TM

Department of Health and Human Services

Centers for Disease Control and Prevention

National Institute for Occupational Safety and Health

Job Training Analysis: A Process for Quickly

Developing a Roadmap for Teaching and

Evaluating Job Skills

IC 9490 IC 9490

INFORMATION CIRCULAR/2006
Information Circular 9490 

Job Training Analysis: 

A Process for Quickly Developing a Roadmap 

for Teaching and Evaluating Job Skills 

By William J. Wiehagen, Donald W. Conrad, and James M. Baugher 

DEPARTMENT OF HEALTH AND HUMAN SERVICES 

Centers for Disease Control and Prevention 

National Institute for Occupational Safety and Health 

Pittsburgh Research Laboratory 

Pittsburgh, PA 

August 2006
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DHHS (NIOSH) Publication No. 2006–139
CONTENTS 

 Page 

Abstract............................................................................................................................................1 

Introduction......................................................................................................................................2 

 Putting experience into perspective .....................................................................................3 

 Learning on the job ..............................................................................................................3 

 Roadmaps for teaching ........................................................................................................4

Job analysis ......................................................................................................................................4 

Job training analysis (JTA) ..............................................................................................................5 

 Job training analysis versus job safety analysis...................................................................6 

 Sample JTA..........................................................................................................................6 

Mining JTA process.........................................................................................................................9 

 Planning and preparing a JTA workshop.............................................................................9 

 Conducting a JTA workshop ...............................................................................................9 

 JTA followup .....................................................................................................................10 

 JTA use ..............................................................................................................................10 

Results............................................................................................................................................11 

 Site 1: Underground coal mine .........................................................................................13 

 Site 2: Surface facility of a salt mine................................................................................13 

Summary........................................................................................................................................14 

Acknowledgments..........................................................................................................................15 

References......................................................................................................................................16 

Appendix A.—Considerations in planning a JTA workshop ........................................................18 

Appendix B.—Considerations in conducting a JTA workshop.....................................................20 

Appendix C.—JTA workshop evaluation form.............................................................................26 

ILLUSTRATIONS

B–1. Spider diagram of job duties and tasks for surface blasting.................................................21 

TABLES 

 1. Range of on-the-job training..................................................................................................4 

 2. JTA worksheet – duty 2: tramming a roof bolting machine ..................................................7 

 3. JTA worksheet – duty 5: loading trucks – lift truck operation at a warehouse .....................8 

 4. Summary of JTA workshop evaluations..............................................................................12 

 5. Comparison of traditional job training with skills training using the JTA process .............15 
JOB TRAINING ANALYSIS: 

A PROCESS FOR QUICKLY DEVELOPING A ROADMAP 

FOR TEACHING AND EVALUATING JOB SKILLS 

By William J. Wiehagen,1 Donald W. Conrad,2 and James M. Baugher3

ABSTRACT 

This report describes a process for quickly developing information that is useful for skills 

training. The process is called job training analysis (JTA). Its main use is to structure skills 

training at the jobsite. JTA supports structured skills training by identifying the job duties, tasks, 

and steps and the reasons why those job components are important. The outcome of the JTA 

process is a worksheet—a training outline based on the knowledge and expertise of experienced 

workers. Time invested in developing a JTA will result in significantly more time saved when it 

is used appropriately by skilled trainers. Like a roadmap, JTA saves time and energy. 

Experimental work at several mine sites helped document, refine, and validate the JTA 

process. JTAs for two mining jobs—roof bolting and lift truck operation—at two different mine 

sites are used to illustrate some of the concepts and the specific JTA process described in this 

report. The work at these two sites was influenced by cooperative work between the Mine 

Safety and Health Administration (MSHA) and the National Institute for Occupational Safety 

and Health (NIOSH) at several other mine sites and prior collaborative work with the U.S. Navy. 

The mining JTA process is grounded within the military research on the design of instructional 

systems. MSHA and NIOSH worked to simplify and apply the military training development 

model for mining industry use through collaborative work at several mine sites. 

The JTA process involves three activities: (1) planning, (2) a 1- to 3-day workshop 

where the JTA is developed using facilitated work with subject-matter experts, and (3) followup. 

Guidelines and considerations for each of these activities are included. Results indicate that the 

JTA process has been well received and valued by mining industry participants. It blends 

aspects of health and safety, production, maintenance, and crew coordination. 

 

 1Industrial engineer, CMSP, Pittsburgh Research Laboratory, National Institute for Occupational Safety and 

Health, Pittsburgh, PA. 

 2

Training specialist, Mine Safety and Health Administration, Johnstown, PA. 

 3

Management analyst, Mine Safety and Health Administration, Arlington, VA. 
2

INTRODUCTION 

On-the-job learning and on-the-job training (OJT) are similar concepts. It is natural, in any 

organization, for on-the-job learning to occur. Learning occurs whether there is a mechanism in place 

or not. Work will always get done by trial and error or some other way. Trial-and-error performance 

always carries a consequence, although it is not always recognized, measured, or significant. 

In a practical sense, learning is doing. Part of learning is making and recovering from mistakes. 

To recover suggests learning. 

In contrast, it is always a choice as to whether or not organizations invest in structured 

skills training. Every job has a learning curve, which can range from very short to extensive. 

Structured training involves a commitment and plan to accelerate learning that may or may not 

happen on the job through informal methods. These informal methods include self-instruction 

or the “follow Joe” method4

 of developing skills. 

One reason why organizations invest in structured training is that decision-makers are not 

content with the consequences of trial-and-error learning. Training accelerates what might occur 

(improved performance) on the job. When done at least reasonably well, structured OJT is a 

better gamble than the alternative. It carries better odds for creating more effective and efficient 

consequences for the individual, the work unit, and the organization. 

Even though quality training takes effort to plan and implement, the payback can be 

considerable. Structured training can be a good business decision if it is done well. Small 

investments in structured training (e.g., time to plan, conduct, and follow up) should save 

considerable time down the road and allow workers to produce a better-quality product in a 

timelier manner. Intuitively, structured training accelerates learning and reduces variability in 

task performance. Trial-and-error performance encourages greater variability in what is done 

and how the task is done. 

The benefit of structured training resulting in acceptable job skills should be obvious to 

the individual, the work team, and the organization. If the benefit is not obvious, then the 

problem might be related to the ability and motivation of the trainer, the expectations from 

training, the trainee’s motivation and ability to perform, or subtle organizational incentives that 

oppose safe, productive performance. Organizations are dynamic; none are perfect. 

This report is a followup to an earlier paper [Wiehagen et al. 2002] that describes small 

investments by organizations to develop and enhance job skills. Wiehagen et al. [2002] review the 

literature on structured jobsite training and discuss small investments by organizations that can 

help improve the effectiveness of OJT. Two avenues were identified for enhancing OJT: (1) the 

need for a teaching outline, and (2) the need to train the OJT trainer in how he/she transfers jobrelated knowledge and skills in an on-the-job environment. 

This report deals with the first avenue—a method for developing a practical teaching outline. 

