building a path in telecommunications · ellen o’brien saunders of the washington state workforce...

Building a Path inTelecommunications

Skill Standards for the Network Technician

About this document

This is a sample of the completed Skill Standards Document for the Network Technician. It is shown with the alternative cover. The printed version is double-sided and includes front matter that is not paginated, hence the page numbers may not match. Questions, email R. N. Homer Christensen at [email protected] or call 206.842.4487

Organizations That HaveContributed To This Project Auburn School District

Central Washington University

Clover Park Technical College

Communications Workers of America

Green River Community College

GTE Northwest, Inc.

Kentwood High School

PTI Communications

Renton Technical College

South King County Tech Prep Consortium

Sumner School District

Washington State Board for Community andTechnical Colleges

Worker Center, King County Labor Council,AFL-CIO

U␣ S WEST Communications

i

Communications Workers of America (CWA) represents 3,500 members in the tele-communications field in Washington State and 600,000 members throughout the United States.

U S WEST, the major telecommunications supplier for a 14 state region, employs approximately1,000 Network Technicians in residential installation and maintenance service in Washington State.

The South King County Tech Prep Consortium (SKCTPC) is a Tech Prep and School-to-Workpartnership representing two community colleges—Green River Community College andHighline Community College, one technical college—Renton Technical College, eight K-12school districts, one university—Central Washington University, as well as many business, labor,and community partners.

ACKNOWLEDGEMENTSU S WEST and CWA provided the vision for

the overall project, and SKCTPC developedand compiled a large amount of information insupport of the skill standards development.A Telecommunications Task Force, made up ofCWA, U S WEST, education and communitymembers of the SKCTPC met early on to laythe groundwork for developing the NetworkTechnician skill standards.

RoseAnn Stevenson of the Boeing Companyprovided indispensable advice and mentoringfor the process. U S WEST and CWAsupported the project at every step bydonating time, generating and reviewinginformation, and giving valuable insight anddirection to the work. SpecialAcknowledgment is due the Northwest Centerfor Emerging Technologies for providing theirformat along with some graphics and text forthis document.

Skill standards and competency informationand templates were adapted from thefollowing sources: skill standards identified bythe California Business Round Table and theCalifornia Department of Education publishedin 1994, competencies developed or adaptedfrom MTAG, ETAG, and the AmericanElectronics Association standards, and jobclassification criteria established through U SWEST Employee Development Division.

Special thanks go to Chris Stone-Ewing ofSKCTPC, John Hamilton, Lee Queen and ReedRoberts of CWA, Alex Robson and GaryWilliams of U S WEST Communications, andEllen O’Brien Saunders of the WashingtonState Workforce and Education CoordinatingBoard who were involved in the early phasesof the project.

Industry, labor and academic representativescontributed their time and expertise ingenerating and validating the skill standardsinformation during the DACUM process andthe validation survey. Their thoroughknowledge of the Network Technician job ledto a set of skill standards that accuratelyrepresent what the Telecommunicationsindustry expects from Network Technicians.The DACUM process was coordinated byTerryll Bailey and facilitated by RoseAnnStevenson.

Funding for this skill standards project camefrom the Washington State Board forCommunity and Technical Colleges.Additional contributions were received fromthe SKCTPC National School-to-Work LocalPartnership Grant, U S WEST Communicationsand CWA. GTE and PTI Communicationsrepresentatives participated in the DACUMsession and GTE donated the printing of thisdocument.

This document is the result of a cooperativeeffort between U S WEST, CommunicationsWorkers of America (CWA) and the South KingCounty Tech Prep Consortium (SKCTPC). Thetelecommunications skill standards project wascoordinated by SKCTPC with the support of aManagement Team comprised of the followingmembers:

Virginia L. duRivage CWA

Dennis Hutchinson CWA

Jennifer Snyder Worker Center,AFL-CIO

RoseAnn Stevenson The BoeingCompany

Jennifer Thornton SKCTPC

Mary Wideman-Williams U S WESTCommunications

Terryll Bailey SKCTPC

FOR MORE INFORMATION:

COPYRIGHT © 1997

PERMISSION TO PHOTOCOPYAND QUOTE

TO ORDER ADDITIONAL COPIES

South King County Tech Prep Consortium12401 SE 320th StreetAuburn, WA 98092-3699(253) 833-9111 ext. 2581

Artwork is copyrighted by Rushford and RossLLC and is used under a license granted in theMasterSeries Illustration Library.

General permission is granted to photocopylimited material from Building a Path inTelecommunications: Skill Standards for theNetwork Technician for noncommercialinstructional or scholarly use. Permission mustbe sought from SKCTPC in order to charge forphotocopies, to quote material in advertising,or to reprint substantial portions of thedocument in other publications. Credit shouldalways be given to the source of thephotocopies or quotes by citing a completereference.

Artwork on cover and tab pages may not beincluded in advertising or in documents forsale without the express permission ofRushford and Ross, LLC.

To order additional copes of this document,use the order form at the back of thedocument or call (253) 833-9111 ext. 2069.

Graphic Design and LayoutR.N. Homer Christensen

Working Knowledge

Document lead and technical writerMichele Royer

Transitional Consulting

EditorTerryll Bailey

PrinterGTE Print Shop

Version 1.0

Table Of Contents␣

Introduction .............................................................................................................. 1

The Industry And The Job ............................................................................................ 2Telecommunications Industry Definition 2Network Technician Job␣Definition 2About the Telecommunications Industry 2

National Context ........................................................................................................ 4What Are Skill Standards? 4Where Do Skill Standards Come From? 4Why Are Skill Standards Important? 5

Who Benefits From Skill Standards? .............................................................................. 6

The Skill Standards Project .......................................................................................... 8Skill Standards And The Pyramid Of Competencies 9

The Skill Standards Development Process ................................................................... 10

Skill Standards To Curriculum: A Continuous Development Process .............................. 13A Continuous Updating Process 14

INTRODUCTION

Foundation Skills and Critical Competencies ............................................................... 15

About the Skill Standards .......................................................................................... 22

Telecommunications Network Technician ................................................................... 23Level Of Importance Of The Functions From The DACUM Results 24

Summary Of Job Functions ........................................................................................ 25

Scenarios ................................................................................................................. 26Scenario 1 – Routine 26Scenario 2 – Crisis 27Scenario 3 – Long Term 28

Skill Standards for the Telecommunications Network Technician .................................. 29

Resources.................................................................................................................... i

Dacum Participants ................................................................................................... iv

Ordering Information .................................................................................................. v

SKILL STANDARDS

APPENDICES

Table Of Contents␣ continued␣

Introduction␣Introduction

The Industry And The Job

National Context

Who Benefits From Skill Standards

The Network Technician Skill StandardsProject

The Skill Standards Development Process

Skill Standards to Curriculum: AContinuous Development Process

Intro

du

ction

SOUTH KING COUNTY TECH PREP CONSORTIUM G BUILDING A PATH IN TELECOMMUNICATIONS : SKILL STANDARDS FOR THE NETWORK TECHNICIAN␣ g1

The goal of the Telecommunications SkillStandards Project is to specify the knowledge,skills and abilities an individual needs tosucceed as a telecommunications networktechnician. The competencies resulting fromthis effort will support the development ofnew curriculum and the strengthening ofexisting curriculum in programs leading totelecommunications careers. U S WEST andCommunications Workers of America (CWA)have been active leaders in this project sinceits inception in 1995.

Adequate curriculum for this skilldevelopment is a matter of urgency for thecompany and the union. Thetelecommunications industry is facing adramatic increase in demand for services whilealso facing a critical shortage in skilledworkforce within the next five years. At thesame time, workers entering today’s workforceare asked to master more technically complexskills, as well as more sophisticated workplaceskills, creating a need for the upgrading ofexisting curriculum and training material.

U S WEST and CWA recently implementedone strategy to address this problem by jointlydeveloping an apprenticeship program forNetwork Technicians, registered with the U. S.Department of Labor. While it is a first step tosolving the problem of a shortage of skilledand qualified workforce, it is not nearly enoughto meet the projected demand. A closerpartnership between industry and education isrequired to attract and prepare new workers inthis field.

In September 1995, U S WEST and CWAapproached the South King County Tech PrepConsortium (SKCTPC) to jointly identifyindustry skill standards for the NetworkTechnician job category in thetelecommunications industry. This documentpresents the skill standards information andthe process used to identify these standards.

The partners anticipate that by developingskill standards for network technicians, and bysupporting an intensive School-to-Workinitiative, they will help to generate interest inthe telecommunications field as a careerchoice. In addition, these skill standards willprovide the necessary information to teachersto prepare students for successfulperformance. The close partnership betweenindustry, labor and education that forms thesuccessful foundation for this project serves asa model for further cooperation in thedevelopment of training and educationalprograms.

Strong partnerships between employers, unions,

and schools are the key to making skill standards

the gateway to increased training and upward

career mobility for U.S. workers.

