The McCroskey Transferable Skills Analysis Algorithm

The McCroskey Vocational Quotient System (MVQS) Theory of Transferable Skills: Revised, Extended and

Updated for the 21st Century By

Billy J. McCroskey, Ph.D., CRE, CRC, ABVE

Cynthia P. Grimley, MS, CRC, ABVE John M. Williams, D.Ed.

Steven J. Hahn, MS, CRC, QRC, CVE Jan Lowe, MS, CRC, QRC, ABVE,

William E. Wattenbarger, Ph.D., CRC, David B. Stein, Ph.D., CRC, CDMS, LPC, LRC, and

Kenneth L. Dennis, Ph.D., LP, LMFT, CRC

Abstract The McCroskey Vocational Quotient System 2001 (MVQS 2001) Transferable Skills Program (MTSP 2001; McCroskey, 2001) provides Transferable Skills Analysis (TSA) based on an equal interval Transferable Skills Percent (TSP) scale. Theoretically, this interval scale ranks job matches in relevant labor markets of interest in terms of suitable employability, from 0 to 97% in terms of Transferable Skills (TS), Occupational Values and Needs Inventory (OVNI), Vocational Interests and Personality Reinforcer (VIPR) Type, Vocational Quotient (VQ), Specific Vocational Preparation (SVP) and Earning Capacity. MVQS TS Theory expands and extends the Minnesota Theory of Work Adjustment [Dawis, England & Lofquist (1964); Dawis, Lofquist & Weiss (1968); Dawis (1976);] with practical applications based on mathematical models underlying a wide variety of vocational databases including the McCroskey Dictionary of Occupational Titles-5th Edition DOT (McDOT 2000/2001; McCroskey: 2000, 2001), the US DOT (US DOL: 1977 & 1991) and O*NET (US DOLETA: 1998) The intent of here is to examine the underlying theory, methodology and rational of MVQS MTSP TSA TSP, its theoretical underpinning and implications for reliable, valid measurement and quantification of MVQS 2001 MTSP TSA TSP Levels, Earning Capacity Estimates and related Analyses.

Introduction The theoretical model underlying MVQS 2001 Transferable Skills Analysis (TSA) assumes the following key concepts:

1) Work Skills are those skills (knowledge and abilities) acquired by a worker through successfully demonstrated specific vocational preparation (past relevant college, technical, vocational, apprenticeship, and/or on-the-job training) for past, current, and/or future, specific suitable semi-skilled or skilled jobs in the worker's ongoing, evolving career development.

2) Transferable Work Skills are those work skills (knowledge and abilities) acquired through successfully demonstrated specific vocational preparation, required by one or more specific suitable semi-skilled or skilled job matches, to varying

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MVQS Theory of Transferable Skills: Revised, Extended and Updated for the 21st Century © 2002 by Billy J. McCroskey

degrees of transferability, either in an upward, lateral or downward direction, depending on qualifications (DOQ), in relevant labor markets of interest.1&2

3) Residual Transferable Work Skills are those work skills (knowledge and abilities) successfully demonstrated through past relevant work history and associated specific vocational preparation, which are retained from past relevant work history based on the clients Residual Employability Evaluative Data Profile, following injury or disability, and required by one or more specific suitable semi-skilled or skilled post-injury or post-disability job matches, to varying degrees of transferability, in one or more relevant geographic labor markets of interest.

The core databases, from which the MVQS 2000/2001 TSA TSP equal interval scale was derived, are included in the McCroskey Dictionary of Occupational Titles 2000/2001 - 5th Edition DOT Updates (McDOT 2000/2001, McCroskey, 2000/2001). McDOT 2000 and McDOT 2001 were updated based on selected transformed O*NET 983 DOT replacement worker-trait-element-level data variables (N=75), the United States Dictionary of Occupational Titles-Revised 4th Edition (DOT; US DOL, 1991), post-1991 DOT errata changes and additions and the 28 cluster analysis variables and mathematical models [including outlier reclassification based on Ward's Minimum Variance Method4 (Ward, 1963)], used to produce the O*NET 98 Occupational Unit (OU) Classification Coded DOT replacement Transferable Skills Groups (N=1,172). Prior to 1998, when the O*NET 98/OU Codes were adopted for use in MVQS MTSP TSA, all earlier MVQS, including the DataMaster, Program series had used GOE5 codes in place of O*NET 98/OU Codes. The MVQS 2001 TSA TSP scale expanded the O*NET 98 OU Transferable Skills Groups database DOT replacement TS grouping paradigm (based on 28 grouping variables) to include job-person matching on the 24 most vocationally significant worker traits, along with an identified transferable skills gradient on an overall 5-point equal interval scale across and a 0 to 97% equal interval scale within transferable skills groups. 1 Using the classic Vocational Diagnosis and Assessment of Residual Employability (VDARE; McCroskey, Wattenbarger, Field & Sink,

1977) approach to developing the client's Residual Employability Profile (REP) with appropriate modifications to the High Across Work History Profile [the Unadjusted Vocational Profile (UVP)] based on expected permanent vocational limitations stemming from expected permanent medical, psychiatric and/or psychological restrictions, MTSP TSA typically yields job-person matches with varying degrees of transferability, with lateral and below TS Analysis for jobs with VQs at, or below, those levels of overall job difficulty demonstrated by successful past relevant work history. This approach is most often used in the analysis of SSDI and SSI applications for purposes of determining employment potential and earning capacity status.

