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Task Analysis (Cont'd)
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4. Organizing the data--your outline has already produced the first
organizational tool. You should have groups of tasks in each of
the three basic areas which you can identif 7 as cognitive, effective
and psychomotor. The se,;:nd step would be to determine overlapping
tasks. For example, in working with farmers in extension work,
several of the steps in the approach would be similar--only the
content of information would differ. The third step is to look
for coumon cognitive, affective and psychomotor skills. You may
find,for example, that application of a certain method is cowmon to
many of tho tasks; or that a ;ood many tasks involve analysis-though
of slightly different situations. All three of these criteria
provide potential ways of organizing the tasks logically.
5. The outcome of organization should be a comprehensive list of
tasks presented in logically coherent categories. Once this
list is compiled and rank-ordered in terms of importance, frequency
and difficulty, you would then disecuss it with your source
or sources. They may suggest changes in the ordering and/or
the addition or deletion of tasks. Once this process is completed
You have a final task analysis for the job.
HOW DO YOU USE TPE TASK ANALYSIS?
If you are doing the task analysis in order to design a formal or informal
training program for students, counterparts or clients, you would first attempt
to assess how many, if any, of the tasks an individual or individuals can perform.Thillmght
L. dou L PRIET for You would also attempt to determine
whether they had the skills prerequisite to performing those tasks (for
example, if you are trying tc train a heavy equipment operaror, your would want
to find out whether he can drive anything). Next, you would set objectives,
determine a sequence of training units ;and the ways and means of meeting the
objectives. Last, you would devise ways of determing whether the individual
had -met the objectives.
In this way your instruction of Ve-eeRts will be relevant to the job
and will develop the skills that you or others need to perform it satisfactorily
as well as to continue to improve those skills.
Mayer, Robart, DEVELOPING VOCATION INSTRUCTION,
Palo A-Ito, Fearon Press.
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