MORTY BAHR

President, Communications Workers of America

Introduction␣


Network TechnicianJob␣ DefinitionThe job of a Network Technician is to build,

service and maintain dial tone connectionsbetween the central office and the customer.

While the title of Network Techniciangenerally refers to installation andmaintenance, there are a variety of other titlesin the industry that may be used to representthis work.

This job includes:

◆ Providing efficient customer service

◆ Building a reliable path for dial tone

◆ Providing and maintaining dial tone

About theTelecommunicationsIndustryThe telecommunications industry is

undergoing some rapid and drastic changes.New technologies that affect the way systemsare designed and operate as well as the wayworkers perform their tasks, are beingintroduced into the market at anunprecedented rate. This, combined withchanges in regulations governing the industry,creates new opportunities fortelecommunications companies whileincreasing competition. Keeping current withthe present and future trends is morechallenging than ever before.

It was the year [1996] when changes inthe marketplace and in regulation began toreshape the way we do business. Increaseduse of the Internet, the growing desire towork at home, and the need for faster, user-friendly technologies changed the way wethink about consumers… Today’s customerswant their telephones to do more than inthe past. The increased need—for faxes,e-mail, Internet graphics and huge amountsof data—calls for new technologies.

U S WEST Communications GroupAnnual Report

Two major technological trends areimpacting the industry — the increase inmobile communications predicted to involve

The Industry And The Job␣

Today’s customers want their

telephones to do more than in the

past. The increased need—for

faxes,␣ e-mail, internet graphics,

and huge amounts of data—calls

for new technologies.

U S WEST COMMUNICATIONS

Annual Report

TelecommunicationsIndustry DefinitionThe telecommunications industry deals with

the development, manufacturing andoperations of communication systems(hardware and software) for the recording,storage, processing and distribution of voice/video and data.


20% of the U.S. population by the year 2000— and the construction and management ofthe information superhighway which requireshigh speed transmission of complex media.

In recent years, the labor force has not beenable to meet the demands of the industry’sgrowing need for workers with sophisticatedtechnology and workplace skills. This situationis expected to worsen in the next five to tenyears as the rate of technological changespeeds up and a large segment of today’sworkforce retires.

While technology is at the core of thetelecommunications systems, customer serviceis at the heart of the telecommunicationsorganizations. Today’s customers want tounderstand more about theirtelecommunications service and expect morefeatures and flexibility. They ask for fasterresponse time and easier communication withtheir service provider. These demands areforcing workers at all levels to develop skillsoutside of the purely technical arena.Customer relations and communications skills,as well as problem-solving and self-management skills are becoming central tomost jobs. They combine with the technicalknowledge and skills to form a more complexand sophisticated job profile.

The shift in worker expectations can besummarized in the following way:

◆ Moving away from narrowly defined areasof expertise, workers are asked to developbroad technology skills, and anunderstanding of business issues andorganizational structures.

◆ Workers are asked to take on broaderdecision-making responsibilities toincrease response time to customerrequests and system malfunctions.

◆ Workers are asked to be more proactive incontinuously monitoring the overalltechnical and organizational system, andmaking recommendations forimprovement.

◆ Workers at all levels and in all jobs arebeing asked to interact more often andmore effectively with internal and externalcustomers to increase overall quality ofservices.

◆ As organizations become less layered inmanagement structure, workers are askedto self-manage their tasks and workenvironment, as well as their careers.

These changes in the workplace require thatpeople and organizations are flexible inassuming responsibilities, adapting tochanging technologies and workenvironments, and continually committing toacquiring new technologies and workenvironments. This is becoming the normrather than the exception in today’stelecommunications workplace.

This challenging environment has causedcompanies and labor organizations to take amore proactive role in recruiting and preparingemployees for jobs that are projected torequire the largest influx of new workers. TheNetwork Technician job is one such job area.Union-management cooperation at the earlystages of system change enhance the abilitywithin the industry to achieve increasedworker expectations. It is expected that alarge number of entry-level positions will becreated over the next ten years to replaceretiring employees.


What Are Skill Standards?Skill standards are performance specifications

that identify the knowledge, skills and abilitiesan individual needs to succeed in theworkplace. They are critical to improvingworkforce skills, raising living standards andimproving the competitiveness of the U.S.economy.

Skill standards answer two critical questions:What do workers need to know and be able todo to succeed in today’s workplace? And howdo we know when workers are performingwell? Without this fundamental information,employers do not know whom to hire orwhere to focus their limited training dollars;employees and new entrants to the workforcedo not know what they need to do to improvetheir performance; and educators do not knowhow to prepare students for the challenge ofthe workplace.

Skill standards provide a common languageto enhance communication on workforcedevelopment between business, labor,education and the community. Nationalrecognition of skill standards in career fieldsprovide a common basis for certifyingachievement against those standards, therebyallowing for the portability of skills acrossgeographic areas, companies and careers.

◆ Businesses can use skill standards tomaximize efficiency in recruiting, hiring,training and promoting employees. Firmsdeveloping high performance workorganizations can use skill standards toidentify baseline high performance skills.

◆ Unions can use the standards to ensurethat workers have a greater voice at theworkplace, and benefit from enhancedcareer and job opportunities.

◆ Government can use skill standards to linkother national efforts such as School-to-Work, workforce training, and economicdevelopment by supporting collaborativeefforts among education, business andlabor.

◆ Workers can use the standards to advancetheir own careers, and enhance their abilityto reenter the workforce.

◆ Students and job seekers can use thestandards to understand and acquire theskills needed to attain high wage jobs andsuccessful careers.

◆ Educators and trainers can use thestandards to teach their students skillswhich will enable them to successfullytransition into the world of work.

Where Do Skill StandardsCome From?Western European economies that have

maintained their competitiveness arecharacterized by a well established skillstandards system that informs each nation’sworkforce development strategy. Theincreased competitiveness of the globaleconomy, and the declining power of the U.S.economy has prompted government,business, labor and education leaders in theU.S. to reevaluate existing approaches and todevelop new strategies for workforcedevelopment.

One of these responses was the Goals 2000:Educate America Act, signed by PresidentClinton in March 1994, which established theNational Skill Standards Board (NSSB) toencourage the development of a nationalsystem of voluntary skill standards for differentoccupations. Another was the School-to-WorkOpportunities Act of 1994 which encouragesstates to develop skill standards and link themto national efforts.

National Context␣


Why Are Skill StandardsImportant?In today’s workplaces, the only constant is

change. Jobs that once were relatively simplenow require high performance work processesand enhanced skills. Because skill standardsreflect changing workplace realities, theybecome a tool which can be used byapplicants and employees to access greatercareer opportunities.

National recognition of skill standards incareer fields provides a common basis forcertifying achievement against thosestandards, thereby allowing for the portabilityof skills across geographic areas, companiesand careers.

Updating skills and knowledge is now alifelong endeavor, causing many employersand employees to spend more effort, time andmoney on education and training. Skillstandards provide benchmarks for makingeducation and training decisions, shapingcurricula, and directing funds toward highestvalue education and training investments.

Giving students core-skill training in real-world

technology provides them with the tools they need

to fulfill their career aspirations and contribute to

the dynamic telecommunications industry.

EILEEN O’NEILL ODURN

Regional President, GTE Northwest, Inc.


Skill standards benefit all the stakeholders —business, labor, educators, government andthe community.

Skill Standards Enable Employers To:◆ Align personnel qualification requirements

with nationally adopted certificates ofcompetence.

◆ Modify employee training.

◆ Simplify measurement of employeetraining effectiveness.

◆ Assess employee skill levels based onindustry standards.

◆ Match employee skills to the workneeded.

◆ More easily document employee skills,training needs, and performance criteria.

◆ Improve consumer satisfaction andconfidence through better developedevaluation skills of customer contactpersonnel.

◆ Improve employee satisfaction and moraleby clarifying expectations.

◆ Improve quality, productivity, time tomarket and competitiveness.

◆ Achieve their business goals.

◆ Partner with education and labor indeveloping school-to-work initiatives.

Skill Standards Enable Unions To:◆ Improve member value to company.

◆ Provide a greater worker voice in thecompany.

◆ Link skill standards to increased trainingand upward career mobility for unionmembers.

◆ Assist employers to match employee skillsto the work needed.

◆ Develop skills-based training andcertification initiatives that complementunion apprenticeship programs.

◆ Communicate effectively withemployersabout worker training andretraining needs.

◆ Communicate effectively with employersand labor on workforce training policy.

◆ Cooperate with education and industrydeveloping school-to-work initiatives.

Skill Standards Enable Educators To:◆ Partner with business and labor in

developing school-to-work initiatives.

◆ Provide effective, targeted instruction.

◆ Develop benchmarks for certificates ofcompetence earned by students.

◆ Communicate what companies expect ofemployees.

