PERFORMING JOB, TASK AND CONTENT ANALYSIS Once the Need is Known, we figure out the processes and tasks that may or may not allow the sub-optimal or - PowerPoint PPT Presentation

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PERFORMING JOB, TASK AND CONTENT ANALYSIS Once the Need is Known, we figure out the processes and tasks that may or may not allow the sub-optimal or

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Title: PERFORMING JOB, TASK AND CONTENT ANALYSIS Once the Need is Known, we figure out the processes and tasks that may or may not allow the sub-optimal or


1
PERFORMING JOB, TASK AND CONTENTANALYSISOnce
the Need is Known, we figure out the processes
and tasks that may or may not allow the
sub-optimal or GAP learning / performance
situation(focus on the Task Analysis, the rest
is extra information for your resource library)
  • Most of the information in this section is
    summarized from a collection of the following
    sources
  • Kazanas, W., Rothwell, W. (1998). Mastering the
    Instructional Process, (2nd Ed.). San Francisco
    Jossey-Bass.
  • Dick, W., Carey, L. (1996). The Systematic
    Design of Instruction. (4th Ed.). New York
    Harper-Collins

2
Tasks occur in an organization how well do
designers know that which surrounds our
prospective instruction.
Workplace Setting Analysis
  • Ed Admin. 700 on one slide
  • Is the administration / work flow integrated or
    hierarchical?
  • Bureaucratic - or less than bureaucratic?
  • Division of labor
  • Technocratic - or less technocratic?
  • Division of expertise and related power regimes
  • Is the organization open or closed?
  • Is the organization pro-change or change averse?
  • Is this a learning community or a production
    community?
  • Is there a cultural component that is important?
  • Do clear values support the mission/goals/policies
    ?
  • Who leads?
  • Employees
  • Supervisors
  • Committees

After Sergiovanni, 1990, Drucker, 1997
3
The Main Instructional Development Concern about
the Work Environment is..
Workplace Setting Analysis
  • The total surrounding context for the person or
    subject of interest.
  • Because
  • The instructional design process is a change
    effort that is intended to meet or avert
    deficiencies in knowledge, skills or attitudes.
  • (Kazanas, 1998, p. 103).
  • Considering
  • Organization resource constraints (time, money,
    people, ) and culture affect
  • The length of time a project can take
  • Which media can be used
  • Which instruction testing strategies can be
    used

4
Workplace Setting Analysis How to Identify
which factors matter..
Workplace Setting Analysis
  • Environments affecting ID development, delivery
    and application matter - especially if you are
    have a constructivist / inquiry designer
    epistemology.
  • Focus on 3 environments
  • 1. Development Environment
  • 2. Delivery Environment
  • 3. Application Environment

5
Organization / ID Environment Assessment
Characteristics
Workplace Setting Analysis
  • Some High Performance Workplace Characteristics
    for Instructional Development (Work)
  • Training and continuous learning
  • Information sharing
  • Employee participation
  • Organization Structure
  • Worker - Management partnerships
  • Rewards systems exist and are understood
  • Employee job security
  • Supportive Work Environment

(Dubois and Rothwell, 1996)
6
Setting Analysis Quality CheckAs a Developer,
Did I Get it Right?
Workplace Setting Analysis
  • Was the analysis conducted?
  • Was the analysis conducted at the proper time?
    Place?
  • SWOT Analysis Is instruction right for this
    organization?
  • Strengths of this org for T D
  • Weaknesses of this org for T D
  • Opportunities for T D
  • Troubles foreseen with T D in this context
  • Designer Competency Check
  • Is the designer capable of explaining why they
    conducted a setting analysis and the reasons they
    chose to focus on certain features of the design,
    delivery and application environments?

7
Work Analysis in Context Job, Task and Content
Analysis in a Training Setting
Needs Assessment (finds the gap)
Learner Analysis (finds learner Characteristics)
Organization Analysis (Identifies Training
Constraints)
Work Analysis (procedures in the Org.) Identify
what worker does, how they do it, what mental and
physical Requirements exist,what kinds of tasks
are done, what Constitutes mastery or low
performance,
Create Perform. Objectives
8
Job Analysis (Planning for one)(good for
job-specific training/instruction needs)
Job analysis
  1. Who will do conduct it?
  2. Why do it?
  3. How will the results be used?
  4. Who depends on these results?
  5. What data collection analysis methods should
    be used?

