Page 68 - Making Instruction Work

chap 6 3/4/97 4:14 PM Page 56

56 making instruction work

There are several ways to go about a task analysis. Some of
the approaches break desired performances into microscopic
detail; and others, only into moderate detail. In practice, one
uses the procedure that provides the level of detail needed to
get the job done; that is, the level that will make the analysis
serve its purpose. That means using the analysis procedure
that will best answer the questions, “What do competent peo-
ple do when performing this task?” and “What would anyone
have to know before he or she could begin practicing this
entire task?” The procedure described below will be useful in
most of the situations you will encounter.

What’s a Task?
A task is a series of steps leading to a meaningful outcome.
There. That’s the standard definition, but it’s only helpful once
you know what it means. Think of it this way: Every job is
made up of a collection of tasks, things that you do during the
course of a month that you refer to as “my job.” (Note that
these tasks are not necessarily related, that your job does not
necessarily consist of a coherent set of tasks. For example, you
may find yourself answering the telephone one minute, filling
out a form the next, and dictating a letter the next. At home,
you may find yourself making a meal one minute, rebuilding
your car the next minute, and taking out the garbage the next.
These are tasks that are all part of the “job,” but are not relat-
ed to one another.) These tasks have a beginning, a middle,
and an end.
You are referring to a task whenever you ask someone to
“Go and _____”: take out the garbage, tie off an artery, change
a tire, set a bone, interview a prospective employee, write a
report, analyze a report, sell a product, make a verbal report,
cut a head of hair, do a pre-flight check, adjust your computer
printer driver, and so on. Each of these tasks has a beginning