2 The classic VDARE approach (when combined with a full or partial battery of vocational tests and ratings covering the 24 most vocationally significant worker traits) enhances MTSP TSA by allowing for job-person matches with varying degrees of upward Transferable Skills Analysis, as well as job matches with lateral and below TS Analysis. Under these conditions, MTSP TSA job-person matches may include job matches with VQs above, at, or below, those levels of overall job difficulty demonstrated by successful past relevant work history. This approach is most often used in Worker's Compensation, Personal Injury, Divorce and related cases with litigation potential.

3 O*NET 98 - The Occupational Information Network Version 1.0 [United States Department of Labor Employment and Training Administration (US DOLETA), 1998)].

4 Ward's Method. This method is distinct from all other methods because it uses an analysis of variance approach to evaluate the distances between clusters. In short, this method attempts to minimize the Sum of Squares (SS) of any two (hypothetical) clusters that can be formed at each step. In general, this method is regarded as very efficient, however, it tends to create clusters of small size.

5 Guide for Occupational Exploration (GOE) Codes were six-digits: interest area (1st 2), work group (1st 4), work group sub-group (1st 6).

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Literature Review Decision-making about loss of earning capacity in civil litigation as well as appropriate job placement for persons with or without disabilities for vocational experts, vocational rehabilitation and other vocational counselors has been based, at least in part, on transferable skills analysis (Maze & Williams, 1993; Williams and Maze, 1994). This has been realistic and helpful to understanding and planning during vocational counseling. The McCroskey Vocational Quotient System (MVQS) TSA TSP Programs have been empirically tested and found to be extremely reliable (3-way inter-rater reliability: Rxxx=0.9864; McCroskey, Haskins & Smolarski, 1995) and valid [i.e., the MVQS TSA TSP 5-point scale was found to be in agreement with 5-point scale ratings from a national sample of Vocational Experts (N=93; Rxy=0.96; SEE=0.357; Grimley, Williams, Hahn & Dennis 2000a, 2000b)]. MVQS TSA TSP information can reliably and validly increase the effectiveness and efficiency of vocational experts and rehabilitation service providers seeking to provide realistic occupational counseling to their clients. Landsea (1994) pointed out that it is individual-specific factors (e.g. age, education, gender, occupation, industry, and geographical location), which impact the growth of lifetime earnings. This suggests a linkage between acquired knowledge and skills and lifetime earnings. Vocational experts have long viewed transferable skills analysis as a way of determining suitability of specific occupations for a given individual and the impact of occupational choices on earning capacity. Cutler, Cutler and Ramm (1995) indicated that transferable skills analysis methodologies offered in job-person matching software are commonly used by vocational experts and rehabilitation counselors to identify specific occupations and earnings without any real understanding of the limitations of the data. Cutler, et al opined that using the Dictionary of Occupational Titles (U.S. Department of Labor, 1991) as the basis for identifying the skills and functional capacities associated with jobs was problematic. There were too many problems with the age and aggregate nature of the data. Cutler, et al (1995) said that frequency of jobs by occupation (as a basis for determining loss of number of jobs to which one may have access pre-/post-injury) was not considered to be entirely accurate. It required too much reliance on aggregate census data. In response, Grimley, et al (2000a, 2000b) reported that Cutler, et al failed to address the fundamental issue regarding validity of the concept of transferable skills by comparing construct validity along with content validity. In theory and in practice, assessment of transferable skills acquired through work and education has been seen as an effective method for identifying what occupations a worker can perform (assuming their worker trait capacities profile meets or exceeds the job requirement profiles) and what occupations an employer believes an individual has the ability and transferable skills to perform. This forms the basis for suggesting a person can reasonably be successfully placed in a specific job type and can reasonably be expected to earn a reasonable level of income estimated for selected job types in the relevant geographic labor market of interest (Grimley, et al, 2000a, 2000b).

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Earlier research involving VDARE6 profiling of client vocational capacities based on work history requirements, and modified using counselor judgment following a review of written case notes and general medical information, yielded inter-rater reliability estimates as high as Rxxx=0.9944 (McCroskey, 1979, McCroskey & Perkins, 1981). Research comparing counselor produced VDARE Profiles of Client Vocational Capacities with those generated through Rehabilitation Facility Vocational Evaluation results, counselor produced VDARE profiles with placement outcome profiles, facility evaluation produced client profiles with previous facility evaluation results, and facility evaluation produced client capacities profiles with placement outcomes based on VDARE profiles of worker requirements yielded very high validity coefficients ranging from Rxy=0.93 - 0.95 (Burge, 1978; McCroskey, 1979; McCroskey & Perkins, 1981). Other related research (using job requirements/client capacities comparison profiling) provides additional support for the rationale underlying the MVQS 2001 worker trait factor approach to better understanding individual vocational potential and work history related transferable skills, as a means to improving the quality of basic human services by vocational rehabilitation counselors and evaluators (Colvin, 1972, Field, McCroskey, Grimes & Wattenbarger, 1978; Hanman, 1951; Knowles, 1978; McCroskey, 1979, Reinhardt, 1978; Teal, 1978, Tratner, Fine & Kubis, 1955; Wattenbarger & McCroskey, 1978 and Wattenbarger, 1981.) Most of these articles were cited with research summaries and a full set of references in Chapter 3, Matching People with Jobs: Perspectives on Job Analysis and the Typical Job in the United States (McCroskey & Perkins, 1981, The Manual for the McCroskey Vocational Quotient System, pp 40-56). Predictive validity of the MVQS MTSP 2000/2001 TSA TSP scale has been empirically tested by comparing the MTSP 2000/2001 TSA TSP rankings with averaged rankings of American Board of Vocational Experts (ABVE, N=93), through the use of the ABVE Transferable Skills Evaluation Test7. Specifically, Grimley, et al, (2000a, 2000b) found the MVQS McCroskey Transferable Skills Program (MTSP 2000/2001) Transferable Skills Percent scale to be a valid predictor of averaged Vocational Expert responses on the ABVE Transferable Skills Evaluation Test (TSET; McCroskey & Dennis, 2000). The ABVE TSET instrument was developed based on the MTSP 2000/2001 TSA algorithm. It incorporated O*NET 98 Transferable Skills groups and a series of related job analysis codes to create and stratify transferable skills on a per cent scale ranging from 0 to 97% across, and within, the updated O*Net 98 Transferable Skills Groupings. In Grimley, et al, (2000a, 2000b), the ABVE TSET was subdivided into five broadly defined ascending Transferable Skills Levels ranging from 1 to 5 across the TSP 0 to 97% continuum, and administered to 93 Vocational Experts at the ABVE 2000 Spring 6 Vocational Diagnosis and Assessment of Transferable Skills (VDARE, McCroskey, Wattenbarger, Field & Sink, 1977).