9
Job Analysis (Implementing the Plan or Doing
It)(good for job-specific training/instruction
needs)
Job analysis
  1. Do the plan steps (previous) to collect info.
    About jobs under investigation
  2. THE RESULTS
  3. A Job description
  4. A job specification
  5. A task listing

10
Task Analysis Task Language
TASK analysis
  • 2 Types of Tasks
  • Cognitive Task (Mental performance).
    Unobservable performance. (Knowing cannot be
    observed by Kazanas Do not follow a prescribed
    order. IE Choose a personal computer.
  • Also called a transfer task
  • Goal Find a personal computer.
  • Action Task (physical performance). Observable
    performance. Action causes change. Often a
    prescribed order. IE Change a light bulb.
  • A series of behaviors involving person/person or
    person/object interaction
  • A series of behaviors that changes the person in
    some way
  • A series of behaviors that accomplishes a goal.
  • CRITERIA for evaluating an action task
  • Task has a beginning and an end
  • Task is performed in relatively short time
    periods
  • Task can be observed
  • Task can be measured
  • Task is independent of other actions

11
Task Analysis
TASK analysis
  • Knowing what they do,
  • how they do it,
  • why they do it
  • A task analysis is an intensive examination of
    how people perform work activities.
  • Tasks A discrete unit of work performed by an
    individual, it has a beginning and an ending.
  • Subtasks the smallest step into which a work
    activity can be divided.
  • Elements a step within a step separate
    time-motions
  • Task listing A list of actions done in work.

12
Task Analysis The Results
TASK analysis
  • To determine the components of competency
    (competent performance)
  • To identify activities that may be SIMPLIFIED or
    IMPROVED
  • To determine exactly what a worker must
  • KNOW
  • FEEL
  • DO to learn a specific work activity
  • To clarify resources /conditions needed for job
    competency
  • To establish minimum standards (expectations) for
    each task appearing in a job description.
  • There are many techniques for Task Analysis
  • See Leshin Pollock, Riegeluth, Dick and Carey,
    Smith and Ragan, Kazanas. And so on

13
Task Analysis 5 Steps
TASK analysis
  • Identify Jobs or tasks to be analyzed
  • Clarify the desired results
  • Prepare a Plan to do the Analysis
  • Implement the Plan
  • Analyze the results
  • Break down the Task into component parts if need
    be.
  • Restructure the parts if necessary to achieve
    (learrning / skills) outcomes

14
Step One Identify the Task to be Analyzed by
identifying the KIND of task
TASK analysis
  • Procedural observable action processes (people
    machines)
  • Example Filling a gas tank
  • Process partly observable, bound to a particular
    process (people people)
  • Example Equitable hiring practices
  • Troubleshooting observe an outcome trace it
    back to the observable action that led to the
    outcome ( people machines or people people)
  • Example I always get 2 copies of email from her.
  • Mental Unobservable cognitive tasks
    (abstraction, compare/contrast). Sequences may be
    predictable. (person)

15
Step 2 Clarifying the Desired Results
TASK analysis
  • Ask yourself What do you want from this task
    analysis?
  • Watch that your level of detail is not too fine.
  • Jackson (1986) suggests
  • 1. Find a task input
  • 2. Find a task output
  • 3. Figure out the steps between!
  • Results can be application of an intellectual
    skill (comparison), a cognitive strategy
    (memory), verbal information, motor skill or
    attitude.

16
Step 3 PLAN to do the Task Analysis
TASK analysis
  • 3 Questions to guide your Task Analysis Plan
  • 1. Who will do it?
  • 2. What task performance will be examined?
  • 3. How will I collect Analyze data?
  • Remember the TIME and it will take to analyze
    a task.
  • Will INSIDE ID people or EXTERNAL ID people do
    the analysis?
  • Sources of Information to consider when Planning
    a Task Analysis
  • Performers (master, average, low)
  • Nonperformers (managers, people affected,
    resource people, SMEs, future performers)
  • Documents (reference by performers to do tasks
    (manuals, online guides often list the tasks
    quite welloften)
  • Environmental features The conditions of
    instruction and learning

17
Steps 4 and 5 IMPLEMENTING the Task Analysis
TASK analysis
  • 1. Break the job down into its component parts
  • 2. Compare the parts with correct performance
    criteria.
  • 3. Restructure the parts to create an improved
    task performance
  • OUTLINE THE TEACHING AND LEARNING REQUIREMENTS
  • To summarize To design OJT,
  • Do a task list
  • Analyze the task list
  • Use the task list to become the basis for
    performance objectives
  • Generate the instructional intervention to
    improve GAP tasks.

