in this task or as a 

part of the task? (e.g., machine isn't 

operating correctly)

Conceptual

Problem Sensitivity

Is it important that these problems are 

recognized by the person performing 

the task? (e.g., seamstress notices 

machine stitches are too tight; teacher 

recognizes child has a hearing problem; 

proofreader finds typing errors)

1

Recognize that an unplugged 

lamp won't work

3.5

Recognize from the mood 

of prisoners that a riot is 

about to occur

5.5

Recognize an illness at an early 

stage when there are only a 

few symptoms

Originality

Does the task require the person to be 

creative? (e.g., develop new procedures 

where standard procedures are not 

applicable or not working well; produce 

unusual and clever ideas on a topic or 

situation; create novel solutions to 

problems)

2

Use a credit card to open a 

locked door

4.5

Make jobs more 

interesting for 

subordinates

6.2

Invent a new synthetic fiber

Fluency of Ideas

Is it necessary for the person to produce 

a number of ideas about a given topic, 

regardless or quality, to perform the 

task satisfactorily? (e.g., name four 

brands of toothpaste; think of as many 

names as possible for a new 

1.6

Name four brands of 

toothpaste

3.2

Think of as many ideas as 

possible for the name of a 

new organization

6.5

Name all possible problems 

that might occur with a space 

launch
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24

Ability Question Rating Scale Benchmarks

organization; name all the possible 

problems which might occur with a 

space launch)

Are distracting stimuli present along 

with information relevant to the task?

Flexibility of 

Closure

Does the person know what he is 

looking for? (e.g., find a steak knife in a 

utensil drawer; look for a golf ball in the 

rough; receive Morse code in the 

presence of background noise)

1.5

Find a steak knife in a utensil 

drawer

4

Look for a golf ball in the 

rough

6

Receive high speed Morse code 

in presence of similar 

background signals
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25

Ability Question Rating Scale Benchmarks

Conceptual

Selective Attention

Must the person ignore distractions 

which are not part of the actual task? 

(e.g., study for an exam in a house of 

noisy children; listen to the news while 

a dinner conversation is taking place)

2.5

Have a conversation with a 

friend at a noisy cocktail 

party

4.2

Listen to a news broadcast 

during a dinner 

conversation

5.5

Study for a math exam in a 

house of noisy, young children

Selective Attention Is it necessary that the person 

concentrate on a boring task?

2.5

Have a conversation with a 

friend at a noisy cocktail 

party

4.2

Listen to a news broadcast 

during a dinner 

conversation

5.5

Study for a math exam in a 

house of noisy, young children

Is information about location important 

in the performance of the task?

Spatial Orientation

Should the person know his location in 

relation to the location of objects? (e.g., 

locate his position on a road map)

2.5

Find your way through a 

familiar room when lights 

are out without bumping 

into anything

4

While lost in a rural area, 

locate your position on a 

road map

5.5

Be aware of your orientation 

upon awakening in a gravityfree environment, like a 

spacecraft

Spatial Orientation

Should the person know the location of 

objects in relation to his own location? 

(e.g., find his way through a dark room 

without bumping into anything)

2.5

Find your way through a 

familiar room when lights 

are out without bumping 

into anything

4

While lost in a rural area, 

locate your position on a 

road map

5.5

Be aware of your orientation 

upon awakening in a gravityfree environment, like a 

spacecraft

Visualization

Does the task require that the person 

be able to form mental images of how 

something will look after it is moved 

around or its parts have been re1

Imagine how to put paper in 

the typewriter so the 

letterhead comes out at the 

4

Know how to cut and fold 

a piece of paper to make a 

6

Imagine your opponent's as 

well as your own moves in a 
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26

Ability Question Rating Scale Benchmarks

arranged? (e.g., imagine how to put 

paper in a typewriter so letterhead 

comes out on top; imagine how to cut 

and fold a piece of paper to make a 

cube)

top cube chess game

Reasoning

To perform the task, must the person 

generate rules or principles?

Inductive 

Reasoning

Must these rules explain diverse pieces 

of information? (e.g., diagnose a disease 

using results from many lab tests, 

decide which student characteristics are 

related to future success, decide on the 

best way to organize the office filing 

system)

2

Order a seafood platter at a 

restaurant to determine 

whether or not you like 

seafood

3.5

Interpret a weather chart

5

Diagnose a disease utilizing 

knowledge from many lab tests

Category Flexibility

Must these rules tell how to group a set 

of things in different ways? (e.g., 

generate a number of ways to sort nails-

-length, metal, etc.; invent rules for 

classifying flowers--size, color, scent, 

uses, etc.; construct classification 

systems for synthetic fibers--cost, 

strength, elasticity, melting point, etc.)