◆ Develop new and evaluate existingcurriculum and programs based onindustry needs.

◆ Develop a common language onworkforce preparation with business andlabor.

◆ Improve relationships with localbusinesses, labor unions andapprenticeship programs.

◆ Provide students with relevant careereducation and counseling.

◆ Communicate effectively about educationreform to parents, family members andlegislators through connecting the skillsthey are familiar with to curriculumavailable to students.

Who Benefits From Skill Standards?␣


Skill Standards Enable Students andWorkers To:◆ Obtain certification of competence of the

skills they gain through experience, school,training or self-study.

◆ Enter and reenter the workforce withbetter control of their choices of highskilled and high paying jobs.

◆ Accurately assess business expectations ofthe skills needed for positions and careersof their choice.

◆ Improve mobility and portability of theircredentials.

◆ Improve worker control over employmentsecurity, job opportunities and options forhigher pay.

◆ Enhance their performance andachievement by self evaluation againstknown standards

◆ Be active contributors to the activities thatmake their organizations successful.

Skill Standards Enable Government To:◆ Assist in the development of a highly

skilled, high-quality and competitiveworkforce and industry base.

◆ Evaluate the effectiveness of publiclyfunded education and training.

◆ Increase opportunities for under-represented populations by making publicthe information that defines the skillsrequired for success and by facilitating thenational adoption of those definitions andtheir use.

◆ Support the creation of high performanceorganizations where they improve livingstandards for all members of thepopulation.

◆ Provide links with international skillstandards.

◆ Communicate the need and basis foreducation reform to business, education,labor and the community at large both onlocal and national levels.

The success of a skill standards developmentproject and its usefulness to the community isdependent on the full participation andcommitment of all stakeholders. Thesebenefits can be used as a benchmark forevaluating the effectiveness of collaborativeefforts.


The South King County Tech Prep Consortiumin partnership with the CommunicationWorkers of America, U S WEST Communica-tions, GTE and PTI Communications haveidentified skill standards for the NetworkTechnician.

Project Goals

◆ Identify national, voluntary skill standardsfor the Network Technician. The standardswill serve as benchmarks for entry intotelecommunications careers at thetechnical level.

◆ Disseminate the results and support their useby educators, businesses, unions, students,workers, and government agencies.

Guiding Principles

◆ Experienced workers are the experts in theircareer field and are best able to identify thework performed and the skill, knowledge,and abilities required to be successful.

◆ Business, labor and education must workas partners to ensure the link between thework expectations and the curriculum.

◆ The standards must be consistent withexisting civil rights laws and practices.

◆ Standards must be flexible and portable,and should be updated continuously.

◆ Skill standards describe the major functionsand tasks, as well as the performancecriteria, technical knowledge and skills,foundation skills, and attributes needed toperform those functions well.

◆ Integrated skill standards define workduties and the skills required to performthem in the context of work settings.

The experience of the partners involved inthis project holds that the success of any skillstandards project is critically linked to the fullparticipation and commitment of all partners.

The Network Technician Skill Standards Project


Skill Standards And ThePyramid Of Competencies

The Pyramid of Competencies is a depiction ofskill standards in three broad skill categories.

At the broadest level, Tier I, is the set offoundation skills, knowledge, abilities, andpersonal qualities required of all workers to besuccessful in today’s workplace. These are theuniversal skills—problem-solving, team skills,and flexibility—that are needed to applytechnical knowledge and tools effectively.

Tier II—technical skills, knowledge, andabilities—are the skills common to all jobswithin a cluster across all industries. For aNetwork Technician, for example, knowledgeof the principles of network transmissionapplies across all industries.

Tier III—industry-specific technical skills,knowledge, and abilities—are unique toindividual jobs or clusters and are the mostprone to rapid change. For example, aNetwork Technician’s required knowledge oftagging and testing procedures may differbetween companies.

Tier III Industry-specifictechnical skills,

knowledge, and abilities

Tier IFoundation skills, knowledge,abilities, and personal qualities

Tier IITechnical skills, knowledge,

and abilities

◆ Ability to examine information for relevancy andaccuracy.

◆ Ability to prioritize daily tasks and prepare schedules.

◆ Ability to understand and follow policies andprocedure.

◆ Knowledge of company products, services, andprocedures.

◆ Ability to read and interpret information provided by thejob ticket dispatch service order, work order, record maps,and/or mechanized dispatch system.

◆ Knowledge of negotiated labor contracts.

◆ Knowledge of how to select and use proper hand toolsand appropriate testing equipment.

◆ Ability to correctly splice cable following proceduresappropriate to type of cable.

◆ Knowledge of the use of protective and safety equipmentas necessary.

Examples for theTelecommunications Network Technician

Pyramid of CompetenciesAdapted from Skill Standards, Qualification Systems,and the American Workforce


The skill standards project was based on aconsiderable amount of previous work bymembers of CWA and U S WEST. The SKCTPCassumed leadership in the management andcoordination of the skill standards project. Thedevelopment process and the skill standardsinformation were reviewed by members of theManagement Team.

Identification of Skill Standards

A multi-employer focus group consisting ofNetwork Technicians met for a two-dayDACUM (Develop A Curriculum) process. Thenine participants were selected from severalareas of the U.S. by the Management Team.Represented companies were: U S WEST, GTEand PTI Communications.

Four educators teaching math and electronicsparticipated in the second day of the DACUMprocess. Some of these educators alsoattended the first day as observers. Academicinstitutions represented were: Auburn SchoolDistrict, Clover Park Technical College, GreenRiver Community College, Kentwood HighSchool, Renton Technical College and SumnerHigh School.

The purpose of the first day was to identifythe primary functions and tasks that constitutethe Network Technician job. The DACUMparticipants started from a “best-guess”template prepared from existing skillstandards information. The proposedtemplate was revised and adapted by theDACUM participants to meet the needs of thespecific environment of the currenttelecommunications industry in WashingtonState. A brief description of the NetworkTechnician job was also generated.

On the second day, educators joined industryrepresentatives to identify the performancecriteria for each task, answering the question:“How do you know when this task isperformed well?” They also identified thetools, knowledge and foundation skillsrequired to do the task well. Next, functionswere prioritized by level of importance. Finally,scenarios giving context to the skill standardswere developed.

The scenarios represent real-work situationswhere workers need to exercise skills fromvarious functions and tasks. For each scenario,relevant functions and tasks were identified.The draft skill standards generated through theDACUM process were viewed and modifiedby members of the Management Team toinclude language reflecting the relevance ofunion-specific knowledge and skills, and thehighly interactive work-place and customer-oriented environment of thetelecommunication industry. The skillstandards information was reviewed by allDACUM participants.

The Skill Standards Development Process␣


Identification of Necessary FoundationSkills

In parallel to the DACUM process,identification of the level of foundation skillsnecessary to perform effectively as a NetworkTechnician in the telecommunications industrywas conducted through a mail survey. Thefoundation skills on which this survey is basedcame from SCANS (Secretary’s Commission onAchieving Necessary Skills), identifyingworkplace competencies and basic skillsrequired for all work. 40 surveys were mailedto Washington based organizationsparticipating in the U S WEST/CWAapprenticeship program to be handed out toNetwork Technicians. The surveys were alsomailed to the DACUM participants. TheNetwork Technicians were asked to completethe Advance™ Workplace Standards SkillInventory questionnaire from AdvanceEducational Spectrums, Inc. For each skill, theywere asked to select which of the five levels ofdifficulty applied to their position as a NetworkTechnician. 35 surveys were received andanalyzed by a subcommittee of theManagement Team.

The Process of Building Skill Standards

1. Research other standards projects and relevant literature.

5. Validate the standards

4. Create problem scenarios using indicated skills,knowledge, and abilities.

3. Set performance criteria for tasks, indicatinghow we will know if the task is performed well.

2. Conduct DACUMs to identify job functions and tasks,and required skills, knowledge, and abilities.

The Process for Building Skill Standardsfrom Skill Standards Guidebook I


Sample survey

Sample questions from the Advance Educational Spectrums Job ProfilerCheck marks indicate the level of skill identified by technicians in the sample survey

✔

✔

✔

Serves Customers

Demonstrates Self-Management

Recognizes and Solves Problems

Level I ❑◆ Recognizes customer needs◆ Identifies customer concerns/

complaints

Level I ❑◆ Identifies own strengths/

limitations◆ Identifies need for self

improvement

Level I ❑◆ Identifies the problem

Level II ❑◆ Responds to customer needs◆ Demonstrates sensitivity to

customer concerns

Level II ❑◆ Maintains self control◆ Accepts responsibility for own

behavior◆ Accepts constructive criticism

Level II ❑◆ Understands the complaint/ discrepancy◆ Appropriately refers complaint/ discrepancy

Level III ❑◆ Recognizes customer needs◆ Demonstrates commitment to

customer◆ Relates to customers fears/

concerns

Level III ❑◆ Sets well defined/realistic goals◆ Demonstrates commitment to

self improvement◆ Applies self management skills◆ Analyzes and adjusts goals

Level III ❑◆ Examines information/data◆ Analyzes possible causes/reasons◆ Recommends action plan

Level IV ❑◆ Obtains additional resources to

meet customer needs◆ Makes exceptional effort on

behalf of customer◆ Resolves conflict to customer’s

satisfaction

Level IV ❑◆ Appropriately modifies goals◆ Aggressively pursues goal

attainment

Level IV ❑◆ Generates/evaluates solutions◆ Devises/implements plan of

action

Level V ❑◆ develops extensive

personalized customer care◆ Evaluates effectiveness of

solutions◆ Forecasts future customer

needs

Level V ❑◆ Evaluates self continuously◆ Actively seeks self

improvement opportunities

Level V ❑◆ Evaluates/adjusts plan of

actions◆ Judges effectiveness/efficiency

of solution


It is our anticipation that the skill standardsgenerated in this project will be used by oureducation partners to develop or modifycurriculum at the high school and communitycollege level. By providing the necessaryinput from industry, this skill standardsdocument is a first step in curriculumdevelopment. We hope it serves thetelecommunications industry in particular andis received as an example of what can be doneacross industries.