The process is called job training analysis (JTA). The purpose of the outline is to assist the OJT 

trainer(s) in transferring knowledge and skills. A useful perspective is offered by Semb et al. [2000]: 

While advances in technology may result in more sophisticated tools for conducting 

OJT, the knowledge and skills of the individual trainer will always be the most critical 

component of OJT. These include both knowledge of the job and the ability to 

communicate that job effectively to the on-the-job trainees. 

 

4

The British call this training method “sitting with Nellie.” 
3

Putting Experience Into Perspective 

 Experienced workers have learned their jobs by many different methods. Beyond their 

initial job training, their on-the-job performance has been influenced by a lot of factors.5

 As a 

result, one can expect some significant differences in how these veteran workers complete a job 

or job task. Those differences can be thought of as performance variability. In and by itself, the 

variability in how they perform a task may or may not be significant to safety, production, or 

maintenance. 

In effect, each experienced worker (e.g., a roof bolting machine operator) developed 

his/her own roadmaps for how the job duties are completed (e.g., performing a preshift 

walkaround inspection, tramming the machine, and drilling and bolting the roof). It can be 

logically surmised that more consistency across the work crews, influenced by supervision, 

yields less variability in how or how well the tasks are completed. The opposite also holds true. 

In the JTA process, experienced job performers are the subject-matter experts (SMEs). 

They contribute their time and expertise to put their knowledge into perspective in order to 

outline the job and discuss options and considerations for practical, efficient, and safe (lowerrisk) ways of doing that job. 

The JTA workshop uses brainstorming and outlining software, group discussion, and 

decision-making techniques. Discussions yield information that can be powerful in creative and 

practical ways to define the job. The hierarchy of job duties, tasks, and steps and the reasons 

why those procedures are important are the basis for a training outline. An outline such as a 

JTA worksheet is a central part of structured skills training. 

Learning on the Job 

Table 1 suggests OJT varies naturally within organizations. It also suggests that risk 

should be a key consideration in making decisions about the level of structure—the riskier the 

job when performed independently, the more consideration should be devoted to structured 

training. Informal job training can include reading and following a process diagram, a set of 

instructions, or seeking advice from the supervisor or coworkers. Workers appreciate and value 

OJT for many reasons. Billett [1993, 1994] suggests that, within the coal mining community of 

Queensland, Australia, workers value informal settings, such as the mine site, because those 

environments are authentic and offer access to experts as well as peers. He suggests that these 

characteristics make for a highly valued learning environment. This is not surprising as one of 

the key benefits of OJT is that learning is doing, and the results are visible as skills are being 

developed. In general, workers prefer instructional methods that are realistic and practical. 

OJT is both practical and realistic;6

 it happens naturally in all organizations. 

 

 5Those factors include the individual’s work experience, motivation, and abilities; the supervisor; other crew 

members; additional skills training; and the culture of the organization. 

 6

In fact, the benefits of worksite training are significant, and many believe its value is in the informal and 

conversational style. So formal, structured OJT programs need to consider ways to keep the value of informality 

and the natural learning from experts and coworkers. 
4

Table 1.—Range of on-the-job training

Higher risk: 

Very informal OJT

Lower risk: 

Structured OJT

• No plan developed • Plan developed

• Shadow another employee • Trainer present

• Self-teaching 

• No evaluation other than self- 

 assessment or feedback from 

 the boss or coworkers

• Trainer has learned skills in— 

 - Teaching 

 - Evaluating 

• Supervisor follows up

Roadmaps for Teaching 

A practical training outline is like a roadmap for teaching, evaluating, and learning new 

skills. Roadmaps save time and energy when the route is new or has not been traveled recently. 

The destination for structured training—safe, productive performance—is often difficult to 

quantify. Roadmaps are useful as they save time by helping to plan and plot progress. The JTA 

process can produce a worksheet or training outline that organizes the job into teachable 

components. The outline can be used as a practical guide to save time in helping the employee 

perform at an acceptable level. The JTA process itself can help define a range of acceptable 

performance. 

Learning a new task without a plan is like taking a trip without a map. The only guidance 

would be a general goal, our personal experience, and trial and error to help reach a destination. 

Without a map, finding our way would be an adventure. Time would be lost and extra expense 

incurred as we would likely spend more time and incur higher energy costs getting to an 

unfamiliar destination. 

Training someone new to a job is not something most of us do every day. An 

experienced worker might have the job skills, but lack the training skills or the motivation to 

help an apprentice get to the destination—acceptable job performance. In many cases, skilled 

workers feel that critical job steps are nothing more than common sense. They take their 

knowledge and experience for granted, which may result in omitting key steps, procedures, and 

safety practices/concerns when conducting OJT. Experienced workers may not remember what 

it was like to have done the job for the first time. For someone new to a job, most everything 

is new. 

Giving and getting feedback is a key element in teaching and learning. The JTA 

document, like a roadmap, allows for the trainer to chart progress of the trainee and offer specific 

feedback. JTA should have value to both the trainee and the skills trainer. 

JOB ANALYSIS 

Job analysis forms the foundation for every job as it describes what people do to 

complete a job or work task [Brannick and Levine 2002]. There are different ways to analyze a 

job; these depend mostly on how the information will be used [Kirwan and Ainsworth 1992]. 

Job analysis is critical to the human resource function, managing an organization, and production 
5

activities. Job analysis goes back a long time.7 It is a tool for both administrative and line 

functions within organizations [McCormick 1982; Brannick and Levine 2002]. Job analysis is 

useful for a multitude of purposes, including human resource planning, performance feedback 

and evaluation, and examining options for better ways to do a job.8

 It is a snapshot of how a job 

is done. That snapshot is useful both as a baseline and for improvement. Standard operating 

procedures (SOPs) are often the result of a job analysis. Operating procedures are useful as they 

offer consistency in training or serve as a reminder (e.g., a job aid) as to how a task should 

be done. 

Performing a job or task analysis to structure training also goes back some time and is 

grounded in military research on the design of instructional systems. Task analysis is considered 

a key part of designing effective training [Tennyson and Foshay 2000]. It is an early, essential

step in preparing a training needs assessment leading to a functional plan for skills training.9

 The 

value of a task analysis is that teaching and learning are much more effective with a logical and 

practical way to segment the job and break the content into understandable parts. In this way, 

the job instruction, including feedback, can be focused and consistent. Consistent training can 

lead to less variable performance on the job. It is an antecedent to good performance as the odds 

are better than those of more informal learn-as-you-go methods. 

A job analysis needs to make sense to those who perform or have a stake in the job. 

Functional job analyses break down a job into useful components. 

JOB TRAINING ANALYIS (JTA) 

JTA is a type of job analysis. The process encourages general agreement among the 

experts as to what will be done and how the job should be done. In that sense, it helps to get 

experienced workers on the same page for the purpose of instructing those who are new to the 

job. Jobs are usually performed in various ways. The discussions among the SMEs will develop 

more favorable, lower-risk ways of performing the job by integrating aspects of safety, 

production, maintenance, and crew coordination. 

The result of the JTA process can be thought of as a roadmap for teaching, evaluating, 

and learning new skills. Learning is doing, and structured job training involves a plan for the 

transfer of skills from the experienced performer to a person with less experience. In that 

context, the JTA is a checklist to help the trainer cover all aspects of the job, especially those 

steps considered by the trainer to be common sense. For the trainee, the JTA is a useful 

reference for job duties, tasks, and steps and the reasons why those job elements are important. 

