Project-Based Learning, Qualitative Research, Grounded Theory, Creativity Being able to describe skills effectively is essential for teaching and enabling students to learn skills. A previous study [1], investigating the development of real industrial problem solving skills in a taught Masters course, found inadequate skill descriptions were a significant problem. On further investigation, it was determined that skills could only described at a high level, unless the task and associated context was known. Such high-level descriptions e.g. project management, do not communicate the skills graduates need for work. Describing tasks has been found to be an effective way of describing graduate work [2] and whilst this does not describe skills, by practising these tasks in relevant contexts, skills are developed. Task frameworks provide a way of organising and communicating tasks in a structured way and provide a holistic view of a particular type of work. A high-level task framework (see Fig.1) containing twelve process-stages and five 'generic' domains: Manage the Client (MC), Manage the Project (MP), Manage Information (MI), Work With Others (WWO) and Manage Self (MS) was developed [3]. This was tested, along with individual process-stage tasks, in Short Industrial Placements (SIPs). These involve pairs of students spending two weeks, based at a company, to solve a real industrial problem. The research question for this study was "What tasks contribute to the five 'generic' domains?" so that relevant, evidence-based frameworks similar to those for the process-stages could be Developed. This work is a summary of part of a PhD Thesis (to be published in September 2018).