In order to keep current with a rapidlychanging industry, standards need to bereevaluated and updated on a regular basis,with full partner participation at each step.New technological developments impact theways that workers organize and apply theirskills, including time management andinterpersonal relationships. Increasedtechnological complexity may simplify some ofthe job tasks but make others more intricate.Today’s Network Technicians are asked toacquire a broader range of decision makingand customer service skills as well as keepingcurrent with emerging technologies. Ongoingchanges like these must be reflected incurriculum in order to meet the needs ofindustries where expectations for workers areevolving.

Skill Standards To Curriculum:A Continuous Development Process

A Model Of ContinuousImprovement For EconomicDevelopment: Using Skill Standards

Step: Skill Standards Identification◆ Compile and research existing standards in

related jobs and careers

◆ Conduct DACUMs of people who performthe job to identify job functions and tasks,define task performance criteria, andidentify technical knowledge, foundationskills and personal qualities.

◆ Conduct a survey of current workers todetermine level of SCAN skills required forthe job.

◆ Develop work-related scenarios to placethe skill standards in the context of thework environment.

◆ Disseminate skill standards information toinvolved parties from industry, educationand labor for their review and editing.

Step: Assessment◆ A person generates and collects evidence

of his or her ability to perform at the levelsdetermined by the skill standards.

◆ A student, trainee, apprentice, prospectiveworker or worker seeking additional trainingis assessed to determine present skill levelthrough direct and indirect evidence.

◆ Direct evidence includes products anditems produced by the person who isassessed.

◆ Indirect evidence includes supportinginformation.

◆ Assessment results meet the criteria ofvalidity, currency, authenticity and sufficiency.

◆ Demonstration of validity is a tangible itemor record of action.

◆ Demonstration of currency is evaluatedagainst current standards of the industry.

◆ Demonstration of authenticity shows thatthe item or specific piece of a team-effortis produced by the individual beingassessed.

◆ Demonstration of sufficiency providesenough evidence to match key tasks andperformance criteria of the skill standards.


Step: Curriculum Development◆ Identify necessary competencies based on

the skill standards information.

◆ Revise existing curriculum to better meetthe current and future needs of theindustry.

◆ Develop new curriculum and establish newprograms based on these competencies.

◆ Develop program outcomes for specificacademic and training programs, includingTech Prep, 2-year and apprenticeshipprograms.

Step: Articulation◆ Develop models to support the articulation

of program outcomes and competenciesbetween academic and training systems.

◆ Establish articulation agreements betweenexisting programs to ensure portability ofskills.

◆ Connect competencies and Certificates ofCompetence with benchmarkdocumentation to build national portabilitysystems.

A Continuous Updating ProcessA continuous exercise by all partners of revising and validating skill standards on a regular basis

is necessary. Updating of curriculum and current training methods to meet workplace standardsis required for success in national economic development.

Individual workers must have access to clearly stated competency goals and direct access toskill development assistance. With cooperative effort on local and national levels we can beginto resolve the workforce shortages that face us today.

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ASSESSMENT

© Copyright 1997, Jennifer Snyder

Skill Standards␣Foundation Skills and CriticalCompetencies

About the Skill Standards

Telecommunications Network Technician

Summary of Job Functions

The Skill Standards

Skill Sta

nd

ard

s

NOTE: The skill standards for Telecommunications Network Technician that follow assume a union presence inthe workplace that affects what an individual needs to know to perform this job successfully. Over 800,000workers in the United States are currently employed in the telecommunications industry, providing local and longdistance voice service. Unions represent between 50 to 80 percent of the workers in these jobs. A union plays asignificant role in developing joint education and training programs, health and safety practices, and in establishingpractices and procedures that govern the labor-management relationship within the workplace.


Foundation Skills And␣ Critical Competencies␣

During the data-gathering process of thisproject, foundation skills fortelecommunications technology careers wereidentified. Foundation, or workplace skills arebasic academic and employability skillsneeded to build more advancedcompetencies. The foundation skills are basedon broad workplace categories, known asSCANS (Secretary’s Commission onAchieving Necessary Skills, U.S. Departmentof Labor). SCANS is comprised of a three-partfoundation of skills and personal qualities andfive workplace competencies needed forsuccessful job performance in today’sworkforce:

Foundation skills

Competent workers in the workplace need:

◆ Basic skills (reading, writing,arithmetic, etc.)

◆ Thinking skills

◆ Personal qualities

Workplace competencies

Effective workers can productively use:

◆ Resources

◆ Interpersonal Skills

◆ Information

◆ Systems

◆ Technology

The ADVANCE™ Workplace Standards SkillInventory from Advance EducationalSpectrums, Inc., was used to capture industryviews on foundation skills for informationtechnology workers. Industry professionalsranked the SCANS skill levels required for theNetwork Technician. The information in thegraphic on the following pages was createdby taking the average of the profiles acrossthe clusters. This summary informationprovides a general view of the key foundationskills deemed relevant and necessary for theentry-level information technology worker.

Foundation Skills and Personal Qualities Critical Competencies

SCANS Profile: Telecommunications Network Technician

0 1 2 3 4 5


Basic Skills

Demonstrates Effective Reading Skills

Demonstrates Effective Writing Strategies

Applies Arithmetic processes

Applies Mathematics processes

Demonstrates Effective Listening Skills

Demonstrates Effective Speaking Skills

Selects and probes for appropriate information, identifiesrelevant details and follows instructions

Accurately records information, prepares documents/messages, and summarizes information

Performs basic computations, performs/interpretsmeasurements, and analyzes numerical data

Summarizes mathematical data and records results␣ ␣

Listens attentively, observes non-verbal signals andfacilitates communication

Communicates basic and complex information withverbal and non-verbal communication



0 1 2 3 4 5


Thinking Skills

Applies Creative Thinking/Generates Ideas

Applies Decision Making Strategies

Recognizes and Solves Problems

Demonstrates Visualization

Knows How to learn

Applies Reasoning Skills

Recognizes patterns and relationships, demonstratesand applies creative problem solving

Analyzes situations and information, considers risks,compiles alternative solutions

Identifies problems, analyzes possible causes andgenerates solutions

Utilizes previous training and experience to predictoutcomes ␣ ␣

Draws upon experience and prior knowledge, interpretsand applies new knowledge and experience

Identifies and applies facts and principles, examinesinformation for relevance and accuracy



0 1 2 3 4 5


Personal Qualities

Demonstrates Responsibility

Demonstrates Belief in Self Worth

Demonstrates Sociability in Groups

Demonstrates Self-Management

Demonstrates Integrity/Honesty

Performs assigned tasks, follows policies/procedures,and works with minimal supervision

Identifies own skills and abilities, defends own beliefsand viewpoints, values own individuality

Responds appropriately to others by helping,establishing rapport and showing understanding andempathy

Identifies own strengths and limitations, maintains self-control, responsible for own behavior and applies self-management skills

Recognizes ethical issues, demonstrates trustworthiness,and analyzes personal implications of decisions



0 1 2 3 4 5


Resources

Manages Time

Manages Money

Manages Materials/Facilities

Manages Human Resources

Information

Acquires/Evaluates Information

Organizes/Maintains Information

Interprets/Communicates Information

Uses Computers to Process Information

Efficiently manages time, monitors and adjusts tasksequences

Performs routine record keeping

Uses material in a safe/efficient manner, acquires andmaintains supplies and equipment

Recognizes job tasks and analyzes work assignments

Selects and obtains information relevant to the task ␣␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣

Identifies process and applies process to newinformation␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣

Understands information␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣

␣Performs basic data entry, and located information

␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣



0 1 2 3 4 5


Interpersonal

Participates as Team Member

Teaches Others

Serves Customers

Exhibits leadership

Negotiates Agreements

Works with Diversity

Identifies with the team, obeys team rules, assiststeam members␣ ␣ ␣

Recognizes poor performance and attitudes,identifies training needs ␣

Recognizes, analyzes and responds to customerneeds, obtains additional resources to meetcustomer needs

Adheres to standards, interprets positions on issues␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣

Identifies conflict, interprets complaints/concerns,detects underlying issues

Recognizes differences, respects rights of others,supports correct course of action



0 1 2 3 4 5


Systems

Understands Organizational System

Monitors/Corrects System Performance

Improves/Designs Systems

Technology

Selects Appropriate Technology

Applies Technology to Task

Maintains/Troubleshoots Technology

Understands system organization and hierarchy ␣ ␣ ␣␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣

Monitors system performance and collects data␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣

Identifies needed systemic improvement and suggestsmodifications

Knows available technology and proposes simpletechnological solutions

Understands technology applications and appliesappropriate technologies

Identifies symptoms, corrects malfunctions, andanalyzes failures


About the Skill Standards␣Each chart contains the following five

components:

Function

Functions represent the general areas ofresponsibility for the TelecommunicationsNetwork Technician. The functions tell us whatmust be done to achieve the key purpose ofan occupation.

