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deriving, 19, 70–71 benefits of, 92–93
independent, 86–87 checklist for, 103
relationships among, 19, 85 examples of, 97–101
repeated practice in, 215 process of, 94–101
sequenced, 198–199 questionnaires and, 102
Skills application, confidence reviewing, 145
and, 217 Task analysis, 18 , 55–71
Social persuasion, 237 deriving skills for, 70–71
Solutions, selecting, 15, 36 flowcharting for, 69
Standards, evaluation and, 252. procedure for, 58–70
See also Performance responsibility for, 57–58
standards Task-diagnostic feedback, 214–215,
State-of-the-art instruction, 22–23, 236–237, 269
257–258 Tasks
Student characteristics, 92, 94–95. defined, 56–57
See also Target population detailing, 60–70
(TPop.) flowcharting, 63–70
Student progress, control of, 214, listing, 58–60, 61–63
217. See also Performance- simplifying, 35
controlled instruction steps in, 57
Students. See also Target population Technical review, 192
(TPop.) Testing, of skill hierarchies, 88–89
giving course procedures to, Test items
212–213 characteristics of, 115–116
improvement by, 132, 264 examples of, 122–125
as information sources, 189 focus of, 114
performance of, 229 Test results, evaluating, 115
self-efficacy of, 235–238 Tests. See also Criterion tests
shaping the attitudes of, drafting, 20
230–232 purpose of, 115
Substantive revisions, 194–195 Textbooks, using, 165
Success. See also Instructional suc- Troubleshooting
cess instructions for, 183
components of, 23 on-site, 67
definitions of, 228–230 of skills requirements, 71
tryouts and, 187–188 True-false tests, 121–122
Success experiences, arranging, 237 Tryouts, 22, 187–195
comments on, 194–195
Target population (TPop.), 20 conducting, 188–191
presenting information to, 156 for instructor-led courses, 191
Target population description, 16, for self-paced courses, 189–191
91–103 technical review prior to, 192