 

 7The subject of job analysis is rooted in the early 20th century literature on “scientific management” 

[Taylor 1911]. 

 8

For a more complete listing, see Brannick and Levine [2002, pp. 3–7], Gael [1988], and DOL–ETA [1991]. 

 9There is no shortage of books, how-to manuals, and formal training sessions on the subject of task analysis and 

its essential role in developing training materials (e.g., Hartley [1999], DOE [1994], and Langevin Learning 

Services [2006]). The need for a task analysis supporting the development of training materials and learning 

environments is well documented in military training research (e.g., Tennyson and Foshay [2000]). In many cases, 

the methods suggested for performing a task analysis are time-consuming. It simply depends on which resource is 

followed and how much information is pulled together before the rubber meets the road and someone is “trained.” 
6

Job Training Analysis Versus Job Safety Analysis 

JTA is different from job safety analysis (JSA). JSAs are normally the product of safety 

departments and are limited to health and safety aspects of the job being analyzed. In many 

cases, the JSA procedure can give the appearance that safety is an “add-on” consideration to a 

production process simply because safety was not integrated at the onset. For example, JSA lists 

safety considerations in preparing for or while performing a task. JSA assumes that the 

individual is skilled in performing the production task, and the JSA documentation offers a series 

of safety cautions or advisories. JSA is designed to reduce health and safety risk. It is valuable, 

although singular in purpose. 

 Alternatively, JTA includes aspects of safety, production, maintenance, and crew 

coordination. It is, by design, broader in concept and approach. It serves to integrate safety and 

health with production skills. The process addresses risk within the context of production, 

maintenance, and safety. It allows for discussion of why those job procedures help reduce the 

risk of injury and production downtime. In that sense, a job training analysis will examine a job 

in its entirety, including risk to the individual, the work crew, and the organization.10

In short, JSA and JTA can be considered a subset of the job analysis literature and 

methods. Working through the JTA process helps experienced workers get on the same page 

concerning safe and efficient procedures for doing a job. In that context, JTA treats aspects of 

safety as a skill. Skilled performance is the desirable outcome of training. Balancing safety with 

production seems a worthy goal in the JTA process by making use of the tacit knowledge and 

skills of experienced workers. 

Sample JTA 

Table 2 is a portion of a JTA worksheet for a twin-boom roof bolter. Table 3 is a portion 

of a JTA worksheet for lift truck operation in a warehouse. These examples are from two 

different mine sites.11 Each JTA team involved a facilitator, a recorder, and a number of subjectmatter experts (SMEs). The SMEs were experienced roof bolter and lift truck operators, 

mechanics who service and repair the equipment, safety professionals, technical representatives 

of the equipment manufacturer, and supervisory personnel. The mine site teams developed their 

respective JTAs using the process described later in this report. 

Tables 2–3 also show the hierarchy of duties, tasks, and steps. These tables reflect only 

one of several duties for each job. For example, the mine site SME teams identified seven 

duties12 for the roof bolting machine and eight duties for lift truck operation in the warehouse. 

 

 10In a practical sense, training should be connected to performance [Mager 1999]. Training can reduce 

performance variability within a work system [Gilbert 1978; Wiehagen et al. 1994]. A good job analysis would 

lay out the job procedures in a fashion that would allow experienced workers to consider how the system might be 

redesigned to foster desirable, lower-risk performance. 

 11Appreciation is expressed to management and a number of employees at the Weeks Island Facility (Morton Salt, 

Inc.) and the Foidel Creek Mine (Twentymile Coal Co.) for their time and contributions in developing experimental 

JTA products used to define a mining JTA process. 

 12The number of job duties would naturally vary by the type of job, but should be limited to a manageable 

number. It would rarely seem to be a good idea to have 20 or 30 job duties. Most jobs would have 10 duties or 

fewer. Some of those duties would be conditional or nonroutine. 
7

Table 2.—JTA worksheet

Duty 2: Tramming a roof bolting machine 

Objective: Learner will demonstrate and explain how to safely and effectively tram the roof bolter 

Tasks and Steps

Why Important?

Consider Safety, Production, and Maintenance 

If this job task or step is not done correctly, 

what would be the consequence?

Importance

1 = Important 

2 = Very important 

3 = Critical

Satisfactory 

or Needs 

Work

Comments1

Walk roadway before tramming. Two people needed for moves—one to walk 

and one to operate bolter to avoid cables and 

give lamp signals. Also a good time to check 

and make sure no other equipment is parked 

in blind spots, e.g., on other side of curtains.

2 

Prepare for tramming: 

• Collapse ATRS. 

• Bring booms in. 

• Lower canopy. 

• Raise drop mast. 

• Raise drill head.

Machine damage, dislodge roof supports, 

saves time when tramming. 

See operator’s manual. 

3 

Communicate intention to tram 

 and cable reel coming on.

Avoid personal injury from unexpected 

machine or cable movement. Include telling 

trainee importance of position in relation to 

cable and bolter. 

3 

Monitor position of the machine. 

• Watch for contact with roof. 

• Watch for other miners. 

• Center machine in entry.

Avoid machine damage and personal injury. 1 

Tramming the machine 

• Note bottom conditions and 

 clearance. 

• Note location of other miners – 

 communicate. 

• Manage cable. 

 - Observe cable pickup and 

 payout. 

 - Check for enough cable. 

 - Hang cable/bridge cable 

 where other equipment may 

 run over it. 

 - Stop tramming if another 

 miner is walking by the 

 bolter.

Take your time. If not sure of conditions, 

get out and check. 

Watch for proper cable reel function. Note that 

(oversized) splices can get hung up in the reel. 

Prohibit standing on booms when tramming. 

Watch for contact with the roof and rib. Watch 

for pinch points; communicate with helper. 

Before anyone gets in between the bolter and 

the rib, he/she should notify the bolter operator 

before getting into a potential pinch point. 

2 

1 

3 

3 

3

 

1

In practice, the "Comments" column should be wider to allow for notations.
8

Table 3.—JTA worksheet

Duty 5: Loading trucks – lift truck operation at a warehouse 

Objective: Learner will demonstrate and explain how to safely and effectively load trucks 

Tasks and Steps

Why Important?

Consider Safety, Production, and Maintenance 

If this job task or step is not done correctly, 

what would be the consequence?

Importance

1 = Important 

2 = Very important 

3 = Critical

Satisfactory 

or Needs 

Work

Comments1

Obtain loading instructions 

 specific to the van or flatbed.

Check with foreman. 

Improper loading costs time and money.

2 

Check truck position. 

• Backed in properly? 

• Wheels chocked? 

• Engine off? 

• Has the driver turned in keys?

Personal injury, equipment damage, difficulty 

in installing the dock plate and more load time 

if truck is not positioned. 

Operator must guide truck into proper position 

when backing, operator should be on driver’s 

side when guiding a truck, operator should 

wear orange vest when guiding trucks, 

operator should be aware of obstructions 

when backing trucks. 