1.7

Generate a number of ways 

to sort nails (length, metal, 

size, etc.)

3.2

Invent rules for classifying 

flowers (size, color, odor, 

uses, etc.)

6

Construct classification systems 

for synthetic fibers (strength, 

cost, elasticity, etc.)

Must the person apply existing rules or 

principles?

Deductive Are the rules applied to specific cases to 1.6 5 6.4
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27

Ability Question Rating Scale Benchmarks

Reasoning arrive at logical answers? (e.g., know 

you can coast down a hill due to gravity 

when you've run out of gas, use laws of 

economics in selecting stocks, design an 

aircraft wing using the principles of 

aerodynamics)

Know that you can coast 

down a hill due to the law of 

gravity when you've run out 

of gas

Use laws of economics in 

selecting stocks

Design an aircraft wing using 

principles of aerodynamics

Information 

Ordering

Are the rules used to order or arrange 

things in a specified way? (e.g., put 

invoices in numerical order, arrange 

sentences into a paragraph that makes 

sense)

1.5

Put things in numerical order

3

Arrange five sentences 

into a paragraph that 

makes sense

6.5

Determine the appropriate 

sequence of checkout 

procedures for the Challenger 

space shuttle

Reasoning

Does the task involve any mathematical 

or numerical concepts?

Mathematical 

Reasoning

Must the person understand or organize 

a problem using mathematical 

concepts? Actual calculations and 

computations are not required. (e.g., set 

up a problem to determine how much 

10 oranges will cost when they are 2 for 

29 cents; decide how to calculate profits 

to determine size of Christmas bonuses; 

determine mathematics for simulating a 

lunar approach and landing)

1.5

Decide how to compute 

what 10 oranges will cost 

when they are 2 for $0.29

4.2

Decide how to calculate 

profits to determine size of 

Christmas bonuses

6.8

Determine mathematics for 

simulating a lunar approach 

and landing

Number Facility Does the task require that the person 

perform mathematical calculations, 

1

Add 2 and 7

2.6

Reconcile checking 

5

Compute interest payments 
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28

Ability Question Rating Scale Benchmarks

such as adding, subtracting, multiplying, 

or dividing? (e.g., add 2 and 7, balance 

checking account with monthly 

statement, compute interest payment 

from investments)

account monthly 

statement

that should be generated from 

investments
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29

Ability Question Rating Scale Benchmarks

Speed-Loaded

Does the information which must be 

used in the task come from two or more 

sources? (examples of two or more 

sources are drive a car, play an 

instrument in a conducted orchestra; 

examples of one source are read a 

newspaper, talk on the phone, watch 

television)

Time Sharing

Must the person switch back and forth 

between the two or more sources of 

information relevant to the task? (e.g., 

listen to 2 conversations at once; watch 

street signs and the road while driving 

30 mph; monitor several TV channels at 

the same time; monitor inbound and 

outbound planes on a radar scope 

during a period of heavy traffic)

3

Watch street signs and the 

road while driving 30 mph

4.5

Monitor several TV 

channels at the same time

6

Keep track of all inbound and 

outbound planes during a 

period of heavy traffic

Must the person quickly structure 

information into a meaningful pattern? 

(e.g., recognize and old song after 

hearing only the first few notes; 

recognize weather patterns on a radar 

scope)
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Ability Question Rating Scale Benchmarks

Speed of Closure Is the pattern unpredictable?

2.2

While listening to the radio, 

recognize and start to hum 

an old song after hearing 

only the first few lines

4.2

Find five camouflaged 

birds in a picture

5.2

Interpret patterns on weather 

radar to decide if weather is 

changing

Speed-Loaded

Must things, present or remembered, 

be compared with other things? (e.g., 

scan list of batting records to see who 

scored the most runs; read 5 

temperature gauges in 30 seconds to 

insure safe operation; inspect electrical 

components for defects; recognize a 

lost glove)

Perceptual Speed 

and Accuracy

Must the comparisons be made quickly 

and accurately?

2.2

Quickly scan list of batting 

records in Sunday sports 

section to see who scored 

the most runs

4

Read 5 temperature 

gauges in 30 seconds to 

insure temperature is 

within safe limits

5.2

Inspect assembled electrical 

components for defects as they 

flow by on a fast moving line

Is it necessary for the person to initiate 

one response very quickly? (e.g., apply 

the brakes when light turns red; return 

the ball in a ping pong game; duck to 

miss being hit by a snowball)
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31

Ability Question Rating Scale Benchmarks

Reaction Time

Does the task involve only one response 

initiated to one signal?

