AN OCCUPATIONAL SURVEY TO DETERMINE THE ENTRY LEVEL CAD .
AN OCCUPATIONAL SURVEY TO DETERMINE THE ENTRY LEVEL CADSKILLS AND COMPETENCIES REQUIRED BY EMPLOYERS OF CIVILENGINEERING TECHNICIANS IN THE NORTHEAST WISCONSINTECHNICAL COLLEGE DISTRICTbyGene R. FranciscoA Research PaperSubmitted in Partial Fulfillment of theRequirements for theMaster of Science DegreeWith a Major inVocational EducationApproved: 2 Semester CreditsInvestigation AdvisorThe Graduate SchoolUniversity of Wisconsin-StoutDecember, 2000
The Graduate SchoolUniversity of Wisconsin-StoutMenomonie, Wisconsin 54751ABSTRACTWriterFrancisco,(Last name)Gene(First)R.(Initial)An Occupational Survey to Determine the Entry Level CAD Skills and CompetenciesRequired by Employers of Civil Engineering Technicians in the Northeast WisconsinTechnical College DistrictVocational Education(Graduate Major)Dr. Howard Lee(Research Advisor)December 2000(Month/Year)166(No. of Pages)Publication Manual of the American Psychological Association(Name of Style Manual Used in this Study)The purpose of this study was to identify the CAD related technical skills andcompetencies that are required for employability at an entry-level position as a civilengineering technician.The majority of employers represented in this study are civil engineering firms,governmental agencies, and surveying firms. Overall, civil engineering firms along withgovernmental agencies employ the greatest number of drafters.Civil drawings, survey maps, and topographical drawings are the most commonlyprepared drawings by the respondents. Other reported drawing types includearchitectural, electrical/electronic, landscaping, structural, and technical illustrations.Almost all of the respondents use a CAD system for drafting functions. AutoCAD isthe primary CAD platform used. Microstation is also used, but to a much lesser extent.Of the employers that use CAD software, most use at least one collaborativesoftware package with their primary CAD platform. Eagle Point is the most common
collaborative software utilized. AutoCAD Land Development Desktop (ALDD) wasnoted to be the next commonly used collaborative software.Out of the 24 basic CAD skills that were listed on the survey, 14 were considered tobe valid curriculum items and will be either retained or added to the program curriculum.Six of the 24 items will be reviewed for being valid curriculum items, and four of theitems will not be included in the curriculum. Overall, most basic CAD skills wereperformed frequently or considered important.Out of the 29 advanced CAD skills that were listed on the survey, none wereconsidered to be valid curriculum items. Sixteen of the 29 items will be reviewed forbeing valid curriculum items, and 13 of the items will not be included in the curriculum.Overall, most advanced CAD skills were not performed frequently nor consideredimportant.Out of the 15 basic architectural drawing skills that were listed on the survey, nonewere considered to be valid curriculum items. Eight of the 15 items will be reviewed forbeing valid curriculum items, and seven of the items will not be included in thecurriculum. Overall, most basic architectural drawing skills were not performedfrequently nor considered important.None of the six basic structural drawing skills that were listed on the survey wereconsidered to be valid curriculum items. One of the six items will be reviewed for beinga valid curriculum item, and five of the items will not be included in the curriculum.Overall, most basic structural drawing skills were not performed frequently norconsidered important.
Out of the six basic civil drawing skills that were listed on the survey, five wereconsidered to be valid curriculum items and will be retained or added. One of the sixitems will be reviewed for being a valid curriculum item, and none of the items will beremoved from the curriculum. Overall, most basic civil drawing skills were performedfrequently and considered important.Out of the six basic electrical/electronic drawing skills that were listed on the survey,none were considered to be valid curriculum items or items to be reviewed for beingvalid curriculum items. As such, none of the six of the items will be included in thecurriculum. Overall, none of the basic electrical/electronic drawing skills wereperformed frequently or considered important.Out of the 11 basic pneumatic/hydraulic drawing skills that were listed on the survey,none were considered to be valid curriculum items or items to be reviewed for beingvalid curriculum items. Overall, none of the basic pneumatic/hydraulic drawing skillswere performed frequently or considered important.