Before beginning to load the truck, the 

operator must make sure wheels of the truck 

are chocked; truck may move if the wheels are 

not chocked. 

The foreman can authorize a driver to leave 

engine running (precautions must be taken in 

this instance).

3 

Open loading screen. The loading screen should be closed (fall 

prevention) unless trucks are being loaded. 

1 

Install dock plate. Make sure area is clear, make sure truck is 

fully backed into loading dock before 

attempting to place dock plate.

1 

Check trailer for cleanliness. 

• Fill out rejection form if not 

 Suitable. 

• Check with supervisor for 

 unusual problems.

Check for holes, insects, general conditions, 

odors, leaks in top. 

Unsatisfactory trailers could cause a truckload 

of product to be rejected on delivery.

3 

Load according to pattern. See duty 4 – general lift truck operations. 

Incorrect loading could lead to the load 

shifting, causing product damage and 

downstream consequences.

2 

Remove dock plate. 

• Make sure area is clear. 

• Back away from dock slowly. 

Place dock plate in storage area.

Properly stored equipment or materials make 

for a safe and productive workplace. 

Identify proper storage areas for dock plates.

1 

Install screen. It is important for good manufacturing 

practices to close door after loading trucks. 

This prevents employees from walking off of 

dock and falling.

2 

1

In practice, the "Comments" column should be wider to allow for notations.
9

MINING JTA PROCESS 

The mining JTA process is composed of three sequential activities: (1) planning, 

(2) a 1- to 3-day workshop where a JTA worksheet is developed for a specific job, and 

(3) followup. 

Planning and Preparing a JTA Workshop 

Selecting a job for JTA can be a combination of items, including production, 

maintenance, and safety. If a job is essential or there is little margin for error,13 then it would be 

a good candidate for analysis by an SME team. For some jobs, allowing workers to “learn as 

they go” can increase individual and organizational risk. Risk is evidenced in different ways, 

e.g., injuries, production downtime, and unexpected maintenance costs. There will always be 

some risk in performing a job. The question of how much risk is “acceptable risk” is hard to 

answer. The JTA process, involving SMEs, can offer practical insight to the concept of risk and 

ways to reduce it within the job being analyzed. 

 JTA might be considered for— 

• Any job where there is noticeable variability in the way a job is performed and there 

is a significant consequence for that variability affecting injury risk, production 

downtime, or unnecessary maintenance. 

• Any job where there will be new workers and the organization is not comfortable 

with informal on-the-job experience: 

○ Through expansion 

○ Through attrition of experienced workers 

• Any job where there will be new technology introduced and the organization is not 

comfortable with informal on-the-job experience.14

The JTA process can be used to (1) offer an opportunity for experienced workers to share 

information with their peers, thereby improving work system performance; (2) examine better 

ways to perform the job; or (3) help prepare for instructing new job performers. 

Appendix A offers considerations in planning a JTA workshop. 

Conducting a JTA Workshop 

The success of a JTA workshop will depend on the active participation of SMEs coupled 

with a skilled facilitator and a recorder. Two full days should be allocated for the workshop. 

The result will be a good working draft of a JTA worksheet—the basis for a training outline. 

The JTA worksheet is a living document and can easily be refined during followup and use as a 

training outline. 

Appendix B offers considerations in conducting a JTA workshop. 

 

 13A small margin for error implies that risk is high (unacceptable negative consequence) if the job task is not 

done, or not done to some accepted standard. 

 14Initial training is often conducted by the original equipment manufacturer (OEM) when new technology is 

installed. The JTA process is a natural fit once workers at the site obtain experience in using that technology. 
10

JTA Followup 

 Refining the worksheet requires someone at the mine site who can— 

(1) Develop learning objectives for each major job duty and insert them on the 

worksheet. 

(2) Review and adjust the JTA worksheet for clarity and consistency. 

(3) Make the JTA worksheet available to the mine site SMEs for review and comment. 

This gives the SMEs the opportunity to make adjustments to the worksheet that they may not 

have thought of during the workshop. 

(4) Review the JTA worksheet with others who were not in the JTA workshop and who 

perform or have a stake in the job at the worksite. Consider their suggestions in adjusting the 

worksheet. This will improve the JTA worksheet while building ownership across the site. 

With review and comment, there is always a natural desire to expand and elaborate. 

Keep in mind that the worksheet is a training outline to be used by experienced workers in 

transferring skills and knowledge. A good goal for adjusting the worksheet is to be sure to keep 

it concise and useful for the skills trainer, trainee, or supervisor. 

JTA Use 

 The JTA worksheet design (see Tables 2–3 for examples) is such that each major duty is 

organized to show a logical hierarchy of tasks and steps connected with the job duty. This helps 

to organize the on-the-job instruction so that the trainer and trainee can focus on one job duty15

at a time. Experienced workers will most likely conduct the training.16 Good OJT trainers are 

competent in the job and are interested in teaching others [Semb et al. 2000]. Many seem to like 

the job they are teaching. One analogy useful in planning and implementing skills training is to 

consider “layering” the training, similar to working with fiberglass.17 Fiberglass products are 

layered. If the layers are put together too fast, they may not cure correctly, thereby creating a 

weak product. The same is true with training. The final JTA product is designed to be used as 

short lesson plans. Skills training could be “layered,” with enough time allowed for the skills to 

be practiced (“cured”). 

After OJT, the trainer should evaluate the JTA in terms of its effectiveness in supporting 

skills training. 

• Did the JTA make the job of training easier? 

• Did the JTA save the trainer time in teaching new skills? 

• Did the JTA save the trainee time in learning the job? 

• Did the JTA help standardize work procedures? 

• Should anything be added to, or deleted from, the JTA? 

 

 15For example, the trainer is not teaching someone to “operate a lift truck.” He or she is teaching someone to 

perform a preoperational inspection; fuel a lift truck; pick up, carry, and place a load; stack material; and load 

trucks. 

 16The organization should consider how it prepares its OJT skills trainers to teach and evaluate skills on the job 

(see Mallett et al. [2005]). 

 17From discussions with Tom Friend, Training Manager, Drummond Coal Ltd., who has applied this conceptual 

model in his training of off-highway equipment operators. 
11

In addition to initial skills training, the JTA process and worksheet can be used as— 

(1) A tool for examining ways to improve the work process. For example, the JTA team 

at one mine site examined the field procedures for changing out a belly pan on a dozer. The JTA 

team discussed and documented field procedures for the task. The current procedure was to 

loosen the bolts and support the pan with a cable winch from a maintenance truck. This required 

one mechanic to be under the dozer guiding the belly pan as it was being lowered to the ground. 

The other mechanic operated the winch. The JTA team members discussed the risk and 

difficulty in performing this task. They also discussed how this job was done in the shop using a 

jack designed for that purpose. The group developed a new process for doing this task in the 

field using a steel plate and the shop jack. The result of the modified process was that it took 

less time to remove and replace a belly pan in the field. It also reduced the risk of injury as a 

mechanic was not in a risky position (e.g., underneath the dozer) to be crushed by losing control 

of the pan as it was lowered to the ground. 

