1. Advanced Instructor Course

2. Task Analysis Presented By

3. Please write out the steps performed in the task of Brushing your teeth.

4. Analyze the task: Brushing Teeth Pick up tooth brush Wet Brush Take cap off the tube Put paste on brush Brush outside of bottom teeth Brush outside of top teeth Brush biting surface of bottom teeth Brush biting surface of top teeth Brush inside surface of bottom teeth Brush inside surface of top teeth Spit Rinse brush Replace brush in holder Grasp cup Fill cup with water Rinse teeth Spit Replace cup in holder Wipe mouth Screw cap back on tube

5. The student will be able to define task analysis. The student will be able to list the terms associated with task analysis and define their relationship with the process. The student will complete a task analysis.

6. TASK ANALYSIS Most of the day to day tasks in which we engage (even without thinking) are really complex, comprised of many smaller discrete singular specific steps performed in a certain order Most of the day to day tasks in which we engage (even without thinking) are really complex, comprised of many smaller discrete singular specific steps performed in a certain order

7. What is TASK ANALYSIS? TASK – a specific piece or amount of work, usually assigned by another and often required or expected to be finished within a certain amount of time. ANALYSIS – a detailed examination of anything complex made in order to understand its nature or to determine its essential features TASK – a specific piece or amount of work, usually assigned by another and often required or expected to be finished within a certain amount of time. ANALYSIS – a detailed examination of anything complex made in order to understand its nature or to determine its essential features

8. What is TASK ANALYSIS? A procedure used to identify performance requirements of a task A procedure used to identify performance requirements of a task Simply put, provides a detailed “picture” of the job or task to be trained

9. Task Analysis is a systematic method of listing all tasks necessary to competently do a specific job It represents the foundation on which you build performance- based learning objectives, course content, and evaluations

10. Task Analysis combines : Position Analysis – describes a position in terms of duties and tasks Task Analysis – breaks each task (duty or position) into steps, identifying skills, knowledge, and attitudes required to perform each step properly Position Analysis – describes a position in terms of duties and tasks Task Analysis – breaks each task (duty or position) into steps, identifying skills, knowledge, and attitudes required to perform each step properly

11. Task Analysis is critical for designing performance-based training

12. TASK ANALYSIS should include: Description of task Conditions under which task is performed Standard of acceptable performance Time need to perform task and how often Learning difficulty of the task Description of task Conditions under which task is performed Standard of acceptable performance Time need to perform task and how often Learning difficulty of the task Special equipment or materials needed for task Resource information (texts, people, handouts, SOP’s, etc.) Special equipment or materials needed for task Resource information (texts, people, handouts, SOP’s, etc.)

13. Terms associated with TASK ANALYSIS Duty – broad area of responsibility for the position Position – job created in an organization, to fill identified need, which one or more workers must fill Duty – broad area of responsibility for the position Position – job created in an organization, to fill identified need, which one or more workers must fill Task – specific, identifiable unit of work, has beginning and end, performed by one person Task Step – single physical or mental action performed as part of a series of actions needed to complete the task; smallest practical unit of work useful for deciding lesson content Task – specific, identifiable unit of work, has beginning and end, performed by one person Task Step – single physical or mental action performed as part of a series of actions needed to complete the task; smallest practical unit of work useful for deciding lesson content

14. Position consists of duties, duties consist of tasks, tasks consist of task steps Position consists of duties, duties consist of tasks, tasks consist of task steps or: task step task or: task step task task duty duty position

15. Position Duties Tasks Task Steps

16. TASK STEP characteristics that need to be identified Sequence of steps Performance required Skills needed to perform each step Knowledge needed to perform each step Attitude needed to perform each step Sequence of steps Performance required Skills needed to perform each step Knowledge needed to perform each step Attitude needed to perform each step

17. Looking at TASK STEP characteristics, skills, knowledge, and attitude help analyze the specific behaviors or skills needed to complete the task Let’s look at what is needed for a patrol officer to complete the task of responding to an accident with injuries TASK: Responding to an injury accident (before and at the scene)

18. Skills needed: Ability to operate equipment Driving Communication First aid and medical evaluation Observation Ability to operate equipment Driving Communication First aid and medical evaluation Observation Analysis of scene and evidence Traffic control (whistle signals) Photography Measuring Sketching Interviewing techniques Report writing Analysis of scene and evidence Traffic control (whistle signals) Photography Measuring Sketching Interviewing techniques Report writing

19. Knowledge required: Proper attire to wear What equipment is needed How to operate the equipment Best route to travel Traffic patterns at specific times Emergency vehicle operation Defensive driving tactics Agency policy and procedure Proper attire to wear What equipment is needed How to operate the equipment Best route to travel Traffic patterns at specific times Emergency vehicle operation Defensive driving tactics Agency policy and procedure Radio procedures First aid techniques and procedures Additional support Procedures for contacting support Protection of scene and traffic control Evidence gathering and protection How to identify, locate, separate, and interview witnesses Clearing the accident scene Destination of vehicles (after accident) Traffic law Radio procedures First aid techniques and procedures Additional support Procedures for contacting support Protection of scene and traffic control Evidence gathering and protection How to identify, locate, separate, and interview witnesses Clearing the accident scene Destination of vehicles (after accident) Traffic law

20. Attitudes necessary: Concern for safety of self and others Helpfulness Professionalism Thoroughness Impartiality Survival Tact Concern for safety of self and others Helpfulness Professionalism Thoroughness Impartiality Survival Tact

21. TASK ANALYSIS Helps instructors ensure they do not miss a key piece of information or skill necessary to perform the job task. TASK ANALYSIS Helps instructors ensure they do not miss a key piece of information or skill necessary to perform the job task.

22. TASK ANALYSIS helps: Instructors keep instruction relevant to the job Show students why information or practice is needed to perform job tasks Instructors keep instruction relevant to the job Show students why information or practice is needed to perform job tasks

23. TASK ANALYSIS Guides instructors in writing learning objectives with performances and standards that match those needed by the student to successfully complete the task or job.

24. TASK ANALYSIS is a key function in the development of relevant learning objectives and lesson plans

25. TASK ANALYSIS WORKSHEET Position: Patrol Officer Duty: Firearms Maintenance Task: Field Strip and Cleaning of the Sig Sauer P226 9mm Position: Patrol Officer Duty: Firearms Maintenance Task: Field Strip and Cleaning of the Sig Sauer P226 9mm

26. Questions?

27. BIBILOGRAPHY Instructor Development Course, U. S. Department of Justice, Federal Bureau of Investigation, April 1999 Basic Instructor Development, U. S. Department of Energy, Nonproliferation and National Security Institute Max Webber: http://maxweber.hunter.cuny.edu/pub/eres/ EDSPC715 MCINTYRE/TaskAnalysis.html Instructor Development Course, U. S. Department of Justice, Federal Bureau of Investigation, April 1999 Basic Instructor Development, U. S. Department of Energy, Nonproliferation and National Security Institute Max Webber: http://maxweber.hunter.cuny.edu/pub/eres/ EDSPC715 MCINTYRE/TaskAnalysis.html