Table of ContentsList of Tables. viiChapter 1 Introduction to the Study . 1Background of the Problem. 1Statement of the Problem . 4Purpose of the Study . 4Research Objectives . 5Significance of the Study . 5Limitations of the Study. 6Definition of Terms. 7Methodology . 8Summary . 9Chapter II Review of Related Literature . 10Introduction . 10Purpose of the Study . 11Need for an Occupational Analysis. 11Required Technical Skills and Competencies. 13Required Academic Skills and Competencies . 16Required Employability Skills and Competencies. 17Adaptation to Change. 18Summary . 19Chapter III Methods and Procedures. 21Introduction . 21Method of Study. 21Sample Selection . 23Instrumentation. 24Pilot Study. 27Procedures Followed . 29Limitations . 30Unknowns. 31Decision Table. 31Summary . 33Chapter IV Results and Discussion. 35Introduction . 35Research Objectives . 35Methodology . 36Rate of Response. 36
viTable of ContentsGeneral Information . 37Required Skills and Competencies. 49Summary . 64Chapter V Summary, Conclusions and Recommendations . 70Summary . 70Conclusions . 76Recommendations . 84Bibliography. 87Appendix A NWTC Generated Employer List . 91Appendix B Occupational Analysis Survey Instrument . 95Appendix C Initial Contact Letter. 106Appendix D Participation Declination Card . 107Appendix E Survey Cover Letter . 108Appendix F Reminder Letter. 109Appendix G Results of Frequency of Performance and Degree of ImportanceOf Basic CAD Skills . 110Appendix H Results of Frequency of Performance and Degree of ImportanceOf Advanced CAD Skills. 122Appendix I Results of Frequency of Performance and Degree of Importance RegardingBasic Architectural Drawings . 136Appendix J Results of Frequency of Performance and Degree of Importance RegardingBasic Structural Drawings. 144Appendix K Results of Frequency of Performance and Degree of Importance RegardingBasic Civil Drawings . 147Appendix L Results of Frequency of Performance and Degree of Importance RegardingBasic Electrical/Electronic Drawings. 150Appendix M Results of Frequency of Performance and Degree of Importance RegardingBasic Pneumatic/Hydraulic Drawings . 153
viiList of TablesTable 1. Decision Table Based on Frequency of Performance Mean Value vs. StandardDeviation . 32Table 2. Number and Percentage of Returned Surveys . 37Table 3. Employer Type By Number and Percentage. 38Table 4. Number of Full-time Employees and Full-time and Part-time Drafters byEmployer Type. 40Table 5. Types of Drawings Prepared By Number and Percentage. 41Table 6. Drawing Types Prepared Listed By Number of Facilities Responding PerEmployer Type. 42Table 7. Employer Use of Traditional Drafting Methods By Number and Percentage . 43Table 8. Primary CAD Software Platforms Used Listed By Number Per EmployerType. 44Table 9. Collaborative Software Usage Per Employer Type . 45Table 10. Hours of CAD Training Provided Per Year By Employer Type . 47Table 11. Number and Percentage of Respondents Requiring Drafters to PerformDesign and Utilize 3-Dimensional Modeling Listed By Employer Type. 48Table 12. Actions to be Taken on Basic CAD Skills . 52Table 13. Actions to be Taken on Advanced CAD Skills. 54Table 14. Actions to be Taken on Basic Architectural Drawing Skills . 57Table 15. Actions to be Taken on Basic Structural Drawing Skills. 59Table 16. Actions to be Taken on Basic Civil Drawing Skills . 60Table 17. Actions to be Taken on Basic Electrical/Electronic Drawing Skills. 62Table 18. Actions to be Taken on Basic Pneumatic/HydraulicDrawing Skills . 63Table 19. Basic CAD Skills and Competencies to be Included in the Curriculum. 77
viiiList of TablesTable 20. Basic and Advanced CAD Skills and Competencies to be FurtherReviewed. 78Table 21. Basic Drawing Skills and Competencies to be Included in the Curriculum . 82Table 22. Basic Drawings Skills and Competencies to be Further Reviewed . 82Appendix G. Results of Frequency of Performance and Degree of Importance ofBasic Cad Skills . 110Appendix H. Results of Frequency of Performance and Degree of Importance ofAdvanced Cad Skills . 122Appendix I. Results of Frequency of Performance and Degree of Importance RegardingBasic Architectural Drawings . 136Appendix J. Results of Frequency of Performance and Degree of Importance RegardingBasic Structural Drawings. 144Appendix K. Results of Frequency of Performance and Degree of Importance RegardingBasic Civil Drawings . 147Appendix L. Results of Frequency of Performance and Degree of Importance RegardingBasic Electrical/Electronic Drawings. 150Appendix M. Results of Frequency of Performance and Degree of Importance RegardingBasic Pneumatic/Hydraulic Drawings . 153
Chapter IIntroduction to the StudyBackground of the ProblemComputer-aided design (CAD) is helping industry increase competitiveness byenabling research and design work to be transformed into finished products with higherquality and at lower cost (Byrum Skinner, 1996). By automating the routine work ofreplicating objects, CAD frees up time so that designers can spend more time during thedesign process. Productivity and profitability ratios within architectural firms that utilizeCAD over traditional drafting methods (TRAD) have been estimated to be as high as 20:1(Byrum Skinner, 1996).CAD technology is based on the use of a computer to display graphic images. Theimages are based on mathematical coordinates existing in the computer as digitalelectronic data and can be in either two-dimensional (2D) or three-dimensional (3D)forms. Using input devices such as a mouse or digitizing tablet, CAD allows forreplication, translation, scaling, rotation, and transformation of graphical images. Assuch, CAD operators can manipulate images in moments that used to take hours and dayswith paper and pencil (Bone, 1994).CAD has been in existence for over 40 years. In the late 1950s and early 1960s,researchers developing interactive computer graphics used computer screens to displayand manipulate objects. One of the earliest forms of CAD was developed by theDepartment of Defense in 1963 and was called Sketchpad (Bone, 1994). Sketchpad userscould draw pictures on a screen with a light pen wired to the computer. With the
2development of faster, smaller and less costly computers, CAD has become popular fordrafting and related engineering analysis. Due to the relative simplicity of buildingdesign, architects were among the first users of CAD (Bone, 1994). Today, "everythingfrom new car designs to homes, high-rises, and machine parts are coming to life oncomputer screens, and modern technology is advanced with each keystroke" (ByrumSkinner, 1996).Within the construction industry, higher quality images resulting from the use ofCAD heightens bidding accuracy and provides the architect, engineer and contractor theopportunity to visualize construction before it takes place (Marr, 1998). Clients caninstantly see the results of changes, and once completed, the architect can take clients onan animated walk-through of the entire building, allowing them to explore every elementof the design. Bone (1994) has indicated that architectural, engineering, and construction(AEC) software was the fasting growing area of the CAD industry.Today, simple forms of CAD are often used by drafters as an electronic drawingboard. With few exceptions, the civil engineering profession has been using CAD as adrafting tool that has been separate from the design function (Griggs, 1998).In more complex installations, CAD is combined with computer-aided engineering(CAE) applications to help engineers and technicians analyze and improve designsthrough modeling and simulation before structures are actually built (Bone, 1994). It isnow possible to model a structure and observe deflections under a series of loadingconditions. Prior to this, it was necessary to perform the calculations first and then plotthe deflections making computations very slow (Griggs, 1998).