Task

Tasks are duties related to the functionalarea of the career cluster. Tasks are a listing ofthe key activities performed by workers in agiven occupation. The question was asked,“What are the key activities needed toperform each function?”

A task is made up of measurable andobservable work activities which end in aproduct, service, or decision. It has a definitebeginning and end.

Performance Criteria for each task

Performance Criteria are specific behavioralevidence of a worker’s achievement of skills,knowledge, and tasks. The functions and tasksbegin to reflect a picture of workrequirements in each occupation, but that isnot enough. To create standards, it must bedescribed as “competent performance.” Thequestion that needs to be answered is: “Howdo we know when this task is performedwell?”

Technical Skills, Knowledge, Abilities,and Tools

Achievement of technical knowledge, skills,abilities, attitudes, and use of tools arerequired by workers in order to perform agiven occupational task ensuring workersuccess in the workplace.

Foundation Skills and PersonalQualities

Foundation Skills are basic academic andemployability skills that are needed to buildmore advanced competencies. FoundationSkills are competencies required by workersin order to obtain meaningful work andparticipate in the modern workforce. They fallinto the following categories:

Competent workers in the workplace need:

◆ Basic skills (reading, writing,arithmetic, etc.)

◆ Thinking skills

◆ Personal qualities

Effective workers can productively use:

◆ Resources

◆ Interpersonal Skills

◆ Information

◆ Systems

◆ Technology


Telecommunications Network Technician␣Provides and maintains a viable dial toneservice to all customers. This job includes:

◆ Providing efficient customer service

◆ Building a reliable path for dial tone

◆ Establishing the physical connection

◆ Providing and maintaining the dial tone

Sample TitlesService Technician

Outside Plant Technician

Equipment Maintainer

Systems Technician

Splicing Technician

Communications Technician

Special Equipment Installer

Facilities Technician

Central Office Technician

Testing Technician

Case StudyAs a Network Technician in the

telecommunications industry, Sarah isresponsible for the physical construction andongoing maintenance of thetelecommunications network. Her job is toprovide and maintain a viable dial tone serviceto all customers.

Sarah works both in the field and at thecentral office to install, maintain and repairequipment and systems. While interactingwith customers, she is responsible forprojecting a professional image and providingquality customer service. She may makeproduct recommendations and help customersbecome familiar with the features of theirtelecommunication service.

Most of her time on the job is spentinstalling, testing, maintaining and repairingtelecommunications equipment and systems.In order to be effective she needs to keepcurrent with new product releases andindustry practices. As she will travel to severalcustomer sites within one day, she mustorganize her entire schedule, route, andsupplies efficiently.

Sarah’s job requires thoroughness and closeattention to details as errors may be costly andcould be destructive to service. At the centraland satellite offices, she will also be asked toconstruct telecommunications facilities, usingfiber optic, coaxial, or copper cabling. Fromdetailed work orders, network prints, andassociated documentation, she will build newsystems and test them for functionality.

Safety is a high priority for the NetworkTechnician. While driving to the job locations,surveying the site, using the equipment, ortesting the system, safe procedures must befollowed at all times. Compliance withapplicable standards, regulation, laws andlabor-management negotiated practices isnecessary to ensure a safe and effective workenvironment.

It is an important part of Sarah’s job to keepaccurate documentation of her work, and tocomplete the necessary paperwork to secureequipment and supplies. She may also beasked to interact with other departments andorganizations. For example, she mayrepresent her work team on some of thecommittees charged to monitor and improvework conditions and efficiency. Even thoughtechnology is at the center of Sarah’s job,organization, decision-making, problem-solving and customer contact skills are criticalfor her to succeed as a Network Technician.


Level of Importance of theFunctions from theDACUM ResultsIn the 2-day DACUM process, participants

ranked the functions according to their level ofimportance. This graph represents thecompiled results of their ranking.

Critical

Very Important

Important

Somewhat Important

Not Important

Provid

e high-qualit

y custo

mer ser

vice

Install, t

est, an

d main

tain eq

uipment and fac

ilities

Construct

faciliti

es

Provid

e and utiliz

e inter

depart

mental

support

Maintain

a safe

and se

cure work

envir

onment


A. PROVIDE HIGH QUALITY CUSTOMERSERVICES

A1. Gather and confirm information as tocustomer needs

A2. Work with customers to improveservice and solve problems

A3. Recommend and sell products and/orservices to meet customer needs

B. INSTALL, TEST, AND MAINTAINEQUIPMENT AND FACILITIES

B1. Respond to requests for repair, serviceand maintenance

B2. Install, repair and maintain networkand terminal equipment

B3. Provide and maintain network pathsto include voice, data, video andbroadband services

C. CONSTRUCT FACILITIES

C1. Place and splice new facilities

C2. Modify existing facilities

D. MAINTAIN A SAFE AND SECUREWORK ENVIRONMENT

D1. Safely operate motor vehicles

D2. Evaluate the job site; secure andescalate if necessary

D3. Prepare the job site for safe work

D4. Use equipment and perform worksafely

D5. Keep facilities and materials secure

E. PROVIDE AND UTILIZEINTERDEPARTMENTAL SUPPORT

E1. Keep accurate documentation andcomplete necessary paperwork

E2. Coordinate work activities

E3. Provide technical assistance to otherdepartments

Summary Of Job Functions␣


Three scenarios have been developed for theTelecommunications Network Technician.They are examples which demonstrate howthe skill standards information can be directlyrelated to real workplace problems and typicalprojects. These scenarios establish the linkbetween the skill standards and the realities ofthe workplace. For each scenario, relevantfunctions and tasks involved in resolving thespecific problem/situation were identified.Using the completed skill standards charts, it iseasy to list the tasks, knowledge, skills andabilities necessary to approach and successfullyresolve the specified work-related challenge.

The use of scenarios based on real work-lifesituations provides a powerful context to helptelecommunications professionals understandand master necessary work skills. Using awork-related project or situation as a backdropfor learning helps telecommunicationsprofessionals better understand both theprocess and content of work.

Scenario 1 – RoutineYou have been assigned a job that needs to

be completed by noon today. Before youleave the yard, you need to plan your route inorder to complete the requested work bynoon.

You also need to read the job orderthoroughly to determine whether there arematerials required for this job that you do notcarry in your truck. Obtain these materialsfrom the yard before you leave since you willnot have time to return to the yard before theend of the work-day.

Before starting the work, you must go to thecustomer and alert them that you have arrivedon the premises and are starting the work.Proceed with the work as directed by the joborder, and install an additional line and a 2-linejack. Inform the customer when the work iscompleted. Make certain that you fullydemonstrate the new service to the customer,and be sure to answer any question they mayhave on how to operate the service. This willsignificantly reduce instances of the customercalling the company with complaints orquestions regarding the service, and minimizethe need for you or another technician toreturn to the site for repairs.

Primary Tasks And FunctionsInvolved In This Scenario




A3. Recommend and sell products and/orservices to meet customer needs



B2. Install, repair and maintain networkand terminal equipment







Scenarios␣





Scenario 2 – CrisisA telecommunications technician was

working in rural Minnesota replacing a buriedservice wire to a farm house. To theirknowledge, all underground pipes and wiringhad been located. While plowing to thehouse, the technician hit a natural gas pipelinethat had not been located. Two days followingthe work, the house blew up killing an 80 yearold woman.

The technician was in a hurry to complete thejob and leave. He/she did not take the time toaccurately locate underground piping, nor tocheck for damage while digging. As a result,when leaving the site, the technician was notaware of having hit and damaged the gas line.