2

Start to apply brakes on your 

car 1 second after the light 

turns red

3.2

Duck to miss being hit by a 

snowball thrown from 

across the street

5.2

Hit back the ball which has 

been slammed at you in a pingpong game

Choice Reaction 

Time

Must the person quickly choose 

between actions in response to two or 

more signals? (e.g., when doorbell and 

phone ring, select one to answer first; in 

and out-of-control spacecraft, pick 1 of 

5 possible fixes)

2.2

When a doorbell and 

telephone ring 

simultaneously, select one to 

answer first in one second

4

Operate a busy 

switchboard where you 

must switch calls in and 

out quickly and accurately 

every few seconds

6.2

In a spacecraft out of control, 

choose one of 5 possible 

corrections in 0.7 seconds
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32

Ability Question Rating Scale Benchmarks

Vision

To perform the task, is it necessary to 

be able to see things in the 

environmental surroundings?

Near Vision

Are the things that must be seen 

nearby?

1.5

Plug in a TV set

4.5

Cut and mount color film 

transparencies

6

Read the fine print of legal 

journals

Far Vision

Are the things that must be seen at a 

distance?

1.5

Point out a mountain range 

in the distance

4.5

Drive a moving van across 

the country

6.5

Detect differences in ocean 

vehicles on the horizon

Night Vision Must things be seen under low light 

conditions?

1.5

Find and turn on a light in a 

dim room

4.2

Take notes during a slide 

presentation

5.5

Catch lightning bugs on a 

summer evening

Visual Color 

Discrimination

Does the task require the capacity to 

match colors or to discriminate 

between colors?

1.5

Sort soiled sheets and linens 

before washing

3.5

Match wood grains in a 

lumber yard

6

Paint a portrait from a living 

subject

Peripheral Vision

Is it necessary to perceive objects or 

movement toward the edge of the 

visual field? (e.g., monitor an 

opponent's position while returning a 

tennis serve; monitor the instrument 

panel of a jet plane)

1.8

While driving, see cars 

approaching from left or 

right

3.6

Monitor opponent's 

position while returning 

tennis serve

4.5

Monitor the instrument panel 

of a jet aircraft

Depth Perception

Is it necessary to be able to tell which of 

several objects is farther away, or to 

judge how far an object is from the 

2.8

Judge which of two distant 

4.2

Operate a construction 

5.5

Thread a needle
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33

Ability Question Rating Scale Benchmarks

observer? (e.g., judge which of two 

distant buildings is closer; thread a 

needle)

buildings is closer crane

Glare Sensitivity

Is it necessary to see objects in the 

presence of glare or bright ambient 

lighting? (e.g., see boats on the horizon 

when sailing; snow ski in bright sunlight)

1.5

View pictures printed on 

high gloss paper

4.5

See boats on the horizon 

while sailing

6

Snow ski in bright sunlight
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34

Ability Question Rating Scale Benchmarks

Audition

General Hearing

Is it necessary to detect and to 

discriminate among sounds that vary 

over broad ranges of pitch and/or 

loudness? (e.g., notice the carriage 

return bell while typing; monitor 

electronic equipment at a nurse's 

station)

1.8

Notice the carriage return 

bell while typing

3.8

Monitor audio alarms on 

electronic equipment at a 

nurse's station

6

Identify a bird species by its call

Is it necessary to focus on a single 

source of auditory information?

Auditory Attention Are other distractions or irrelevant 

auditory stimuli present?

1.4

Locate someone calling you 

from across a city street

4.5

Listen for a flight 

announcement at an 

airport

5.8

Receive Morse code in a noisy 

radio room

Sound Localization

Must the direction from which auditory 

stimuli originate be identified? (e.g., 

find a ringing telephone in an unfamiliar 

apartment; locate someone calling your 

name in the midst of a crowd)

1.5

Find your ringing alarm clock

3.2

Find a ringing telephone in 

an unfamiliar apartment

5

Locate someone calling your 

name in the midst of a crowd

Psychomotor

Does the task require the adjustment of 

controls of a machine or vehicle?

Control Precision

Must the controls be adjusted quickly 

and repeatedly to exact positions? (e.g., 

manipulate farm tractor controls; work 

sound equipment for a band; drill a 

1.5

Throw a light switch

3.5

Manipulate farm tractor 

controls

6

Drill a tooth
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Ability Question Rating Scale Benchmarks

tooth)

Must the controls be adjusted to 

changes in speed or direction of a 

continuously moving object or scene? 