18
Another approach to Task Analysis CONTENT
Analysis
CONTENT analysis
  • We are still looking for a way to design
    instructional interventions that improve
    performance or learning.
  • This is the process of braking large bodies of
    subject matter or tasks into smaller
    instructionally useful units. Can be called
    Chunking.
  • Focuses on the information or knowledge
    requirements rather than on sequences or
    procedures --- FOCUSES ON EXPERTISE OR EXCELLENT
    PRACTICE, then backs out the criteria for an
    optimal task
  • Åssumptions
  • Learners must know before they can do
  • Work tasks might not be a good basis for
    instruction-- do all tasks boil down to a single
    set of tasks?
  • Different instructional content might apply for
    different tasks.

19
6 Step Content Analysis
CONTENT analysis
  • Identify the subject
  • Identify what subject experts know
  • See how people perform the mental activity by
  • Asking them
  • Observing work related activity
  • Using other methods
  • Conduct a lit search on the subject
  • Develop a model of the subject
  • Describe the subject
  • There is an idea that if you study the content of
    a mental process or job, you will likely find an
    order or sequence that dictates what part of the
    content must be known before others, and known
    well for subsequent learning to occur.

20
Content Analysis
CONTENT analysis
  • Step 1 Identify the Subject (ie teaching
    writing skills).
  • use databases
  • Step 2 Investigate what Expert performers
    (master teachers) know
  • use interviews, questionnaires, observations,
    docs, internet to explain what a subject is and
    how it relates to the work, and how they would
    orient a new person to the work.
  • Step 3 Investigate how people perform the
    activity
  • Check mental performance by job shadowing, other
    methods (see Leshin).
  • Clarify what knowledge is applied in what
    setting, how people organize that knowledge.. Sit
    with performers while they work.
  • Step 4 Conduct a lit search on the subject ID
    research too.
  • Step 5 Create a model that fit the subject onto
    a performance plane flowcharts, events networks,
    graphic models organize information visually. You
    want to know what is done, when, and how well it
    must be done to design interventions for
    performance improvement. (Dick and Carey, 1994).
  • Step 6 Describe the subject in a way that will
    facilitate learning by others. Present what must
    be known my experts. THIS IS GROUND FOR SETTING
    PERFORMANCE OBJECTIVES. NEXT.

21
JUDGING WORK ANALYSIS
WORK analysis
  • ASK YOURSELF
  • Was the work done properly? (often you will be
    handed this work)
  • Wrong analysis wrong design
  • Was the purpose of the analysis clear at the end
    of the study?
  • Was the job, content, task described well enough
    that you could understand what it takes to do
    the job?
  • Did ways to improve job performance (tasks,
    content) jump out for you?
  • Did you identify WAYS to instruct others (say new
    people) on how to do the job?
  • What constraints affected the analysis? (, time,
    people, organization)
  • What necessary resources were unavailable?
  • How cooperative was the organization (measure of
    learning capacity).

22
Competency AssessmentAnother kind of Thinking
about PerformanceParticularly skills-based
performance
  • Supplants Task Analysis today at times
  • Competency can mean
  • Knowledge
  • Skills
  • Attitude
  • Competency is a degree of excellence in
    performance, using exemplars as excellence
    criteria.
  • Competency assessment is the process of
    discovering the competencies of exemplars.
  • Competency models are derived from competency
    assessment. They can be created for job
    categories, departments or organizations.
  • Organizational competencies can be defined too.

23
Competency Assessment
  • Is popular as it is a more holistic way to
    approach training, as minute tasks and processes
    are less of a focus.
  • A focus on knowledge, skills and attitudes is
    thought to be enough for the complex work world
    today.
  • It is a model of intangibles (Kazanas).
  • Approaches include borrowed (from another org.),
    process driven (doing a content and task analysis
    on a specific org. unit), isolating
    characteristics of exemplar performers and
    verifying the model.
  • MINIMUM competencies are assessed via focus
    groups with both expert and non experts.
  • There are trends driven approaches, and rapid
    assessment approaches where outputs, competencies
    roles and quality requirements from work
    functions, responsibilities and behaviors emerge.
    Gaps are filled by working on the gestalt by
    using behavioral interviewing in the group.
    (Delphi).
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