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T.ASK ANALYSIS
Suppose you are faced with the problem of a car that woa't run properly.
Would you start selecting tools at random and doing whatever comes to mind? Would
you use the same tool on every part of che car? Or would you first analyze the
problem, decide the result you wish to obtain, select and use the tools that are
most suitable to attaining that result and then check to see that it has actually
been accomplished? In prograrming and training Vds you will face a good
many analagous problems. Too often we approach this work much in the way that
is suggested in the first method; that is we pick up the first available tool
and start whaling away. It should not come as a surprise that the results are
often less than satisfying.
A systematic approach to programming-traning-e;al:t.icn is anal_ .ous to the
second procedure mentioned. It involves detailed ;.jeciiaticns cf the desired
result, develop=ant of an instrument by which success c.:- h.: -i.z-r-2d, development
of procedures to achieve that resul-, and ways to contit-,a.7y ensure improvement,
Several steps are involved in this systerztilc approaech. During this session
we will cover them in same depth as well as provide r ::ies for pr.:tice in
their use. You should be familiar with the overall apprcav:h, it doesn't differ
significantly from approaching any problem syste--.tically. The tocls differ,
but the procedure is virtually the same.
The three phases of the process are:
1. Determine and describe what we want to achirv2;
.2. Do what is necessary to achieve the des.:znd result, and;
3. Evaluate the result to determine whether wa succeeded in doing
what we set out to do.
In developing instruction thls means;
1. Deriving and describing objectives in a meaningful form;
2. Developing lessons, activities and materials designed to
meet these objectives, and trying them, and;
3. Determining how well the objectives were achieved and making
any necessary modifications and improvem-nts.
Whatever the subject matter, the goal of instruction is to develop ourselves
or others to thepoint where we or they are:
1. Capable of performing satisfactorily in the job described;
2. Capable of iproving skill through further practice.
Task analysis is directly related to the first g;.al. To prepare someone
to perform a job, we must know what the job consists of, cne needs to do to
perform each of the tasks, and how fr:quently each of these tasks is performed.
Once we have this basic information -.e can dcsign *n approach which is performance
oriented rather that subject oriented. The stra-egy is to us, the job as the
basis for deciding -what will be taught and in -what order and de.pth, rather than
to simply present as much subject matter as possit e in :.given time.
Let us suppose that you/are given respoiblli y for program-iug and training
an agriculture program for,/( t s. The usu l approach is to take an old
10f.Amercan voc. ed. syllabus and present the =aterlals called for. This
might well involve extensive training in subject rAtter concerned with American
crops, machinery, and the use of fairly sophisticated agricultural supplies.
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