TaskAnalysisTips

1.   Use a single column format to keep the analysis simple and to keep the steps and knowledges tied together.

   2.   Focus on describing the steps and technical knowledge involved in performing the task on the job, not in the classroom.

   3.   Fully analyze the task from start to finish. Be careful not to skip steps that have become second nature to you.

   4.   Include implied steps that the learner will not be familiar with. Keep the level of your students in mind.

   5.   Begin each step with an action verb.

   6.   Do not include trivial steps that would be common knowledge, such as "pick up the pliers," or "walk over to the patient."

   7.   Do not go into great detail on complex steps in the analysis. You will do that later when designing media or instruction sheets.

   8.   Remember that the task analysis is for the teachner, not the student.

   9.   Include essential knowledges needed to perform each step accurately and safely.

10.   Be sure to note any cautions or danger points as they occur.

11.   Try performing the task by following the steps.

12.   Do not include knowledge that is really not necessary to perform the task.

13.   If the task can be performed several ways, stick to the most common or the easiest to explain.

14.   Keep in mind that some simple tasks might appear as a single step in the analysis, but become many more steps in lesson plans or instruction sheets, e.g. "wash hands."

15.   Many steps will not require knowledge at all. Don't force it.

16. For some tasks, technical manuals might already have skills and knowledges identified. Try them out first.

                                                                                               (Blank, 1992, pg. 98)