(2) A tool for followup observations by supervisors or other crew members. The JTA 

worksheet includes a ranking of job tasks/steps. The critical items (those ranked as a “3”) 

would be those items the supervisor or other crew members might look for first in their day-today observations. Mining relies on work crews and crew members who should be mostly on the 

same page relative to critical skills impacting safety, production, or maintenance. Work life is 

not black and white and might be unrewarding and confusing if it were too simple or too 

complex. 

(3) A job aid for certain duties that are nonroutine or important enough that you do not 

want to rely completely on the memory of the person performing the task. For example, there 

are 15–20 steps involved in fueling a lift truck with propane. These steps should be taught to 

new operators during initial training as the steps are essential for safe fueling, but complicated 

enough where they are seldom committed to memory. This is an example where the refueling 

task and associated steps are good content for a checklist. The list can be posted at the fueling 

station. It serves as a job aid. 

The efforts of the JTA mine site team are meant to be a starting point for supporting good 

methods for doing the job. JTA is a tool, and other components are necessary for a complete 

skills training program. 

RESULTS

The Mine Safety and Health Administration (MSHA) and the National Institute for 

Occupational Safety and Health (NIOSH) collaboratively developed a mining JTA process 

useful for structuring skills training. The team initially worked with the U.S. Navy to learn its 

job analysis process [Duke and Vance 2001]. Then, MSHA and NIOSH worked with several 

mine sites to customize a JTA process that would match the needs, culture, and time constraints 

found in mining. 

Two models were developed. One involved extensive brainstorming activities 

concerning job duties, tasks, and steps. The second model made use of available job information 

and used a more limited brainstorming activity to define this information. 
12

Collaborative work at Tilcon, Wingdale Materials, Cortez Gold, Twentymile Coal Co., 

Sahara Sand, Morton Salt, and TJS Mining served to define a mining JTA process. JTAs 

prepared by mine site personnel included the following— 

y Caterpillar 980G front-end loader 

y Terex 100 haul truck 

y Terex T–40 haul truck 

y Fletcher walk-thru roof bolting machine 

y Komatsu 980–E Haulpak 

y Joy 14 CM remote-control continuous miner 

y Nissan 60 lift truck 

y Euclid R35 haul truck 

Once a mining JTA process was defined, efforts continued at other mine sites to apply 

and evaluate the process. Evaluation data were gathered from six sites. The workshop 

evaluation form can be found in Appendix C. Table 4 summarizes the results. 

Table 4 evidences that SME participants valued the JTA process. They indicated that the 

discussions offered opportunities to learn job-specific, useful information from their peers. The 

SME participants also appreciated the opportunity to discuss options and considerations in doing 

the job; learning never stops regardless of the level of experience. 

Table 4.—Summary of JTA workshop evaluations

Site A B C D E F

Job analyzed Continuous 

miner Crusher move Bagging Drilling and blasting

Load-hauldump

Underground 

section 

supervisors

No. of JTA participants 5 7 8 5 5 12

Overall mining experience (years) Range 29–33 

(n=4)

Range 0–48 

(n=6)

Range 1–30 

(n=7)

Range 7–35 

(n=4)

Range 1–21 

(n=4)

Range 1–30 

(n=12)

How practical was the JTA workshop 

for developing a plan for skills 

training?

Very (5) Very (4) 

Quite (3)

Very (7) 

Quite (1)

Very (5) Very (4) 

Quite (1)

Very (5) 

Quite (6) 

Somewhat (1)

Was the workshop organized so that 

it was easy to participate?

Very (3) 

Quite (2)

Very (4) 

Quite (3)

Very (6) 

Quite (2)

Very (4) 

Difficult (1)

Very (5) Very (9) 

Quite (3)

How useful do you think the 

worksheet will be?

Very (4) 

Quite (1) 

Very (3) 

Quite (4)

Very (7) 

Quite (1)

Very (5) Very (5) Very (6) 

Quite (5) 

Somewhat (1)

Will this JTA workshop change 

anything about the way you do the 

job?

Quite a lot (3) 

Somewhat (2)

A lot (2) 

Quite a lot (4) 

No (1)

A lot (4) 

Quite a lot (3) 

Somewhat (1)

A lot (5) A lot (2) 

Quite a lot (1) 

Somewhat (2)

A lot (1) 

Quite a lot (4) 

Somewhat (5) 

No (2)

How much did you learn from the 

JTA workshop about the job that was 

discussed?

A lot (1) 

Quite a lot (4)

A lot (3) 

Quite a lot (4)

A lot (5) 

Quite a lot (3)

A lot (5) A lot (3) 

Quite a lot (1) 

Somewhat (1)

A lot (3) 

Quite a lot (5) 

Somewhat (3) 

Nothing (1)

Would you recommend JTAs for 

other jobs at your site?

Yes (5) Yes (5) 

No (2)

Yes (7) Yes (5) Yes (4) Yes (12)
13

A sample of specific comments from the mine site JTA teams included: 

“Very informational.” 

“Helps to understand jobs better.” 

“Process is complete, leaving nothing to memory.” 

“Helps remove doubt about certain aspects of the job.” 

“Very detail-oriented; provides valuable tools for the training process.” 

“It keeps you from forgetting important information and will be useful for other trainers in 

the future.” 

“It will make it easier to train.” 

“I think certain procedures should be standardized for efficiency and safety.” 

“To keep training consistent and thorough.” 

“It gives a good roadmap for how to train new people.” 

“Very helpful.” 

At two other worksites, a limited brainstorming technique was used to develop the JTA 

worksheet. 

Site 1: Underground Coal Mine 

Prior job analyses were reviewed for roof bolting (Klishis et al. [1993a,b]; McDonald and 

Reinert [1977]; J. H. Fletcher & Co. [2001]). This was synthesized with information from 

J. H. Fletcher & Co. into a three-level hierarchy of duties, tasks, and steps. The preliminary job 

analysis (see Table 2, column 1) was presented to the JTA team at the mine site for discussion 

and modification. The mine site JTA team members adapted the generic job analysis for their 

machine and conditions and discussed why those tasks and steps were important. 

Based on the JTA process, followup activities involved developing a trainer’s guide 

along with short video segments that provided visual examples of the major job duties identified 

via the JTA process. The trainer’s guide included a skill check, talking points, questions related 

to the mine’s roof control plan, the JTA, and supplemental materials. The video segments and 

scripts were derived directly from the JTA. 

Site 2: Surface Facility of a Salt Mine 

At a second mine site, the JTA team used an existing training program for lift truck 

operations in a warehouse. Through facilitated discussions with lift truck operators, a mechanic, 

a supervisor, and safety/training personnel, the mine site team used its existing program as a 

starting point to prepare a JTA. This saved time during the workshop, as a tentative listing of job 

duties, tasks, and steps (see Table 3, column 1) could be drafted based on the existing 

documentation. In effect, the SME group had a head start in developing its JTA worksheet, but 

spent time reviewing and modifying the hierarchy of job duties, tasks, and steps. The completed 

JTA was incorporated into its training program, as it was viewed by mine management and 

employees as a valuable training tool. 
14

SUMMARY 

OJT is used in all industries; the question of how much structure is needed for OJT does 

not have a clear answer. The level of structure is often based on a decision-maker’s perception 

of risk,18 the importance of the task, and the risks of casual on-the-job learning (the informal 

“follow Joe” method) versus a more formal system where experienced job performers transfer 

their skills to someone new to the job. In this last case, it would make sense for the OJT trainer 

to have skills in good methods of training and evaluating. It makes equally good sense for these 

OJT trainers to have an outline to aid in their teaching and make sure that key points are not 

skipped. A job training analysis is the start of a useful plan for OJT by adding some structure in 

skills transfer. 