7 The ABVE Transferable Skills Evaluation Test (McCroskey & Dennis, 2000) was specifically developed for studies designed to empirically determine the reliability, predictive validity and error rate for the MTSP 2000/2001 Transferable Skills Percent relative to the opinions of Vocational Experts (N=93) through scientific research. Predictive validity (Rxy) between the two variables was 0.96; the coefficient of determination (R2) was 0.92, and the standard error of estimate (SEE) was 0.357.

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Conference in New Orleans, LA. The Predictive Validity Coefficient between the MTSP 2000 TSP rankings and the criterion-referenced Prediction Estimates of the Vocational Experts (N=93) was extremely high (Rxy=0.96). Correspondingly, the Coefficient Of Determination (R2=0.92) was extremely high, and the Standard Error of Estimate (SEE=0.357) was found to be well within reason.

The Outdated Transferable Work Skills Definition Williams (1998) stated that computer programs based on DOT (1991) ran the risk of not controlling for methodological error variance if not basing the sorting functions of the software on the appropriate factors. He went on to explain that the Revised Handbook for Analyzing Jobs (HAJ-R, 1991) listed three variables that were relevant to assessment of transferable skills: Work Fields, MPSMS and Specific Vocational Preparation (SVP).

1. Work Fields are Machine, Tools, Equipment and Work Aids (MTEWA) grouping codes that reflect how work gets done, the result of work, and the purpose of the job. Although these categories range from specific to general, they represent homogeneous groups related to technologies or objectives. It is easy to justify the inclusion of Work Fields into a Transferable Skills Analysis. People can acquire skills in getting work done, and these skills can be transferred to another job.

2. Materials, Products, Subject Matter, and Services (MPSMS) grouping codes

describe what a worker does and what gets done to what. This coding structure is similar to the Work Fields structure, and its use in Transferable Skills Analysis appears logical. Skills related to what the worker does and how this work is completed can realistically be transferred to another job.

3. Specific Vocational Preparation (SVP) is the amount of lapsed time required for a

typical worker to learn the techniques, acquire the information, and develop the facility needed for average performance in a specific job-worker situation. Use of SVP as a selection variable in Transferability of Skills Analysis (TSA) assumes that the individual can perform all occupations, which have the same or lower SVP, and that jobs requiring an SVP of no more than 2 (up to 1 month), are unskilled jobs. Since SVP represents time required to learn a job (though on-the-job training, formal vocational or academic training) and not any inherent knowledge or skill associated with the job, SVP cannot be transferred from job to job; instead, it is used primarily in differentiating between unskilled jobs (with an SVP level of either 1 or 2) and semi-skilled or skilled jobs. However, SVP is highly correlated with Overall Job Difficulty as measured by the McCroskey Vocational Quotient (VQ), Reasoning (R), Math (M) and Language (L) Development, that can be identified in terms of individual capacities and job requirements. Therefore, these factors may be more predictive of ability to perform specific job tasks than SVP alone. Use of SVP as a discriminator of what jobs are screened out during a TSA may not make sense when VQ, R, M and L development are not considered. This is particularly true when injured persons are limited by physical or mental impairments to sedentary or light work where the preponderance of jobs requires higher SVP levels than many medium or higher

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exertion level occupations. SVP alone may be overly exclusive. However, SVP may have significant value in determining those jobs which are more likely to be available to a given individual based on employer perception of minimum demonstrated knowledge and/or skills required for being hired. This is a different issue than transferable skills, but an important part of any earning capacity analysis.

Prior to the vastly improved O*Net Transferable Work Skills Groupings coupled with the MVQS TSA TSP scale replacement data, the outdated SSA Transferable Work Skills Definition stated in the Code of Federal Regulations (20CFR404.1568, 383-385), as it related to Social Security Disability Insurance (SSDI) eligibility decision-making, was generally accepted as the fundamental basis for most transferable skills analyses. Restated for clarity, it said:

(1) What we mean by transferable skills. We consider you to have skills that can be used in other jobs, when the skilled or semi-skilled work activities you did in past work can be used to meet the requirements of skilled or semi-skilled work activities of other jobs or kinds of work. This depends largely on the similarity of occupationally significant work activities among different jobs.

