A Guide to Task Analysis for Comptency Based Education. Business and Office Education. Task Linkage Project Publication No. 3.

Autor/inn/en	Allen, Kenneth R.; Caron, Susan
Institution	Georgia State Univ., Atlanta. School of Education.
Titel	A Guide to Task Analysis for Comptency Based Education. Business and Office Education. Task Linkage Project Publication No. 3.
Quelle	(1980), (65 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Accounting; Business Education; Business Skills; Clerical Occupations; Competence; Competency Based Education; Curriculum Development; Data Processing Occupations; Job Analysis; Job Skills; Occupational Information; Office Occupations; Office Occupations Education; Postsecondary Education; Program Development + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Wirtschaftserziehung; Wirtschaftspädagogik; Office occupations; Büroberuf; Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Datenverarbeitungsberuf; Arbeitsanalyse; Produktive Fertigkeit; Berufsinformation; Clerical occupations; Büro- und Verwaltungsschule; Post-secondary education; Tertiäre Bildung; Programmplanung
Abstract	Developed through synthesis and review of existing task analysis literature, this guide lists tasks expected to be performed by workers in four business and office occupations and presents information for incorporating these tasks into secondary and postsecondary competency based educational programs. Task listings are presented for the following occupations: accounting, clerical occupations, data processing, and secretarial occupations. Tasks are listed by suggested instructional sequence with various program exit points noted by job title. A brief introduction and five appendixes deal with using these task lists in program development. The appendixes cover the following topics: an overview of competency based education; the relationship of duties, tasks, performance objectives, and criterion referenced measures; understanding duties, tasks, and procedural steps in competency based instruction; completers, leavers, and the concept of multiple career options (discussion of organizing a curriculum which allows students to take only a portion of an instructional sequence and still be a program completer by federal guidelines); and a model for curriculum organization. A brief bibliography follows. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01