A JTA is a snapshot of how “a job” is done. It can also serve as a tool for exploring ways 

to perform the work that are less difficult, less costly, and less physically demanding. The result 

of the JTA process is practical information for conducting OJT. It is also useful for followup 

safety observations and discussions on better ways to plan and perform the work. 

The JTA process is a way of learning from experienced workers and using their shared 

knowledge to develop a reasonable roadmap for teaching those who are new to a job. It captures 

the knowledge of experienced workers as to how a job or task should be performed. In this 

sense, the discussion among peers serves as an opportunity to learn from one another on how 

a job might be done, or done better. As a training outline, JTA will help structure how 

experienced workers logically transfer their job skills. They have the knowledge and experience; 

it is a matter of helping them commit it to an outline to train others. 

Effective OJT involves structure and planning. Structured OJT saves time over casual, 

trial-and-error methods. It accelerates learning and reduces the variability in job performance. 

Trial-and-error learning results in greater time to learn a job and higher risk. Critical errors can 

result in injury, production downtime, and greater maintenance costs. Table 5 compares 

traditional job training with an improved method for conducting on-the-job training using JTA. 

The JTA process has evolved over the past 3 years through collaborative work between 

NIOSH, MSHA, and mine operators. This collaboration began by working with the U.S. Navy 

to learn its process. Then, the Navy process was modified and streamlined by working directly 

with mining sites. 

The JTA process helps structure skills training. Structured skills training will save 

organizations time via less risk of injury, less production downtime, and fewer costs associated 

with unexpected maintenance. The premise behind the JTA process is to invest time now

in order to save a lot more time down the road. It is like a roadmap. 

The product of the JTA process can help define acceptable performance. It helps the 

trainer teach and evaluate, it helps the trainee understand the job, and it can be used to enhance 

the work process. 

Although evidence suggests that the JTA process is well liked and has strong potential, 

the impact can only be measured by how the JTA products are followed up and used at 

worksites. 

 

 18Risk is generic. It can imply the risk of production downtime, unnecessary maintenance, the risk of an acute 

injury, or cumulative health effects, e.g., musculoskeletal disorders or hearing loss. 
15

Table 5.—Comparison of traditional job training with skills training using the JTA process 

Traditional job training Improved method for job training 

based on the JTA process

Focus on compliance with task training requirements 

under 30 CFR1

 48 and 46. 

Often makes use of JSAs to satisfy the above 

requirements. JSA treats health and safety as a 

separate or additional component of the job/task. 

Focus on good operating skills and practices that 

integrate safety, production, and maintenance. JTA 

exceeds Parts 48 and 46 task-training requirements. 

JTA treats safety as an integral part of a production or 

maintenance skill.

The quality of training depends on who is conducting 

the training and how well those individuals are prepared 

to teach. 

The quality of training depends on who is conducting 

the training and how well those individuals are prepared 

to teach. 

JTA is planned, which leaves less to chance. The JTA 

process can be used to reduce the variability in teaching 

and evaluating skills. It can increase the odds of 

providing quality training. JTA makes direct use of the 

knowledge and skills residing at a specific mine site. 

It couples mine site expertise with that of outside 

experts, e.g., OEM representatives, MSHA, NIOSH. 

Makes use of generic training materials developed by 

the public and private sectors. 

Existing materials may be difficult to update and 

customize to conditions at a specific site.

JTA is make- and model-specific and fits the operating 

conditions at the mine site. It is based on developing a 

job outline with specific duties, tasks, and steps. 

The JTA process is designed to be fluid and requires 

only small amounts of time to keep it current.

Job steps may be missed or ignored by not thinking the 

job through. 

Traditional training is not likely to be based on a job 

analysis that connects training with performance within 

the context of the working environment.

JTA is based on a job analysis that considers safety, 

production, crew coordination, and maintenance. JTA is 

developed by those who have a stake in the job. 

JTA process connects training with job performance 

within the mining system.

Experienced workers are not likely to have been trained 

in methods for coaching and teaching in an on-the-job 

environment. 

Mine sites are encouraged to offer training to their 

experienced workers in good methods for teaching in an 

on-the-job environment. This is a natural addendum to 

the JTA process. It requires only small amounts of time.

Experienced workers are not given much time to 

prepare for training someone new to the job.

JTA is based on planning and helping experienced 

workers transfer knowledge and skills. 1

Code of Federal Regulations. See CFR in references. 

ACKNOWLEDGMENTS 

The authors thank M. Klishis (West Virginia University), B. Merriam (Ohio Valley 

General Hospital), B. Blakemore and H. Charpentier (Morton Salt, Inc.), D. Combs and P. Bizich 

(MSHA), W. Slone, Jr. (Excel Mining Co.), R. Conkle (Twentymile Coal Co.), D. Duke 

(NAVAIR Training Systems Division), C. Vaught (NIOSH), and R. Tuchman (NIOSH) for their 

review and comments on the draft version of this report. 
16

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18

APPENDIX A.—CONSIDERATIONS IN PLANNING A JTA WORKSHOP 

Choose Subject-matter Experts (SMEs) 

Once a job is selected for analysis, planning a JTA workshop would hinge on choosing 

SMEs from within and outside of the organization. Selecting the proper mix of individuals is 

fundamental, although it is difficult to describe. The SMEs should be willing to share 

information with, and learn from, their coworkers. 

Internal to the company, the SMEs could be those having an interest and relevant skills in 

how the job is performed and in exploring ways to minimize risk when performing the job. For 

example, mechanics might be interested in the job of a continuous miner operator from the 

standpoint of reducing the cost of repairing the equipment, which minimizes time and risk. 

A foreman would be interested due to the benefit to a smooth production run while minimizing 

the risk of personal injury to anyone on the crew. The SMEs should include those who have 

recent experience in doing the job and who see the job from different perspectives. A relatively 

new job performer19 or someone interested in learning more can add significantly to the JTA 

workshop and to documentation resulting from the discussions. These internal people will 

comprise the principal group of SMEs. 

In addition to internal experts, consider inviting outside experts20 who can contribute 

significantly to the job being discussed. Examples include OEM representatives, MSHA, state 

agencies, and NIOSH. The goal is to invite those who will add technically to the SME 

discussions. 

Gather Background Materials 

For the job being analyzed, gather: 

• Information from the mine company 

○ Existing training materials 

○ Job descriptions 

○ Company policies 

○ SOPs 

○ JSAs 

• Information from the OEM, e.g., operator’s manuals 

• Information from MSHA, such as injury records 

• Prior similar task analyses or JTAs to see how others broke down the job into a 

 hierarchy of duties, tasks, and steps 

Make relevant materials available to the SMEs during the JTA workshop. Those 

materials can trigger thoughts. 