(e.g., ride a bike along side a runner; 

shoot a duck in flight; operate controls 

to land a jet on an aircraft carrier in 

turbulent water)

Psychomotor

Rate Control Are the speed and direction of the 

object or scene unpredictable? 

1.8

Ride a bicycle alongside a 

runner

3.4

Keep up with the car 

ahead where its speed 

may vary

6.5

Operate aircraft controls to 

land a jet on an aircraft carrier 

in turbulent weather

Must the person make repeated hand, 

finger, or wrist movements?

Wrist-Finger Speed

Is it important that these movements be 

fast? (e.g., use a pencil sharpener; 

scramble eggs; send Morse code using a 

telegraph key)

1.8

Use a pencil sharpener

3

Scramble eggs with a fork

5

Key a telegraph at 25 words 

per minute

Do these movements require skillful or 

coordinated action?

Finger Dexterity

Using the fingers? (e.g., untie a knot on 

a package; play a guitar; knit)

1.5

Put coins in a parking meter

3.4

Untie a knot in a longawaited package

5.5

Play a classical flamenco piece 

on the guitar
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36

Ability Question Rating Scale Benchmarks

Manual Dexterity

Using one or both hands together? (e.g., 

fold laundry; crate oranges; juggle 3 

balls)

2.5

Tie a necktie

4

Package oranges in crates 

as rapidly as possible

6.8

Perform open-heart surgery

Manual Dexterity

Using one hand in conjunction with its 

arm? (e.g., toss a basketball; use a 

hammer)

2.5

Tie a necktie

4

Package oranges in crates 

as rapidly as possible

6.8

Perform open-heart surgery

Arm-Hand 

Steadiness

Is it important that the arm and hand be 

steady? (e.g., light a cigarette; thread a 

needle; aim a bow and arrow)

1.8

Light a cigarette

4.5

Thread a needle

6.4

Cut facets in diamonds

Multi-Limb 

Coordination

Does the task require the movement of 

2 or more limbs together in a 

coordinated action while the body 

doesn't move because the person is 

sitting, standing, or lying down? (e.g., 

operate sewing machine with a foot 

treadle)

2.5

Operate a sewing machine 

with a foot treadle

4

Operate a fork lift in a 

warehouse

5.8

Play drums in a jazz band

Gross Motor

Extent Flexibility

Does the task require the person to be 

flexible--i.e., able to bend, stretch, twist, 

or reach out with the body, arms, or 

legs? (e.g., reach for a soda in the back 

of the refrigerator; touch toes; do splits; 

win a limbo championship)

1.8

Reach for a soda in the back 

of the refrigerator

3.4

Reach out for something 

on the top shelf

6

Win a limbo championship
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37

Ability Question Rating Scale Benchmarks

Dynamic Flexibility

Must the flexible movements be made 

quickly and repeatedly? (e.g., fill a bag 

with shells at the seashore; shovel coal 

into a furnace; swim the butterfly stroke 

for 200 yards)

2

Fill a bag with shells at the 

seashore

4

Shovel coal in a furnace

5.6

Do the butterfly stroke in a 

championship swim 

competition at the Olympics

To perform the task, is it necessary for 

the person to move their arms or legs?

Speed of Limb 

Movement

Is the speed of the movement 

important? (e.g., swat a fly; play bongo 

drums)

2.5

Saw through a thin piece of 

wood

4.5

Swat a fly with a fly 

swatter

5.6

Play the bongo drums in a band

Gross Body 

Equilibrium

Is it necessary that the person be able 

to keep or regain his balance to perform 

the task? (e.g., stand on a ladder; walk 

across a frozen pond; ride a surf board)

2

Stand on a ladder

4.2

Walk on ice across a 25-

foot pond

6

Ride a surfboard when waves 

average 10 feet

Does the task require the whole body to 

be in motion?

Gross Body 

Coordination

Is it necessary and important to 

coordinate the movement of arms, legs, 

and torso together? (e.g., move around 

an obstacle course with no time limit; 

jump rope without tripping; perform a 

skilled ballet dance)

2.4

Get around an obstacle 

course with no time limit

4.5

Jump rope for 5 minutes 

without tripping or 

stopping

6.4

Perform a skilled ballet such as 

Swan Lake
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38

Ability Question Rating Scale Benchmarks

Gross Motor

Does the task require the person to use 

a significant amount of physical/muscle 

strength? (e.g., push, pull, throw, or 

move an object or one's own body)

Static Strength

Is sustained force or muscle strength 

needed? (e.g., lift a dining room chair; 

push open a stuck door; lift front end of 

a V.W.)