(2) How we determine skills that can be transferred to other jobs. Transferability is

most probable and meaningful among jobs in which-- • The same or a lesser degree of skill is required; • The same or similar tools and machines are used; and • The same or similar raw materials, products, processes, or services are

involved. (3) Degrees of transferability. There are degrees of transferability of skills ranging

from very close similarities to remote and incidental similarities among jobs. A complete similarity of all three factors is not necessary for transferability. However, when skills are so specialized or have been acquired in such an isolated vocational setting (like many jobs in mining, agriculture, or fishing) that they are not readily usable in other industries, jobs, and work settings, we consider that they are not transferable.

(4) Transferability of skills for individuals of advanced age. If you are of advanced

age (age 55 or older), and you have a severe impairment(s) that limits you to sedentary or light work, we will find that you cannot make an adjustment to other work unless you have skills that you can transfer to other skilled or semiskilled work (or you have recently completed education which provides for direct entry into skilled work) that you can do despite your impairment(s). We will decide if you have transferable skills as follows. If you are of advanced age and you have a severe impairment(s) that limits you to no more than sedentary work, we will find that you have skills that are transferable to skilled or semiskilled sedentary work only if the sedentary work is so similar to your previous work that you would need to make very little, if any, vocational adjustment in terms of tools, work processes,

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work settings, or the industry. (See Sec. 404.1567(a) and Sec. 201.00(f) of appendix 2.) If you are of advanced age but have not attained age 60, and you have a severe impairment(s) that limits you to no more than light work, we will apply the rules in paragraphs (d)(1) through (d)(3) of this section to decide if you have skills that are transferable to skilled or semiskilled light work (see Sec. 404.1567(b)). If you are closely approaching retirement age (age 60-64) and you have a severe impairment(s) that limits you to no more than light work, we will find that you have skills that are transferable to skilled or semiskilled light work only if the light work is so similar to your previous work that you would need to make very little, if any, vocational adjustment in terms of tools, work processes, work settings, or the industry. (20CFR404.1568, 383-385)

Updating the Outdated Transferable Skills Definition Specific Vocational Preparation (SVP) is by definition on an ordinal (rank ordered) scale of measurement which is highly correlated with overall job difficulty as measured by the interval scale Vocational Quotient (VQ; McCroskey, 1981). Inclusion and use of more appropriate equal-interval-scale variables, like the VQ, as an index of overall job difficulty/work capacity, along with MVQS TSA TSP equal-interval-scale data, helps overcome SVP ordinal scale limitations, and has strongly impacted conventional thinking of many experts in our field about the theory and practice of Transferable Skills Analysis. The McCroskey Transferable Skills Program (MTSP 2001) uses the Vocational Quotient (VQ) to define vocationally significant worker trait job demands/requirements and corresponding worker capacities. The VQ weights the complexity and difficulty of Job Types based on their profiles of job demands, providing an appropriate control on academic, intellectual, attending, physical capacity, environmental tolerance and related worker trait job demands/requirements and people worker trait capacities covered under the four most vocationally significant worker trait factors and their 24 most vocationally significant worker traits.

Primary Considerations should first be given to the 24, Most Vocationally Significant MVQS VQ Variables, before any other

Transferable Skills Indicator Variables are considered The Worker's Four-Factor by 24 most vocationally significant MVQS Worker Trait Level Evaluative Data Capacities Profile must match or exceed the updated McDOT 2001 5th ed. DOT Job Demands Profile relative to any given jobs before Transferable Skills should be considered relative to a worker's past relevant work history. These include:

1. General Educational Development (GED) / Intellectual Functioning • (R) - Reasoning Development; Replaces (G) - General Intellectual

Aptitude, • (M) - Math Development; Replaces (N) - Numerical Aptitude, and • (L) - Language Development; Replaced (V) - Verbal Aptitude;

2. Aptitudes • Perception

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• (S) - Spatial Perception, • (P) - Form Perception, and • (Q) - Clerical Perception,

• Dexterity • (K) - Motor Coordination/Bimanual dexterity Aptitude, • (F) - Finger Dexterity Aptitude, and • (M) - Manual Dexterity,

• Other • (E) - Eye-Hand-Foot Coordination, and • (C) - Color Discrimination;

3. Physical Demands • (PD1) - Lift, carry, push, pull, sit, stand, walk, • (PD2) - Climbing, balancing, • (PD3) - Bend, stoop, crouch, squat, kneel, crawl, • (PD4) - Reaching, handling, fingering, feeling, • (PD5) - Talking, hearing, writing, • (PD6) - See up-close and see far-away; and,

4. Environmental Tolerances • (EC1) - Work location • (EC2) - Extreme cold, • (EC3) - Extreme Heat, • (EC4) - Dampness, wetness, humidity, • (EC5) - Noise, vibrations, • (EC6) - Hazards: machinery, electrical, chemical, unprotected heights, and • (EC7) - Adverse Atmosphere: dusts, fumes, odors, mists or gases.