 

19Someone with limited experience but interested in learning, as evidenced by asking questions or seeking 

clarification from the SMEs. 

20The JTA process naturally involves an investment, defined in terms of SME time, facilitation, recording, and 

perhaps discretionary costs for outside experts. 
19

Arrange for a Facilitator and a Recorder 

In choosing a facilitator, consider selecting someone with the following traits and skills: 

• Basic knowledge and interest in mining and understanding of the job being analyzed 

• Significant interest and willingness to understand and apply the JTA process 

• Facilitating skills to get the SME group thinking and expressing views about the job 

 and how the job might be done 

• Building ownership within the SME group of the JTA worksheet 

In choosing a recorder, consider selecting someone with the following traits and skills: 

• Proficient in the software being used 

• Communication skills in working with the SMEs and the workshop facilitator 

• Patient and able to summarize the discussions of the SMEs 

Arrange for a Location for the JTA Workshop 

In choosing a location, consider a comfortable room that is large enough to allow for— 

• Plenty of wall space 

• Seating that promotes discussion 

• Computer projection with screen 

• Seating for observers 

The room setup will help the group work as a team. 
20

APPENDIX B.—CONSIDERATIONS IN CONDUCTING A JTA WORKSHOP 

Orient the JTA Group Via Short Lectures and Discussion

The workshop facilitator should overview the JTA workshop process (see MSHA 

[2006]). A few considerations21 include the following: 

• Keep it short—no more than 15 minutes. This gets the group oriented and shows 

them examples of what they will be doing for the next day or two. 

• Make sure time is set aside for questions and discussion of any concerns or 

housekeeping issues. 

Once the JTA group is oriented, the first block of time is devoted to developing column 1 

of the JTA worksheet. Column 1 is the job analysis. This is a facilitated SME group activity. 

There are two methods for developing information for column 1 of the JTA worksheet: 

full brainstorm and limited brainstorm. 

JTA Group Activity: Develop Column 1 of the JTA Worksheet 

Method 1: Full Brainstorm 

The purpose of this brainstorming activity is to get individuals to concentrate on the job 

being analyzed and identify how they define the scope, details, and intricacies related to that job. 

• Have the SMEs work individually and quietly to brainstorm job tasks/steps. This will 

bring out unique and individual ideas and gives everyone an opportunity to identify a 

comprehensive listing of job steps/tasks connected to the job. 

○ Pass out a package of post-it notes to each SME. Ask them to think about the job 

being analyzed and to individually brainstorm the job. 

○ Ask them to write one job task or step on a post-it note. Have them continue 

filling out as many post-it notes as necessary until they believe they have 

accounted for all the job tasks/steps. 

○ The time will vary for this activity depending on the job being analyzed. 

• Have SMEs post their notes containing their job tasks/steps onto the wall. 

• Discuss and get agreement from the SMEs on the terminology for the major duties

that define the job. For example, job duties for a lift truck operator could include 

start-of-shift activities, fueling, loading trucks, moving bulk material inside the 

warehouse, etc. 

○ Allow time for this discussion with the SMEs to gain agreement on the scope of 

the major job duties. 

 

 21Either before or after the JTA workshop, organizations should consider setting time aside for a workshop for 

prospective on-the-job trainers. This coaching skills workshop [Mallett et al. 2005] includes short lectures and 

practice exercises. Content includes— 

 Unit 1: What Is a Coach? 

 Unit 2: The Coach/Trainee Relationship 

 Unit 3: Coaching Adults 

 Unit 4: Preparing a Training Outline 

 Unit 5: Coaching Practice 

 Unit 6: Wrap-up 
21

• Have the SMEs sort their post-it notes into the job duties identified above. 

○ The SMEs are working as individuals as they post their job tasks/steps under the 

major job duties. 

○ Leave a few “blank duties” to temporarily locate job tasks or steps that do not 

seem to fit into the major duties identified earlier. 

Working with one job duty, get the SMEs to work as a group to organize the post-it notes 

into a three-level hierarchy. Once this is complete, the recorder can use a software package to 

organize the three-level hierarchy into a diagram (see Figure B–1). 

• Creating a diagram showing the hierarchical connections between job duties, tasks, 

and steps allows for arranging and rearranging the duties, tasks, and steps into a 

logical three-level hierarchy. Facilitated discussion among the SMEs is required for 

the logic diagrams to evolve into a useful, logical hierarchy describing the list of 

duties, tasks, and steps. 

The facilitator works the SMEs through each job duty one at a time. 

• Use already developed post-it notes as a check to make sure all ideas generated in the 

silent brainstorming session are taken into account. 

○ Allow enough time (about 1–11⁄2 days) to get to the point where a three-level 

hierarchy of duties, tasks, and steps is fully developed (column 1 of the JTA 

worksheet; see Tables 2–3). 

 Figure B–1.—Spider diagram of job duties and tasks for surface blasting. (Diagram courtesy 

of MSHA, Arlington, VA, using MindManager® software.)
 22

• This facilitated group process will (1) create discussion about how the job is defined 

and (2) help the SMEs work as a team. 

○ Although the goal is to develop a useful three-level job outline, a side benefit is 

that time invested in defining a job via individual and group brainstorming will 

identify potential production bottlenecks, work practices that would add injury 

risk, and maintenance or operating practices that add unnecessary cost to the 

operation. Therefore, the brainstorming exercise becomes a problem-solving tool. 

Method 2: Limited Brainstorm 

This method assumes that there is a significant amount of technical and training 

information already available for a particular job. The starting point for a limited brainstorming 

activity should take into account— 

• Prior job analyses that are directly relevant 

• Existing structured training programs for the job being analyzed 

As a facilitator, from your review of available information, organize the job into a 

tentative outline identifying a set of job duties, tasks, and steps. Leave room for improvement. 

During the JTA workshop, the facilitator would work with the SMEs to— 

• Explain and show a few examples of a completed job analysis. 

• Discuss a three-level hierarchy and why an outline is important. 

○ For example, a job consists of a limited number of duties. Tasks are naturally 

connected to satisfy the job duty, and steps need to be performed to complete the 

task. Use visual aids to help SMEs understand the goal. 

• Ask the SMEs to review the tentative listing of duties, tasks, and steps developed 

based on the review of existing information. 

○ Discuss what kind of information should appear in column 1 of the JTA worksheet: 

◦ A three-level hierarchy/outline that is reasonable, fits the working conditions, 

makes sense to those with experience in the job, and considers all aspects of 

the job. 

◦ Only include tasks or steps that are considered “important.” If a task or step is 

not considered “important,” it should be eliminated. 

◦ All tasks/steps should be observable. Use action verbs to describe tasks and 

steps. 

◦ Remind the SMEs that the JTA will be used as a teaching outline, so it needs 

to be written in a style comfortable and of use to the person doing the training. 

• Ask the SMEs to brainstorm individually or as a group to rework the outline to fit their 

worksite conditions, company policies, colloquial expressions, equipment, and tools. 

The facilitator should allow a couple of hours for the SMEs to make changes to reflect 

site-specific procedures. The SMEs should work as a team to identify a complete set of duties, 

tasks, and steps for the job being analyzed at their worksite. 