3The future will have an experienced CAD technician input design parameters. Thedetailed design, along with drawings, will then be completed by computer (Griggs, 1998).As such, students of today's CAD technology must be well grounded in both theory andtechnical procedures to understand what they are doing and how they are doing it(Suddath, 1994).Changing CAD technology has a profound impact upon civil engineering technologycurriculum. Advances in technology (caused by the rapid pace of development incomputers) are changing the demand for workers who develop, maintain, and use thattechnology (Bone, 1994). As the technology changes, instructors of CAD training mustalso change yet keep the focus of the curriculum on the particular skills and competenciesthat are required by industry (Yuen, 1
architectural, electrical/electronic, landscaping, structural, and technical illustrations. Almost all of the respondents use a CAD system for drafting functions. AutoCAD is the primary CAD platform used. Microstation is also used, but to a much lesser extent. Of the employers that use CAD software, most use at least one collaborative
Documentation of occupational therapy services is necessary whenever professional services are provided to a client. Occupational therapists and occupational therapy assistants1 determine the appropriate type of documentation structure and then record the services provided within their scope of practice. This document, based on the Occupational .File Size: 540KBPage Count: 9Explore furtherDocumentation & Reimbursement - AOTAwww.aota.orgNEW OT Evaluation and Reevaluation - AOTA Guidelinestherapylog.typepad.comWriting progress notes in occupational therapy jobs .www.aureusmedical.comDocumentation & Data Collection For Pediatric Occupational .www.toolstogrowot.comSOAP Note and Documentation Templates & Examples Seniors .seniorsflourish.comRecommended to you b
Occupational therapists around the world are obligated to promote occupational rights as the actualization of human rights. This obligation requires addressing occupational injustices, initially named as occupational deprivation, occupational imbalance, occupational marginalisation, and occupational alienation (Wilcock & Townsend, 2000 .
1When the term occupational therapy practitioner is used in this document, it refers to both occupational therapists and occupational therapy assistants (AOTA, 2015b). Occupational therapists are responsible for all aspects of occupational therapy service delivery and are accountable for the safety and effectiveness of the occupational therapy .
Competency-Based Occupational Frameworks 1 Components of the Competency-Based Occupational Framework 2 Using the Competency-Based Occupational Framework to Develop a Registered Apprenticeship Program 3 Industrial Maintenance Mechanic Occupational Overview 5 Occupational Purpose and Context 5 Apprenticeship Prerequisites 6 Occupational Pathways 6
2.14. P ercent of Occupational NYS OHCN Patients, by Major Occupational Group and Patient Type .21 2.15. Percent of Occupational NYS OHCN Patients, by Major Occupational Group and Geographic Region .22 2.16. P ercent of Occupational NYS OHCN Patients,
(2008). Occupational therapy practice framework: Domain and process (2nd ed.). American Journal of Occupational Therapy, 62, 625-683. American Occupational Therapy Association. (2013). Guidelines for Documentation of Occupational Therapy. American Journal of Occupational Therapy, 67 (6), S32-S38. American Physical Therapy Association. (2009).
therapist or an occupational therapy assistant. (6) "Occupational therapy assistant" means a person licensed by the board as an occupational therapy assistant who assists in the practice of occupational therapy under the general supervision of an occupational therapist. Acts 1999, 76th Leg., ch. 388, Sec. 1, eff. Sept. 1, 1999. Sec. 454.003.
Both the Occupational Therapy Assistant program and Occupational Therapy Doctorate programs are housed in the Occupational Therapy Department. The Chair of the Occupational Therapy Department is Dr. M. Tracy Morrison, OTD, OTR/L who also serves as the Director of the Occupational Therapy Doctorate Program.