VQ Research: Implications for Transferable Skills Analysis VQ has been frequently validated (and cross-validated) as a reliable, valid and very high predictor of Wages Offered on Job Service Work Orders as well as Workers (McCroskey & Hahn, 1997; Mayer, 1998). VQ has also been found to be a reliable, valid, and a very high predictor of earning capacity, as measured by reported Occupational Employment Statistics (OES) income data at the Mean as well as at the 10th, 25th, 50th (Median), 75th and 90th Percentile Wage Distributions (McCroskey, Hahn & Dennis, 2000). The VQ (and all the scientific research data underpinning it) combined with SVP and related considerations shores up the testimony of Vocational Experts. This combination shores up their testimony foundation with much more defendable scientifically underpinned explanations for TSA and Earning Capacity predictions along with known error rates. For example, knowing that SVP has been established to have very high predictive validity along with known very low error rates (Rxy=0.90, SEM=0.02, SEE=0.92, McCroskey, 20018) and that VQ has been established to have even higher predictive validity along with known very low error rates (Rxy=0.97, SEM=0.13, 8 McCroskey, Billy J. (2001). Statistical Analysis: Section 1. MVQS 2001Resources. Brooklyn Park, MN: Vocationology, Inc.

beginning page 45 (subsection - fifth page of the Statistical Analysis tables in Section 1).

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SEE=3.81), it would be much easier to defend a job match with an SVP of 1 or 2, which also has a VQ of 84 or less (in the below average job difficulty range at less than the 16th percentile of overall job difficulty), as being unskilled, than a job with an SVP of 1 or 2 and a VQ of 100 (the 50th percentile of Overall Job Difficulty in the United States). In MVQS Transferable Skills Analysis, this is a major consideration.

The O*NET Viewer and Transferable Skills Analysis The O*NET Viewer contained its own, very crudely defined, transferable skills analysis module (Related Occupations Module Option), which did not represent actual occupations (Dennis & McCroskey, 1999). Instead, it represents fairly large groupings of possibly related (and often unrelated) O*NET OU coded groups of jobs. Suitably related jobs can be found in the O*NET data, but the information provided in the Related Occupations module can only be used in the most general terms. For example, the OU code of 34002E is Managing Editors. Related Occupations listed Book Editors (34002G), Program Directors (34056H), Audiovisual Specialists (31508), Producers (31511C), Technical Writers (34005), and Museum Research Workers (31511C). The connection between some of the above-listed OU cluster analysis groupings is fairly clear. However, it also listed (as part of its up to 10 groupings) Employee Relations Specialist (21511C) as being related. It can be seen that the OU code changed from starting with a 3, to starting with a 2. It would be hard to explain how the skills could be easily transferred. Other occupations included were First Line Supervisors, Administrative Support (51002B) and Appraisers, Real Estate (43011). Except for getting people to draw pictures of houses for the newspaper, it is difficult to understand what skills would transfer from a Managing Editor to a Real Estate Appraiser. O*NET 98 transferable skills groups were created based on cluster analyses by mathematically grouping jobs that had similar requirements on 28 variables, and excluding other job groupings that were not similar enough based on these 28 variables.

The O*NET 98 Transferability Of Skills Grouping Paradigm9 The Job Analysis Variables (N=28) selected and used by O*NET 98 in their cluster analyses and development of Transferable Skills Groups (N=1,172) included:

1) Primary Materials, Products, Subject Matter and Services (MPSMS) code, 2) Secondary Materials, Products, Subject Matter and Services (MPSMS) code, 3) Tertiary Materials, Products, Subject Matter and Services (MPSMS) code, 4) Primary Work Field: Machines, Tools, Equipment and Work Aids (MTEWA) code, 5) Secondary Work Field: Machines, Tools, Equipment and Work Aids (MTEWA) code, 6) Tertiary Work Field: Machines, Tools, Equipment and Work Aids (MTEWA) code,

9 Farr, J. M., Ludden, L. & Mangin, P. (1998). Appendix C, Phase I: Developing Homogeneous Occupations for O*NET. In:

The O*NET Dictionary of Occupational Titles. Indianapolis, IN: JIST Works, Inc., pp. 573-579.

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7) Specific Vocational Preparation (SVP), 8) (D)ata Complexity, 9) (P)eople Complexity, 10) (T)hings Complexity, 11) General Educational Development: (R)easoning, 12) General Educational Development: (M)athematical, 13) General Educational Development: (L)anguage, 14) (G)eneral Learning Ability Aptitude, 15) (V)erbal Aptitude, 16) (N)umerical Aptitude, 17) (S)patial Perception Aptitude, 18) (P) Form Perception Aptitude, 19) (Q) Clerical Perception Aptitude, 20) (K) Motor Coordination Aptitude, 21) (F)inger Dexterity Aptitude, 22) (M)anual Dexterity Aptitude, 23) (E)ye-Hand-Foot Coordination Aptitude 24) (C)olor Discrimination Aptitude 25) (D)irecting Temperament, 26) (P)eople Temperament, 27) (I)nfluencing Temperament, and 28) (E)xpressing Temperament.