In spite of the customer’s responsibility, thefatality could have been avoided if thetechnician had been more thorough in his/herwork and more aware of his/her surroundings.The company was held liable for negligence inthe death of the inhabitant and the destructionof the house.

In this case, the gas line connected a propanetank owned by the subscriber to the house.Therefore it was the customer’s responsibilityto inform the telecommunications technician ofthe presence of the gas line. The customer’sson had told the phone company that therewas no problem in digging around the house.







C. CONSTRUCT FACILITIES

C1. Place and splice new facilities








Scenario 3 – Long TermYou have been asked to participate in the

District Company/Union Joint SafetyCommittee. As a member, you will attendmonthly meetings regarding safety issues,products/ equipment used for the job, andaccident reviews. The role of the committee isto review safety issues and concerns, makerecommendations and propose solutions. Asa member of the District committee you willrepresent your work team. Your responsibilityincludes maintaining communications betweenyour team and the committee, and reportingto your work group on the committee’sactivities.

As an appointed member, you will have theopportunity to participate in a state-widesafety committee, and to attend the annualstate safety conference. Information from thestate committee and state safety conference iscommunicated back to the District committee.The focus of the safety committees is toimprove work place safety.





E3. Provide technical assistance to otherdepartments

Task Performance CriteriaHow do we know when the task isperformed well?

Technical KnowledgeSkills, Abilities, and Tools

SCANS Skills and PersonalQualitiesFoundational Abilities

Occupation Cluster:Function or Job Duty:


1Gather and confirminformation as to customerneeds

2Work with customers toimprove service and solveproblems

¢ Customer accounts are accurately accessed to identifycustomer needs.

¢ Price information, service and billing options are clearlyexplained.

¢ Specific questions are answered and appropriate actionsare taken to resolve issues.

¢ Work operations are accurately classified to accountcodes and work charges are explained to customers.

¢ Problems are accurately determined and effectivelyinvestigated.

¢ Company is professionally represented in a positivemanner.

¢ Service is effectively provided despite crisis situationssuch as natural disasters.

¢ Customer is informed as to job status in a timelymanner.

¢ Comply with company, and, where applicable, labor-management negotiated standards on dress, personalhygiene and cleanliness.

¢ Rules, regulations, and policies established under labor-management agreement are followed, includinginterpreting the collective bargaining agreement.

¢ Knowledge of company products, services andprocedures.

¢ Ability to access information systems.¢ Understanding of Electronic Data Gathering Systems

including knowledge of when sample monitoring isto take place.

¢ Knowledge of the organizational structure.¢ Understanding of customer, company, departmental

and/or union roles, functions and responsibilities.¢ Understanding of voice and data transmission and

how they apply to the entire service loop.¢ Knowledge of consumer rights, including right to

privacy.¢ Knowledge of employee awards programs and, where

applicable, company and union agreements onincentive plans regarding customer service and salesperformance.

¢ Ability to respond to verbal/nonverbalinformation.

¢ Ability to confirm information.¢ Ability to relay technical information to the

customer.¢ Ability to prioritize multiple tasks.

¢ Ability to understand complaints and dealappropriately with the customer.

¢ Ability to demonstrate flexibility.¢ Ability to analyze and determine the root cause

of the problem.¢ Ability to create and evaluate alternative

solutions while problem solving.¢ Ability to work within the integrity of the

company and the union.¢ Ability to accept responsibility for own

knowledge and empowerment.¢ Ability to examine information for relevancy or

accuracy.

Telecommunications TechnicianProvide high quality customer service

Telecommunications Network TechnicianProvide high-quality customer service

The Skill Standards







3Recommend and sell productsand/or services to meetcustomer needs

¢ Recommendations are made regarding appropriateproducts and services which meet customer needs.

¢ Product knowledge is proactively sought and currentindustry trends are understood and utilizedappropriately.

¢ Customer follow-up is conducted to ensure that needshave been met.

¢ Knowledge of appropriate sources for product,service and billing information.

¢ Knowledge of regulated and deregulated services.¢ Knowledge of products and services.¢ Ability to comparatively analyze the needs of the

customer and apply products and services,¢ Knowledge of company security and legal policies,

and ethical practices.¢ Knowledge of labor-management negotiated

education and training agreements, and how toutilize them.

¢ Understanding of concerns and needs ofcustomer.

¢ Ability to recognize customer needs and applyappropriate products and/or services. .

¢ Understand and apply ethical principles todecision making.

Telecommunications Network TechnicianProvide high-quality customer service







1Respond to requests forrepair, service andmaintenance

¢ Communication and paging devices are operatedeffectively.

¢ Installation/repair is implemented according to plan andschedule; appropriate tools, test equipment and suppliesare taken to the site.

¢ Ability to adhere to and maintain the timecommitment to the customer.

¢ Ability to read and interpret information providedby the job ticket, service order, work order, recordmaps, and/or mechanized dispatch system.

¢ Knowledge of how to select and use proper handtools and testing equipment such as VOM test sets.

¢ Ability to plan job operation and acquire necessarysupplies

¢ Understanding of two-way radio, cellular, pagingand/or mechanized dispatch system procedures.

¢ Ability to select and obtain information relevantto the task.

¢ Ability to examine information, analyze possiblecauses/reasons and recommend action plans.

¢ Ability to prioritize daily tasks and prepareschedules.

¢ Ability to develop and apply creative solutionsto new situations.

¢ Ability to understand union-managementnegotiated contract.

¢ Ability to defer issues of conflict and to resolvethose issues in an appropriate setting.

Install, test and maintain equipment and facilities







¢ Equipment is installed and maintained using properconnections, tools and procedures in a timely manner.

¢ Compliance with applicable standards, regulations, lawsand safety practices, including labor-managementnegotiated health and safety policies is achieved.

¢ Appropriate connections are made to ensure service tocustomer specifications and to industry standards.

¢ Underground/aerial cables are identified from the recordand one cable is accurately distinguished from the other.

¢ Wires and cables are tagged, tested and terminated asnecessary.

¢ The validity of tagging is verified before any changesare made.

¢ Printout, schematics and test data are correctly interpreted.¢ Prescribed tests, repairs or maintenance are

appropriately performed using appropriate testequipment.

¢ Trouble is isolated and service is restored.¢ All data services are installed with completeness and

accuracy.¢ State of the art technology is sought and integrated

into current work practices.¢ Appropriate testing is successfully performed to ensure

compliance with FCC rules and regulations, systemspecifications, and labor-management negotiated healthand safety procedures.

¢ Fiber optic transmission principles are effectively appliedto complete the connections.

¢ Knowledge of proper procedures for use and care ofvarious types of testing equipment and hand tools;store, transport, and handle equipment and toolsappropriately.

¢ Ability to install and remove insulation, positionwire, assemble lugs and terminals, accomplishmechanical attaching such as wire wrapping,soldering, dressing, splicing, and installing electricalconductors.

¢ Understanding of technical applications, properprocedures and industry and union standards.

¢ Ability to read, interpret and analyze andmanipulate information provided by the work orderand associated documents.

¢ Knowledge of tagging and testing procedures.¢ Ability to distinguish and utilize appropriate test

equipment and perform conformance testing.¢ Understanding of voice, data, video and/or

broadband transmission principles and the varioustransmission mediums.

¢ Knowledge of basic AC/DC and digital theory andtheir application to telecommunications.

¢ Understanding of applicable FCC and other rulesand regulations.

¢ Understanding and interpretation of basic wiringdiagrams and schematics terminology as applied totelecommunications.

¢ Understanding of and interpretation of union-management negotiated contract as it pertains toworking conditions and remedies to problems induty and performance.

¢ Ability to convert and organize numerical dataand set numerical parameters.

¢ Ability to demonstrate appropriate andnecessary physical dexterity, strength andcoordination.

¢ Ability to distinguish colors and tones.¢ Ability to work in confined and aerial spaces.

¢ Knowledge of applicable codes, rules, regulationsand standards.

¢ Ability to follow proper procedures.¢ Ability to visually analyze the relationship

between the parts/whole, process/procedure.¢ Ability to adapt rules/principles to new

applications.¢ Understanding of and ability to follow specified

maintenance procedures.¢ Understanding of union-management negotiated

contracts.¢ Ability to follow dispute resolution process

outlined in the union-management negotiatedcontract.

2Install, repair and maintainnetwork and terminalequipment

3Provide and maintain networkpaths to include voice, data,video and broadband services

Install, test and maintain equipment and facilities







¢ Principles of spectral attenuation, dispersion, opticalreturn loss and splicing are utilized to affect placementand repairs.

¢ Correct fiber map symbols and legends are used.

¢ Work order network prints are read and understood inorder to construct fiber, coaxial and copper facilities.

¢ End-to-end network testing is performed to ensure thatnewly constructed facilities meet established standards.

¢ Understanding of the physical layout andconstruction of fiber, coaxial, copper and all otherfacilities.