• Flip charts or white boards could help the group look at alternative ways of 

organizing the job into a three-level hierarchy. 
 23

The facilitator should assess how the group is working. Remind the SMEs that this is a 

work in progress; the hierarchy/outline can change based on its use. 

Once the SMEs complete their outline, the recorder inputs their information into 

column 1 of the JTA worksheet. When the worksheet is computer-projected for the SMEs, they 

again have an opportunity to review and make adjustments22 to the listing of duties, tasks, and 

steps. 

JTA Group Activity: Develop Columns 2 and 3 of the JTA Worksheet 

 At this point, regardless of the method, column 1 of the JTA worksheet is completed. 

The draft worksheet is computer-projected for the SMEs. 

 The facilitator provides a minilecture on what needs to be done to complete columns 2 

and 3, including a discussion of the importance ranking and narrative. Allow 15 minutes for this 

lecture and discussion. 

Column 2: Why is the job task or step important? This column on the JTA worksheet 

captures and stores information from the SMEs about the importance of the job task or step. 

This column should include short phrases that support the numerical rankings in column 3. The 

SMEs should consider aspects of safety, production, and maintenance. The short narratives in 

this column should indicate the consequence if this job task or step were skipped or not done 

correctly. 

Column 3: Ranking of importance. This column is for a numerical ranking (1 to 3) 

based on the SMEs’ qualitative assessments. A rating of “1” means the step is important, 

“2” means very important, and “3” means critical. 

 “Importance” could imply individual or collective aspects of safety, production, or 

maintenance. The rankings should be useful for the OJT trainer or coach. The rankings suggest 

(1) the level of emphasis during training, (2) the amount of practice required, or (3) the number 

of followup observations made by the supervisor or OJT coach. 

 During the JTA workshop, the facilitator asks the JTA group to give a rating for a 

particular job step. The rating would be from 1 to 3 based on its importance. The idea is to 

seek/build agreement among the experts on the relative importance of performing the job step. 

 For facilitators, it will be useful to have a set of definitions for each of the three 

numerical rankings. 

 

 22The JTA worksheet is always fluid—a work in progress. It can always be refined to better reflect key points and 

important information. 
 24

Some considerations on definitions23: 

“1” – Important: The task should be performed, and most experienced workers routinely 

perform the task/step. Some variability is acceptable/desirable. 

“2” – Very important: The task/step is most often performed by skilled workers. A little 

variability is acceptable/desirable. 

“3” – Critical: The task is almost always performed by skilled and experienced workers. 

Only very little variability is acceptable/desirable. 

The rankings of the SMEs imply their judgment as to the amount of variability that would 

be acceptable in performing the task or step as it is described in the JTA (column 1 of the 

worksheet). 

Once a numerical ranking is suggested and the importance narrative is completed by the 

SMEs, the facilitator asks for hand signals from the group to obtain agreement. 

Some useful hand signals include: 

• Thumbs up (agree) 

• Thumbs down (disagree) 

• Thumbs sideways (needs more discussion) 

For columns 2 and 3, the facilitator should— 

1. Start with duty 1, task 1, and step 1. 

2. Ask the SMEs to rank the item. 

The recorder places information into column 3. 

3. Ask for discussion to support their numerical ranking. 

The recorder takes notes and places SME information into column 2. These 

should constitute short phrases to explain the numerical ranking. General 

instructions for these recording notes can be found in: MSHA [2006]. 

4. The SMEs either confirm or adjust their numerical ranking based on the discussion. 

 

 23Intuitively, all tasks or steps within a job are not equal with regard to risk if the task/step were not performed, 

or not performed up to standard. Some variability will always take place in job performance. The variability could 

be within the same individual as he/she performs the task many times, or the variability could be across individuals 

who are performing the same task. However, we suggest that highly skilled individuals often have little variability 

in critical parts of the job. For example, good carpenters might always doublecheck their measurements before they 

make a cut (measure twice, and cut once). Other examples include always locking out a circuit before it is worked 

on, always confirming the loading pattern of the truck before it is loaded, securing the base of an extension ladder, 

or never allowing an individual in between the roof bolting machine and the mine rib while the bolter is being 

trammed. 

 Variability will seldom equal 0 for the large majority of work tasks. However, it is important to know when to 

allow for variability and what precautions need to be taken if a work task is not performed according to standard. 

Therefore, if a job step is rated “critical” (a “3”), that ranking suggests very little, if any, variability is acceptable if 

the task or step is not performed or not performed well. 

 Some tasks and/or job steps could be ranked conditionally, i.e., they might be considered important under normal 

circumstances, but would become critical under other or changing conditions. Risk will never equal 0 in a work 

setting, but reducing risk to a more acceptable level is one concept supported by the JTA work. Risk implies aspects 

of production, safety, and maintenance. 
 25

 5. Allow time24 during these discussions for the SMEs to clarify, reorganize job tasks 

and steps, or add/subtract tasks or steps. 

Facilitator note: The higher the ranking, the more group discussion/notes there 

should be as to why that task/step is ranked “critical.” The ranking can reflect 

safety, production, maintenance, or crew coordination, either singly or in 

combination. 

Repeat the above five-step procedure until the entire worksheet is completed. 

Completing columns 2 and 3 typically takes a full day. At this point, the workshop is concluded 

and the facilitator might ask the SMEs to complete a JTA workshop evaluation form (see 

Appendix C). 

 

 24The facilitator should keep in mind that leading a discussion of the importance of individual job tasks and 

steps offers an opportunity to validate, refine, or adjust tasks and steps (column 1 of the JTA worksheet) developed 

earlier. 
 26

APPENDIX C.—JTA WORKSHOP EVALUATION FORM 

Please complete the following to help improve the quality of this workshop.

Job analyzed_______________________________ 

Age: ______ Job title: ________________________________ Experience in this job: ____ years 

Overall mining experience: ______ years 

Have you ever conducted on-the-job training at your worksite? Y N 

If yes, what jobs did you teach? 

 How practical was the JTA workshop for developing a plan for skills training? 

 

 Very practical Quite practical Somewhat practical Not practical 

 Was the workshop organized so that it was easy to participate? 

 

 Very easy Quite easy Difficult Too difficult 

 How useful do you think the worksheet will be? 

 

 Very useful Quite Useful Somewhat useful Not useful 

 Will this JTA workshop change anything about the way you do the job? 

 

 A lot Quite a lot Somewhat No 

 

 How much did you learn from the JTA workshop about the job that was discussed? 

 

A lot Quite a lot Somewhat Nothing 

Would you recommend JTAs for other jobs at your site? Y N 

If yes, why? 

For which jobs? 

If no, why not? 

How can we improve this workshop? 
For information about occupational safety and health topics contact NIOSH at:

1–800–35–N IOSH (1–800–356–4674 )

Fax: 513–533–8573

E-mail: pubstaft@ cdc.gov

www.cdc.gov/niosh

S AFE R • H E ALT H IE R • P E OP L ET M

DHHS (NIOSH) Publication No. 2006 139 –

Delivering on the Nation’s Promise:

Safety and health at work for all people

through research and prevention