O*NET 98 originally grouped 12,761 DOT occupations into 852 Occupational Employment Statistics (OES) occupations. This number was considered too small, and statistical clustering was employed to divide the OES codes into sub-categories. Ultimately, this resulted in 1,122 rated and viewable OU groupings that were considered to have more homogeneous skills that represented meaningful differences between occupations. The OU groupings were structured to display Belongingness (matching occupational definitions) and Homogeneity (more similar skills within groups than between groups) for the purpose of determining skill transferability. As a result of the Cluster Analyses which were completed and finalized for the new O*NET 98 Transferable Skills Groupings, 1,172 Occupational Unit Classification (OUC) Groups, or, as they have become better known, O*NET Code Transferable Skills (TS) Groups were created. O*NET Code TS Groups were based on USDOL Occupational Employment Statistics (OES) Code Groups, which were identified by the first 5 digits, of each 5-digit or 6-character O*NET 98 Code TS Group. Thus, OU Classification/O*NET 98 Coded TS Groups were more highly refined, empirically derived, Transferable Skills (TS) Subgroups, within the OES Code Group Classification Structure. Of the 1,172 identified O*NET 98 Coded TS Groups, Means Data Profiles on 483 worker trait elements for 1,122 groups were reported in the US DOLETA O*NET 98 Version 1.0 Program. Researchers at Vocationology, Inc. constructed Means Data Profiles with 483

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worker trait elements for the remaining 50 O*NET 98 Coded Groups (not reported in the O*NET 98 Vers. 1.0 Program) and added two new groups (each containing only 1 job), bringing the total N to 1,174 TS groups. Vocationology researchers also reconstituted 12 jobs which were reclassified with different 9-digit DOT Codes by O*NET 98 researchers. In the O*NET 98 Version 1.0 Viewer Program, there were 1,122 OU TS Groups for which means data element profiles were viewable in the O*NET 98 Viewer. There were 12,761 9-digit DOT-Coded Job Types contained in the O*NET 98 DOT Crosswalk of unduplicated jobs, and 12,797, 9-digit DOT-Coded Jobs contained in the O*NET 98 DOT Crosswalk when duplicated jobs are included. No specific job analysis worker trait profiles were included for any job types listed in any of the O*NET 98 databases. In the McDOT 2000/2001 programs, there are 12,775 specific unduplicated 9-digit DOT-Coded Jobs and 12,811, 9-digit DOT-Coded Job Types contained in the McDOT 2000/2001 Crosswalk when duplicated jobs are included. In McDOT 2001, each job has a specific worker traits/job requirements profile, with respect to the 24 most vocationally significant worker traits and 3 aggregate variables (VQ, SVP and ZONE). Many O*NET 98 OU codes were either too broad, or too narrow (on their own), to use as stand-alone transferable skills groups. However, coupling together the 1,172 O*NET 98 database Occupational Unit (OU) transferable skills groups with the MVQS TSA TSP scale, as major components of the MVQS MTSP 2000/2001 transferable skills analysis algorithm, significantly improved the TSA TSP capabilities of the MVQS McCroskey Transferable Skills Programs (MTSP 2000/2001; McCroskey, 2000, 2001), in terms of distinguishing occupations most reasonably related via true transferability of skills. Face, Content and Construct Validity became much more apparent in the MTSP 2001 program than in the stand-alone O*NET 98 OU code groups themselves. The clarity of the MVQS MTSP transferable skills algorithm allowed the MTSP transferability scale to be converted from its previous 1 to 46 level Raw Score Scale to its 5-point standardized interval scale, Transferability of Skills Percent (TSP; 0-97%)scale. MTSP 2001 users have found the percentage based TSP rated outputs for MTSP Job Matches much more intuitive, understandable, easier to interpret, easier to defend and easier to explain. TSA software programs are now faced with the challenge of integrating O*NET data with traditional DOT data to predict actual jobs an individual can perform and the level of expected earnings associated with these selected occupations. Traditional thinking about TSA improvements offered via use of the Vocational Quotient (VQ; Williams, 1998; McCroskey and Hahn 1997; 1998a; 1998b) and the 24 most vocationally significant worker trait requirements from which it is constructed, must lead vocational experts and counselors to ask the less technical and possibly more initially critical questions of whether or not the construct of transferable skills has been sufficiently understood and explained to the professional community and whether or not sufficient consensus on what this construct means and how it should be used in TSA software has been developed.

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Without construct validity, TSA software will have little value to predict suitable jobs and associated earnings. To the end of determining if transferable skill is a meaningful construct that can be used reliably to predict suitable occupations for individuals (i.e., predictive validity), the Grimley, et al (2000a, 2000b) was a meaningful first step. In that study, it was hypothesized that if Vocational Expert opinion and the TSA TSP results of MVQS MTSP 2000/2001 software were shown to be consistent, one could argue the concurrent validity of the software and vocational expert opinion. To that end, the Grimley, et al, study assessed the concurrent validity between vocational expert opinions and the results of the McCroskey Transferable Skills Program (MTSP 2000/2001). Specifically, in the Grimley, et al, study, the McCroskey Transferable Skills Program (MTSP 2000/2001) Transferable Skills Percent (TSP) scale was found to be a valid predictor of the averaged responses of 93 Vocational Experts tested using the ABVE Transferable Skills Evaluation Test instrument. The Predictive Validity Coefficient between the MTSP 2000/2001 TSP rankings and the criterion-referenced Prediction Estimates of the Vocational Experts (N=93) was extremely high (Rxy = 0.96). Correspondingly, the Coefficient Of Determination (R2 = 0.92) was extremely high. Finally, the Standard Error of Estimate (SEE = 0.357) was found to be very reasonable. In essence, the Grimley, et al, study found strong support for concurrent, predictive, and underlying construct validity of the McCroskey Vocational Quotient System (MVQS) Theory of Transferable Skills and the resulting MTSP TSA TSP algorithm embodied in the MTSP 2000 and 2001 Programs.