¢ Ability to identify relevant details, facts, specification.¢ Ability to apply cable-pulling techniques, using tools

and devices appropriate to type of cables.¢ Ability to correctly splice cable following procedures

appropriate to type of cable.¢ Ability to interpret and summarize wiring diagrams

and schematics information and maps.¢ Knowledge of symbols, acronyms, and references.

¢ Understanding of the physical layout andconstruction of fiber, coaxial, copper and all otherfacilities.

¢ Ability to identify relevant details, facts, specification.¢ Ability to apply cable-pulling techniques, using tools

and devices appropriate to type of cables.¢ Ability to correctly splice cable following procedures

appropriate to type of cable.¢ Ability to interpret and summarize wiring diagram

and schematics information and maps.¢ Knowledge of symbols acronyms, and reference

materials.¢ Knowledge of conformance testing and equipment

and its appropriate use.¢ Ability to understand interdepartmental directions/

cut sheets/transfers.

¢ Ability to perform measurements and convertnumerical data.

¢ Ability to identify relevant details, facts andspecifications and follow a set of instructions.

¢ Ability to make the connection between old andnew and recognizes patterns and relationships.

¢ Ability to understand information, recognizeaccuracy of information and effectivelycommunicate accurate information.

¢ Ability to troubleshoot.¢ Ability to evaluate concept, design, project, and

activity.¢ Ability to generate and evaluate solutions and

implement a plan of action.¢ Ability to rearrange a system.¢ Ability to defer issues of conflict and to resolve

those issues in an appropriate setting.¢ Understanding of union-management negotiated

contract.

1Place and splice new facilities

2Modify existing facilities

Construct Facilities







¢ Understanding of company driving policies andlabor-management negotiated agreements on motorvehicle usage.

¢ Understanding of vehicle operating policies.¢ Understanding of state driving laws, signs, etc.

¢ Knowledge of applicable local, state and federalregulations.

¢ Knowledge of proper procedures for placing flags,cones and flares for traffic control.

¢ Knowledge of hazardous materials and properhandling of such materials.

¢ Understanding of ways to prevent industrial illness.¢ Ability to identify health related problems which

may result from exposure to work related chemicalsand hazardous materials.

¢ Understanding of union-management negotiatedhealth and safety practices and role of the union-management health and safety committee.

1Safely operate motor vehicles

2Evaluate the job site; secureand escalate if necessary

¢ Vehicles and equipment are operated defensively, legallyand safely, including adherence motor vehicle usagepolicies and labor-management agreements regardingvehicle usage.

¢ Vehicle and equipment checks and inspections areroutinely performed.

¢ Job site is completely and effectively surveyed.¢ Proper safety procedures are followed regarding

escalation.¢ The union-management safety committee is contacted

where necessary.

¢ Demonstrated experience driving a manualtransmission vehicle.

¢ Knowledge of safe and defensive drivingtechniques.

¢ Ability to maintain vehicle neatness andsecurity at all times.

¢ Valid state drivers license.¢ Knowledge of applicable traffic laws.

¢ Ability to analyze the situation and determinerisk.

¢ Ability to generate alternative solutions.¢ Ability to formulate a plan of action.¢ Ability to access all available resources

including health and safety information fromOSHA, state organizations such as committeeson safety and health and union publications.

Maintain a safe and secure work environment







¢ Knowledge of proper procedures for placing flags,signs, cones, and flares.

¢ Ability to direct traffic flow safely around site.¢ Understanding of maintenance of job specific

supplies and equipment.¢ Ability to communicate appropriate safety

precautions to the public.

¢ Knowledge of use of protective equipment asnecessary.

¢ Knowledge of and ability to follow companystandard operating procedures and labor-management negotiated health and safety practices.

¢ Knowledge of the functions, abilities and limitationsof the equipment.

¢ Understanding of roles, responsibilities and policiesof labor-management health and safety committees.

¢ Ability to ensure security of building, personnel andcompany property.

¢ Understanding of security requirements and policiesand ethical practices.

¢ Procedures for setting up and maintaining a safe jobsite are correctly followed.

¢ Awareness of changing conditions at the job site isdemonstrated.

¢ Compliance with applicable standards, regulation, lawsand labor-management negotiated safety practices isensured.

¢ Basic first aid and CPR competencies are maintained.¢ Work operations are performed safely in the field under

all working conditions.¢ Correct safety procedures are accurately followed for all

working conditions.¢ Personal protective equipment is worn.¢ Compliance with applicable standards, regulation, laws

and labor-management negotiated safety practices isensured.

¢ Proprietary documents are properly maintained andprotected.

¢ Necessary clearances are obtained.¢ Vehicles, tools, materials and buildings are secured

according to proper procedures and labor-managementnegotiated health and safety agreements.

¢ Ability to visualize job activities to determinesafe outcomes.

¢ Ability to apply rules and principles to theprocess.

¢ Ability to distribute supplies and equipmenteffectively.

¢ Ability to apply rules and principles includingthose contained within the union-managementnegotiated contract.

¢ Ability to work in bad weather, natural disasteror physical danger.

¢ Knowledge of and ability to apply CPR/first aid.¢ Adequate physical conditioning to allow the safe

performance of all assigned duties.¢ Ability to pay attention to detail.¢ Ability to utilize required levels of

concentration.¢ Ability to understand union-management

negotiated contract.

¢ Ability to understand and follow policies andprocedures.

¢ Ability to exhibit commitment to theorganization.

¢ Ability to maintain the confidentiality of thecompany and of the union.

3Prepare the job site for safework

4Use equipment and performwork safely

5Keep facilities and materialssecure

Maintain a safe and secure work environment







1Keep accurate documentationand complete necessarypaperwork

2Coordinate work activities

¢ Time reporting requirements are followed and workoperations are accurately classified to appropriateaccount codes.

¢ Necessary data is correctly recorded to ensure systemaccuracy.

¢ Appropriate billing is correctly applied and all pertinentinformation is entered.

¢ Applicable certifications, union memberships and licensesare up-to-date and displayed as required.

¢ Other departments, outside organizations and unionrepresentatives are effectively and appropriatelycontacted.

¢ Work activities are prioritized to meet customer needs.¢ Recommendations for improvements are made as

appropriate.

¢ Knowledge of company, and, where applicable, labor-management negotiated reporting requirements andprocedures.

¢ Ability to record information accurately.¢ Ability to perform time reporting and account

coding.¢ Understanding of correct coding, formatting and/or

forms in relation to tasks performed.¢ Ability to use computer to store, retrieve, file and

destroy records.

¢ Understanding of unionized/non-unionized shops.¢ Knowledge of work group responsibilities.¢ Knowledge of all available resources for resolving

workplace issues.¢ Ability to coordinate schedules for work at various

locations.¢ Ability to interface with contacts and departments.¢ Understanding of inter- and intra-departmental and

external relationships.¢ Understanding of employee rights and

responsibilities under applicable collective bargainingagreements including the right to unionrepresentation in investigative meetings withmanagers, to review personnel records and how toutilize the grievance and arbitration procedures.

¢ Ability to record information accurately.¢ Ability to retrieve information in a timely

manner.¢ Ability to summarize information.¢ Ability to follow rules and procedures.¢ Ability to accept responsibility for own

behavior.

¢ Knowledge of and ability to work in a teamenvironment.

¢ Ability to maintain a high-level work ethic.¢ Ability to communicate appropriate verbal and/

or non verbal messages.¢ Understanding and/or comprehension of the

differentroles of labor and management in theworkplace.

¢ Ability to defer issues of conflict and to resolvethose issues in an appropriate setting.

Provide and utilize inter-departmental support







¢ Ability to communicate technical information.¢ Ability to provide accurate information in a

timely manner.¢ Ability to work cooperatively and in teams.¢ Ability to provide constructive feedback/

reinforcement.¢ Ability to understand or analyze underlying

issues.¢ Ability to utilize and comply with the results of

union-management negotiated grievance orother dispute resolution processes.

¢ Knowledge of the difference between a teamenvironment workplace and a hierarchicalworkplace.

3Provide assistance andinterface with otherdepartments

¢ Knowledge of the organizational structure.¢ Ability to interpret records and assess arrangement

of facilities.¢ Knowledge of appropriate training procedures.¢ Knowledge of employer, and where applicable, labor-

management negotiated policies on diversity.¢ Knowledge of company procedures, and where

applicable, labor-management negotiated agreementson teamwork and joint labor-managementcommittees.

¢ Ability to access appropriate training and supportfrom either the company or the union.

¢ Knowledge of union structure locally and nationally.

¢ Technical information is effectively communicated withother departments.

¢ Respectful and tolerant behavior is exhibited towardsothers with diverse backgrounds and perspectives.

¢ Cooperation and team skills are effectively utilized inwork group relationships.

