Page 69 - Making Instruction Work

chap 6 3/4/97 4:14 PM Page 57

task analysis 57

and an end, with a series of steps in between.
A step in a task, on the other hand, would be something like
tighten a nut, pick up a scalpel, select a component, ask a ques-
tion, press RETURN, enter name in box 3, remove the cover,
or take a deep breath. Each represents one of the actions that
need to be taken in order to accomplish the meaningful out-
come. Here are some other examples of one step in each of
several tasks.

Task Step in the task
Disassemble a device Disconnect power
Make a dress Pin pattern to fabric
Pick a lock Select picks
Play a part (in a play) Speak lines
Cash a check Verify endorsement
Apply at bank for a loan Grovel

Who Should Do It?

Who should carry out the task analysis? That’s easy. If there
isn’t anyone else to do it, and if it hasn’t already been done,
then you’re elected. Fortunately, that doesn’t mean you’ll be
saddled with an impossible or time-consuming chore. In fact,
you may find it rather enjoyable. All you need to do is locate,
observe, and interview a competent performer (who may be
yourself).
“Wait a minnit,” you may be shouting. “I can’t spend time
going to where people are performing the job or profession
I’m teaching. Besides, I don’t teach the entire curriculum. My
students don’t go directly to the job; they go to other courses.”
Good point, and I understand your predicament. Analysts
in industry have little difficulty deriving their instruction from
observation of exemplary performers. Those analysts are able
to observe (or study descriptions of) exemplary performance