The MVQS Transferable Skills Algorithm MTSP 2001 first looks at VQ and then matches people with jobs on the 24 most vocationally significant worker trait variables. Job-person matches with VQs of 85 or greater (the semi-skilled to skilled work range), which match the worker's evaluative data profile relative to profiles of job demands (in the geographically selected MTSP 2001 job bank database of choice) on the 24 most vocationally significant variables extracted from McDOT 2001 are first considered for potential TS level assignment during the MTSP 2001 TSA process. Job-person matches with VQs less than 85 are assumed to be unskilled jobs and are therefore considered last during MTSP 2001 TSA process. The MVQS McCroskey Transferable Skills Program (MTSP, McCroskey, 2000; 2001) use a combination model to produce the TSA Transferable Skills Percent (TSP) values for each job-person evaluative data profile match relative to similarities between selected cross-walks associated with job person matches and successfully demonstrated past relevant client work history. Numerical TSA TSP values are accumulated in the MTSP 2001 Program to produce a theoretical representation of the relative percent of total skills that are transferable from past relevant work history to each identified job-person match. Following comparison on the O*NET Occupational Unit Classification (OUC) Code which produces a similar comparison on 28 vocational variables, the TSP Scale is incorporated to produce a much more refined TSA Scale Ranking. Briefly, an overview of the MTSP TSA TSP Scale Rankings Algorithm is described below.

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The MVQS MTSP TSA TSP Algorithm Overview TSP Level TSP Range Verbal Scale Level 5 80 - 97% = semi-skilled or skilled job(s) with high transferable skills Level 4 60 - 79% = semi-skilled or skilled job(s) with moderate transferable skills Level 3 40 - 59% = semi-skilled or skilled job(s) with low transferable skills Level 2 20 - 39% = semi-skilled or skilled job(s) with few if any transferable skills Level 1 0 - 19% = unskilled job(s) with no significant transferable skills

The Highest MVQS Transferable Skills Percent (TSP) Level Jobs in the highest overall level of Transferable Skills (TS) fall in the 80 to 97 percent TS range. These TS levels are reached when a worker returns to a past relevant work history job, or a job-person match with the same (or highly similar) DOT Code (first 3 digits must match exactly), OU Classification/O*Net Code (all 5 or 6 characters must match exactly) and Work Duties. Job-person matches at the highest TS level (97%)10 must also exactly match work history on six TS relevant Crosswalk Codes, (i.e., SIC, SOC, CEN, IND, MPSMS & Work Field/MTEWA codes) to achieve a TS level of 97%.

The Semi-Skilled to Skilled Work Range For each job-person match with a VQ of 85 or greater (the 16th to 99th+ Percentile range), MTSP 2001 assumes the job match to be in the semi-skilled to skilled work range and evaluates the cumulative number of all possible crosswalk code matches between the person's identified work history set of jobs relative to each individually identified job-person match. Following this, the Transferable Skills Percent (TSP) algorithm accumulates a two-digit TS value. The first digit (tens value) of each TS value represents job match similarities between work history and job-person matches on the DOT and O*NET coding systems.

The Lowest MVQS Transferable Skills Percent (TSP) Level If a job-person match has a Vocational Quotient (VQ) less than 85, that job is considered unskilled and the MTSP 2001 TSA Transferable Skills Percent level is automatically restricted to the 0 to 19 % unskilled TS range, depending on the number of crosswalk code matches for that job relative to the client's past relevant work history. In the Grimley et al, study, the verbal rating levels (from highest to lowest possible TSA level) were attributed to the objective MTSP TSA TSP rankings, and they matched the 5-point overall ranking scale on the ABVE Transferable Skills Evaluation Test instrument. This scale was derived directly from and based specifically on the MVQS MTSP TSP algorithm. 10 The 97 Percent TS level assumes a three percent potential error rate, even when the person takes a job with the same title as

one of the jobs in their past relevant work history. This top TS level represents the theoretical concept that while no two jobs are ever 100 percent identical, they should approach unity. Theoretically, this allows for less than perfect TS due to possible subtle differences, either temporally (over time), or between job demands or work duties, given the way the job may be set up at different companies or work sites, that need to be bridged through new, typically short-term learning or accommodation, before the worker can be expected to perform all essential job tasks, with or without, reasonable accommodation.

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The total MTSP TSA TSP TS value (Range = 0 to 46) is mathematically transformed to produce a total percent of all available TSP TS scale points (Range = 0 to 97%). This transformation does not exceed a total possible percent of 97. Theoretically, this top level represents the theoretical assumption that no two job-worker situations are 100 percent identical, but that they may approach such unity. MTSP 2001 TSP TS Levels are transformed to a percent based scale based on 65 comparison variables.

• Variable 1: Relative to VQ, only those job person matches with a VQ of 85 or greater are considered relevant for TS analysis relative to the five-point, 0-97 Percent, MVQS 2001 TS analysis scale:

1. No Significant TS Rating (0-19 Percent TS Range). Job-person matches with a VQ of less than 85 are assumed to fall in the unskilled work range and automatically receive the lowest possible TS Range Rating.

2. Few, If Any, TS Rating (20-39 Percent TS Range), 3. Low TS Rating (40-59 Percent TS Range) 4. Moderate TS Rating (60-79 Percent TS Range) or 5. High TS Rating (80-97 Percent TS Range).

• Variables 2-25: Relative to the 24 McDOT 2001 most vocationally significant

job-person matching variables, all 24 values in the person's evaluative data profile must equal, or exceed, the 24 corresponding values in the job demands profile, before any job-person matches can occur in a specific geographic job bank database and be considered for a TS level assignment based on the degree of similarity between job-person matches and jobs in past relevant work history.

