Task Analysis Strategies and Practices. Practice Application Brief.

Autor/in	Brown, Bettina Lankard
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Task Analysis Strategies and Practices. Practice Application Brief.
Quelle	(1997), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Career Education; Cognitive Processes; Content Analysis; Evaluation Needs; Job Analysis; Job Skills; Postsecondary Education; Research Methodology; Skill Analysis; Task Analysis; Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Arbeitslehre; Cognitive process; Kognitiver Prozess; Inhaltsanalyse; Arbeitsanalyse; Produktive Fertigkeit; Post-secondary education; Tertiäre Bildung; Research method; Forschungsmethode; Aufgabenanalyse; Ausbildung; Berufsbildung
Abstract	Worker-oriented, job-oriented, and cognitive task analyses have all been used as tools for closing the gap between what curriculum teaches and what workers do. Although they share a commonality of purpose, the focus, cost, and practicality of task analysis techniques vary. Worker-oriented task analysis focuses on general human behaviors required of workers in given jobs. Job-oriented task analysis is a systematic process for collecting information about the highly specific and distinct tasks--the technologies---required for particular jobs. Cognitive task analysis attempts to determine the thought processes workers follow to perform the tasks and identify the knowledge needed to perform the tasks at various levels. Five guidelines for practitioners in deciding which method(s) offer the best options for application are as follows: (1) determine the strategy of task analysis that is most likely to generate the specific information needed for the education/training program; (2) consider the cost efficiency of the strategy selected; (3) be able to ensure that the strategy provides acceptable and reliable information; (4) plan for periodic review and update of any task analysis; and (5) consider using a combination of methods to capitalize on the strengths of each. (Contains 11 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01