Provide and utilize inter-departmental support

Appendices␣Resources

Participants

Ordering Information

Ap

pend

ices

SOUTH KING COUNTY TECH PREP CONSORTIUM G BUILDING A PATH IN TELECOMMUNICATIONS : SKILL STANDARDS FOR THE NETWORK TECHNICIAN␣ gi

Workforce Resources

American Association of Community Colleges.The Workforce Training Imperative: Meetingthe Needs of the Nation, a Policy Paper onthe Role of Community Colleges inProviding Workforce Training. Washington,DC. September, 1993.

Carnevale, A.P. America and the NewEconomy. The American Society for Trainingand Development and the U.S. Departmentof Labor. 1991.

Commission on the Skills of the AmericanWorkforce. America’s Choice: High skills orlow wages. National Center on Educationand the Economy, Rochester, NY. 1990.

Drucker, Peter. “The Age of SocialTransformation.” The Atlantic Monthly.November, 1994.

Gayton, Carver and Dale Parnell. “The BoeingCompany’s Tech Prep Story.” CommunityCollege Journal. June/July, 1996.

Government and Public Affairs Department ofSociety of Human Resource Management/HR News staff. Executive Briefing: “GOALS2000: Education America Act Final.” HRMagazine. May, 1994.

Johnston, William B. and Arnold H. Parker.Workforce 2000: Work and Workers for the21st Century. Hudson Institute. 1987.

McCage, Ronald D. (Dir.). Workplace Skills.Decatur, GA: Vocational-Technical EducationConsortium of States. 1994.

Packer, A. “The SCANS challenge: Preparingyour workforce for high performance.”Employment Relations Today. Winter,1992/1993.

Toffler, Alvin and Heidi Toffler. Creating a NewCivilization: The Politics of the Third Wave.Turner Publishing, Atlanta, Georgia. 1995.

U.S. Department of Labor. Learning a Living: ABlueprint for High Performance. TheSecretary’s Commission on AchievingNecessary Skills. U.S. Department of Labor,Washington, DC. April, 1992.

Skill Standards and Competency-based Resources

Bailey, Thomas. Changes in the nature andstructure of work: Implications for skillrequirements and skill formation. New York,NY. Nov, 1989.

Bailey, Thomas, and Donna Merritt. Makingsense of industry-based skill standards.Berkeley, CA: National Center for Researchin Vocational Education, University ofCalifornia, Berkeley. 1995.

Gaber, Beverly. “The Plan to Certify America.”Training. Feb, 1995.

Ganzglass, Evelyn and Martin Simon. StateInitiatives on Industry-Based Skill Standardsand Credentials. National Governors’Association, Washington, DC. 1993.

Ganzglass, Evelyn and Martin Simon. SkillStandards: A Tool for State WorkforceDevelopment System Reform - Final Report.National Governors’ Association,Washington, DC. 1995.

Institute for Educational Leadership. AnOverview of Skill Standards Systems inEducation and Industry; Vol. I-IV. TheInstitute for Educational Leadership.(No date).

Resources␣

SOUTH KING COUNTY TECH PREP CONSORTIUM G BUILDING A PATH IN TELECOMMUNICATIONS : SKILL STANDARDS FOR THE NETWORK TECHNICIAN␣ gii

Skill Standards and Competency-based Resources (continued)

Kaplan, I. and W. Seymour. “Buildingconsensus: How the electronics industry isdeveloping skill standards.” VocationalEducation Journal. January, 1994.

Kuluk, Christine D.; Adelman, Nancy E., andJohn S. Breckenridge. Issues in EstablishingSkill Standards in Eight States. Council ofChief State School Officers. 1995.

MacAllum, Keith and Patricia M. Skills,Standards and Entry-Level Work. U.S.Department of Labor, Washington, DC. 1995.

National Alliance of Business. Skill Standards:Benchmarks of Excellence. National Allianceof Business, Washington, DC. 1995.

Pearlman, Kenneth. The Skill Standard Projectand the Redesign of the Nation’sOccupational Classification System. U.S.Department of Labor, Washington, DC. 1993.

Stevenson, RoseAnn. Skill StandardsGuidebook I. Washington State Board forCommunity and Technical Colleges; TheCenter for Career and Work-RelatedEducation; The Boeing Company.October, 1996.

Tucker, M. “One step toward skill standards.”Training. May, 1994.

Tucker, M. “On Occupational Clusters - or -Early Thoughts on Organizing the Work ofthe National Skill Standards Board.”Unpublished paper. Prepared undersubcontract to the National Alliance forBusiness, U.S. Department of LaborContract. April, 1994.

U.S. Department of Education and U.S.Department of Labor. Occupational SkillStandards Projects. Contact Carolyn Lee.U.S. Department of Education and U.S.Department of Labor, Washington, DC. 1994.

U.S. Department of Labor and Institute forEducational Leadership. “Developing SkillClusters.” Unpublished background paper.U.S. Department of Labor and Institute forEducational Leadership, Washington, DC. 1994.

U.S. Department of Labor. Analysis: PublicDialogue on Voluntary, Industry-Based SkillStandards and Certification. U.S. Departmentof Labor, Washington, DC. 1992.

U.S. Department of Labor. Learning a Living: ABlueprint for High Performance. TheSecretary’s Commission on AchievingNecessary Skills. U.S. Department of Labor,Washington, DC. April. 1992.

U.S. Department of Labor. (1993). Teaching theSCANS Competencies. The Secretary’sCommission on Achieving Necessary Skills.U.S. Department of Labor, Washington, DC.1993.

U.S. Department of Labor Employment andTraining Administration. Skill Standards andEntry-level Work. U.S. Department of Labor,Washington, DC. 1995.

Wills, Joan L. “Skill Standards: The Potentialand the Challenge.” Community CollegeJournal. April/May, 1995.

Wills, Joan L. Voluntary Skill Standards andCertification. Center for WorkforceDevelopment. Institute for EducationalLeadership. U.S. Department of Labor.,Washington, DC. 1995.

SOUTH KING COUNTY TECH PREP CONSORTIUM G BUILDING A PATH IN TELECOMMUNICATIONS : SKILL STANDARDS FOR THE NETWORK TECHNICIAN␣ giii

Internet Resources

Advanced High Performance ManufacturingSkill Standards, National Skill StandardsProject for Advanced Manufacturing.http://www.bmpcoe.org/nacfam/skilstd1.html

Documents About Standardshttp://inet.ed.gov/G2K/doc-stan.html

Gateway: Bioscience Industry Skill Standardshttp://www.edc.org/CEEC/home/bioscibk.html

Goals 2000: Increasing Student Achievementthrough State and Local Initiativeshttp://inet.ed.gov/G2K/Goals/Rpt/

Making Sense of Industry-Based SkillStandardshttp://vocserve.berkeley.edu/Summaries/777sum.html

National Skill Standards Boardhttp://wwwstc.cahwnet.gov/STWGLOSS/DEF32.HTM

http://ttrcnew.trc.doleta.gov/skillstd/

NCRVE’s Skill Standards Pagehttp://vocserve.berkeley.edu/SkillsPage.html

NHCSSP Part 1: Why Skill Standards?http://www.fwl.org/nhcssp/nhcss01.htm

O*NET - The Occupational InformationNetworkhttp://www.doleta.gov/programs/onet/

SCANS 2000http://www.jhv.edu: 80/~ips/scans/

Sites Offering Academic and Skill Standardshttp://inet.ed.gov/G2K/standard.html

SKANSLINKhttp://www.dcccd.edu/nic/misc/scans/slink.htm

SOUTH KING COUNTY TECH PREP CONSORTIUM G BUILDING A PATH IN TELECOMMUNICATIONS : SKILL STANDARDS FOR THE NETWORK TECHNICIAN␣ giv

Dacum Participants␣William Allan, Green River Community College

Sheryl Bray, U S West Communications

Rob Briscoe, U S West Communications

Valerie Cook, Clover Park Technical College

Michael Corkill, CWA State ApprenticeshipCoordinator, Arizona

Wesley DeIeso, GTE Northwest, Inc.

David Grant, Renton Technical College

Jerry Marrier, PTI Communications

Kathryn Mattimore, U S West Communications

Randy Munsterman, CWA StateApprenticeship Coordinator, Minnesota

Steve Normand, GTE Northwest, Inc.

Larry Rother, Kentwood High School, KentSchool District

Sandy Saunders, CWA State ApprenticeshipCoordinator, Colorado

Patty Underwood, GTE Northwest, Inc.

SOUTH KING COUNTY TECH PREP CONSORTIUM G BUILDING A PATH IN TELECOMMUNICATIONS : SKILL STANDARDS FOR THE NETWORK TECHNICIAN␣ gv

Ordering Information␣

For additional copies of Building a Path inTelecommunications: Skill Standards for theNetwork Technician, please detach orphotocopy this order form and return it to:

The Paper TreeGreen River Community College12401 SE 320th StreetAuburn, WA 98092

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