• Variables 26-28: Relative to the 9-digit McDOT DOT Code, three codes are

considered incrementally in sets: 1. The 1st McDOT Code digit, or DOT Occupational Category, 2. The 1st two McDOT Code digits, or DOT Occupational Division, and 3. The 1st three McDOT Code digits, or DOT Occupational Group.

• Variables 29-31: Relative to the 5 or 6 digit OU Classification/O*Net Code, three

codes are considered incrementally in sets: 1. The 1st two digits of the OU Classification/O*Net Code, 2. The 1st four digits of the OU Classification/O*Net Code, and 3. All 5 or 6 digits of the OU Classification/O*Net Code).

• Variables 32-59: The 28 O*NET TS grouping variables at the tens level, and • Variables 60-65: The 6 vocational crosswalk database codes at the ones or units

level (i.e., SIC, SOC, CEN, IND, MPSMS and Work Field/MTEWA Codes).

MTSP 2001 TSA TSP Scale: High, Moderate & Low TS Levels MTSP 2001 TSA TSP High, Moderate & Low Level TS points accumulate as follows:

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The First Digit (Tens Value) • The highest TSP levels (80 - 97%) require the target job to match the reference

job on the first 3 digits of the McDOT 2000/2001 code and all 5 or 6 of the O*NET code.

• The next TSP level (60 - 79%), the two jobs must match either the first 3 digits of the McDOT 2000 code or all 5 or 6 digits of the O*NET code. Or, match the first 2 digits on the McDOT 2000/2001 code and the first 4 digits of the O*NET code.

• To acquire the third level of TSP (40 - 59%), the jobs must match either the first 2 digits of the McDOT 2000/2001 code or the first 4 digits of the O*NET code. Or, match the first digit of McDOT 2000/2001 code and the first 2 digits of the O*NET code.

The Second Digit (Ones or Units Value) The second digit (ones value) is of the Transferable Skills (TS) value for each job match is a direct accumulation for matching on primary codes from six crosswalk code databases. This digit is incremented for each match of the two jobs on the following primary crosswalk codes:

• Standard Industrial Classification (SIC) Code • Standard Occupational Classification (SOC) Code • Census (CEN) Code • Materials, Product, Subject Matter and Services (MPSMS) Code • Work Field (MTEWA) Code • Industry (IND) Code

Discussion, Conclusions and Recommendations Research results cited in this article support very high Reliability, along with, very high Face, Content, Construct, Predictive and Concurrent Validity for the MVQS MTSP Transferability Skills Percent (TSP) Algorithm in the McCroskey Transferable Skills Programs (MTSP 2000 & 2001). Professional consensus about what the construct of transferability of skills entails and methodological consensus between experts and software about TSA results has been found and reported in peer-reviewed research. Dennis and Dennis (1998) asked if any TSA software would stand the scrutiny of the Daubert standard for admissibility of expert testimony in federal court. Collaterally they asked if any TSA software, with its strengths and limitations, was a valuable tool for making decisions about jobs and earning capacity in life and in courtrooms. They found MVQS 2000/2001 programs to fit the bill. If TSA software methodologies are to meet the standard of science that is possible (given that the behavioral sciences typically lack the inherent control of error variance found in the natural sciences) and are to be recognized as a valid predictors of realistic job options and earning capacity for persons with or without disabilities, more research on the validity of TSA methodologies needs to occur. In the Grimley et al, study, 92% of the variance in TSA Expert Responses was controlled or accounted for by the MVQS MTSP TSA TSP Algorithm. Vocational Expert consensus has been reached about the theoretical constructs and the standardized MVQS MTSP TSP

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algorithm embodied within the MTSP 2000 & 2001 TSA programs. In a nutshell, that study empirically demonstrated that the opinions of vocational experts agree with and are highly reflected in the parameters and outcomes embodied in the MTSP 2000/2001 TSA TSP theory and methodology. Those findings clearly cross-validate and enhance the credibility of clinical judgments made by vocational experts employing MTSP TSA TSP theory and methodology in terms of assisting a Trier of Facts, an individual or other interested parties, as they seek to make sound decisions regarding employability and earnings capacity based on objective, reliable and accurate Transferable Skills Analyses. Transferable skills (TS) are acquired through Specific Vocational Preparation Training as well as On-The-Job Training during on-going successful Job Tenure. Thirty years ago, the Minnesota Theory of Work Adjustment (MTWA) provided an excellent model for Job-Person Matching leading to reasonable expectations of Job Satisfaction and successful Job Tenure. It seems to have stopped there and needs to be revised, extended and updated for the 21st Century. The Minnesota Theory of Work Adjustment should be revised, extended and updated to allow it to be viewed from the perspective of an on-going, reiterative, career development process, leading from one job to the next over time during normal individual career development, for it to adequately account for Transferable Skills Building and Transferable Skills Analysis, and Earning Capacity Estimation. This article presents strong support that theoretical expansion of the MTWA should be based on the content and implications of this article, which reflect what has already been theoretically developed, programmed, successfully demonstrated in the MVQS 2001 MTSP TSA TSP approach to Transferable Skills Analysis and Earning Capacity Estimation. This approach has been shown through scientific research to be leading edge technology in terms of job-person matching, transferable skills analysis and earning capacity estimation. It has also been shown through numerous scientific research articles to be highly reliable and highly valid with very reasonable, relatively low error rates (See References and Bibliography).

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