1. Identifying Subordinate Skills & Entry Behaviors
Instructional Design: Analysis Phase
Unit 1, session 3

2. Objectives: By the end of this session you will be able to
Describe approaches to subordinate skills analysis including hierarchal , procedural , cluster , and combination techniques.
Describe the relationship among the subordinate skills identified through subordinate skills analysis , including entry behavior
Unit 1, session 3

3. Review: Goals & Goal Analysis
A. Identify an Instructional Goal
What do you want the learner to do?
B. Analyze the Goal Statement:
1. What type of learning is the goal?
Attitudinal, Psychomotor, Intellectual, or Verbal Information Skills
2. Describe exactly what the student will be doing when performing the goal.
Unit 1, session 3

4. Step Two: Identify Subordinate Skills
Unit 1, session 3

5. For Intellectual or Psychomotor Goals Use
Unit 1, session 3

6. Hierarchical Approach
For each step in the goal ask this question:
“ What must the student already know so that , with a minimal amount of instruction, this task can be learned?”
Yields one or more subordinate skills
Unit 1, session 3

7. Fig.1: Hierarchical Approach
Unit 1, session 3

8. For intellectual Skills
The subordinate skills should follow Gagne's hierarchy
higher-order rules
rules
concepts
discriminations
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9. For Verbal Information Skills
Cluster Analysis
Identify the info. needed to achieve the goal
Unit 1, session 3

10. For Attitude Goals ask two questions:
Unit 1, session 3

11. Question # 1 “What must the learner do when exhibiting this attitude?”
answer is almost always psychomotor or intellectual skill (hierarchical analysis)
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12. Question # 2 “Why should the learner exhibit this attitude?”
the answer is usually verbal information
analyzed using a separate cluster or
integrated into the basic hierarchical analysis that was done in the first half of the analysis
Unit 1, session 3

13. Entry Behaviors
Instructional analysis serves to identify skills a learner must know before they begin instruction
Identify the hierarchy or cluster level that a majority of the population will already have
Unit 1, session 3

14. Caveats of Entry Behavior
Tentativeness of the line
Danger of drawing the line too low
Beta test if practical
Unit 1, session 3

15. What content will be included in the instruction (training)?
Task Analysis
What content will
be included in the instruction (training)? 2 2

16. Dick & Carey Design Model
Unit 1, session 3

17. Objectives
Describe techniques for gathering and recording data for a task analysis.
Describe formats for charting an instructional or task analysis. 3 3

18. Doing a task analysis is like building a bike……..
you have to carefully select the right parts and components to build a bike that meets your riding goals.

19. Task Analysis
a procedure that results in the identification of the relevant steps required for a learner to achieve the goal
identifying the content individuals need to learn to attain the stated goal
identify the beginning point of instruction
get rid of “deadwood” 4 4 4

20. Task Analysis Gather data: Organize ideas: Interview a SME
Interview or observe learners
Role-play the procedure
Developer modeling (“Talk it through”)
Research literature
Organize ideas:
Develop a content outline
Create a task analysis diagram 22 24 22

21. The Content Outline Begin with your goal statement Goal: Build a bike.
Add the major topics
1. Determine cycling goals.
2. Measure body dimensions.
3. Determine price limits.
4. Compare component options.
5. Check availability of parts.
Unit 1, session 3

22. Content Outline Goal: Build a bike. 1. Determine cycling goals.
2. Measure body dimensions.
3. Determine price limits.
4. Compare component options.
5. Check availability of parts.
Unit 1, session 3

23. Content Outline Goal: Build a bike. 1. Determine cycling goals.
2. Measure body dimensions.
2.1. Classify shoulder width
3. Determine price limits.
4. Compare component options.
5. Check availability of parts.
Unit 1, session 3

24. Content Outline Goal: Build a bike. 1. Determine cycling goals.
2. Measure body dimensions.
2.1 Classify shoulder width
Identify shoulder
Locate shoulder pivot
3. Determine price limits.
4. Compare component options.
5. Check availability of parts.
Unit 1, session 3

25. ~ Your Assignment ~ Create a content outline
Begin with goal statement at the top (do not number)
Organize content into major ideas
Add supporting content as subtopics
Use the Word numbering feature to number the outline
Unit 1, session 3

26. Content Outline Summary
Goal: Build a bike.
1 Determine cycling goals.
2 Measure body dimensions.
2.1 Classify shoulder width
Identify shoulder
Locate shoulder pivot
3 Determine price limits.
4 Compare component options.
5 Check availability of parts.
Unit 1, session 3

27. ~ end ~