1.5

Lift a dining room chair

3.2

Push open a stuck door

6.4

Lift up the front end of a V.W.

Explosive Strength

Are short bursts of muscle strength 

needed? (e.g., dive into a pool; drive a 

golf ball 200 yards; win the Olympic 

shot-put event; shoot a marble)

1

Shoot a marble

4

Drive a golf ball 200 yards

6.4

Win the shot-put event in the 

Olympics

Is this muscle strength used to support 

the person's body weight?

All of his body weight?

Dynamic Strength

Using the arms and/or shoulder 

muscles? (e.g., do 25 push-ups; perform 

on the rings)

1.4

Squeeze fresh oranges to 

make orange juice

4.5

Do 25 push-ups

6.8

Win the rings events in the U.S. 

gymnastic finals

Trunk Strength

Is the support provided by the stomach 

and/or lower back muscles? (e.g., sit up 

in a reclining chair; do 100 sit-ups; lie on 

back and raise legs off the ground)

2.2

Sit up in a reclining chair

5.4

While lying on one's back, 

raise the legs off the floor 

for 5 seconds and repeat 

10 times

6.5

Do 100 sit-ups
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39

Ability Question Rating Scale Benchmarks

Stamina

Does the task require the person to 

exert himself physically over a long 

period of time without getting winded? 

(e.g., mow a small yard; swim 100 yards; 

jog 3 miles; bicycle 20 miles; walk 

around the block)

1.2

Walk around the block

2.5

Mow a small yard

6.2

Bicycle 20 miles to work
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40

INTENTIONALLY LEFT BLANK.
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41

List of Symbols, Abbreviations, and Acronyms

ARL Army Research Laboratory

CSV comma-separated value

IMPRINT Improved Performance Research Integration Tool

JASS Job Assessment Software System

JCAT Job Comparison and Analysis Tool

SME subject matter expert

WIN-T Army’s Warfighter Information Network – Tactical
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42

1 DEFENSE TECHNICAL

(PDF) INFORMATION CTR

DTIC OCA

2 DIR ARL

(PDF) RDRL DCM

IMAL HRA RECORDS MGMT

RDRL DCL

TECH LIB

1 GOVT PRINTG OFC

(PDF) A MALHOTRA

1 ARL – HRED

(PDF) RDRL HRB B

T DAVIS

BLDG 5400 RM C242

REDSTONE ARSENAL AL 

35898-7290

1 ARL – HRED

(PDF) RDRL HRB A

R SPENCER

BLDG E2929

DESERT STORM DR

FORT BRAGG NC 

28310-0001

8 ARL – HRED

(PDF) SFC PAUL RAY SMITH CTR

RDRL HRO COL H BUHL

RDRL HRF J CHEN

RDRL HRA I MARTINEZ

RDRL HRR R SOTTILARE

RDRL HRA C A RODRIGUEZ

RDRL HRA B G GOODWIN

RDRL HRA A C METEVIER

RDRL HRA D B PETTIT

12423 RESEARCH PARKWAY

ORLANDO FL 32826

1 USA ARMY G1

(PDF) DAPE HSI B KNAPP

300 ARMY PENTAGON 

RM 2C489

WASHINGTON DC 20310-0300

1 USAF 711 HPW

(PDF) 711 HPW/RH K GEISS

2698 G ST BLDG 190 

WRIGHT PATTERSON AFB OH 

45433-7604

1 USN ONR

(PDF) ONR CODE 341 J TANGNEY

875 N RANDOLPH STREET

BLDG 87 

ARLINGTON VA 22203-1986

1 USA NSRDEC

(PDF) RDNS D D TAMILIO

10 GENERAL GREENE AVE 

NATICK MA 01760-2642

1 OSD OUSD ATL

(PDF) HPT&B B PETRO

4800 MARK CENTER DRIVE

SUITE 17E08

ALEXANDRIA VA 22350

ABERDEEN PROVING GROUND

12 ARL

(PDF) RDRL HR

J LOCKETT

P FRANASZCZUK

K MCDOWELL

K OIE

RDRL HRA AA

C GARNEAU

RDRL HRB

D HEADLEY

RDRL HRB C

J GRYNOVICKI

RDRL HRB D

C PAULILLO

RDRL HRF A

A DECOSTANZA

RDRL HRF B

A EVANS

RDRL HRF C

J GASTON

RDRL HRF D

A MARATHE