The general term Task Analysis can be applied to a variety of techniques for identifying and understanding the structure, the flow, and the attributes of tasks. Task analysis identifies the actions and cognitive processes required for a user to complete a task or achieve a particular goal. A detailed task analysis can be conducted to understand the current system and the information flows within it. These information flows are important for the maintenance of the existing system and must be incorporated or substituted in any new system. Task analysis makes it possible to design and allocate tasks appropriately within the new system. The functions to be included within the system and the user interface can then be accurately specified.

1. By,
Rupa Gupta

2. Introduction
• The general term Task Analysis can be applied to a variety of
techniques for identifying and understanding the structure, the flow,
and the attributes of tasks.
• Task analysis identifies the actions and cognitive processes required
for a user to complete a task or achieve a particular goal.
• A detailed task analysis can be conducted to understand the current
system and the information flows within it.
• These information flows are important for the maintenance of the
existing system and must be incorporated or substituted in any new
system.
• Task analysis makes it possible to design and allocate tasks
appropriately within the new system.
• The functions to be included within the system and the user interface
can then be accurately specified.

3. Figure 1.1. Flow chart showing Task Analysis

4. Purpose of Task Analysis
• What your users’ goals are; what they are trying to achieve
• What users actually do to achieve those goals
• What experiences (personal, social, and cultural) users
bring to the tasks
• How users are influenced by their physical environment
• How users’ previous knowledge and experience influence:
– How they think about their work
– The workflow they follow to perform their tasks

5. Types of Task Analysis
 In general:-
• Cognitive Task
Analysis (cognitive activity,
such as decision-making,
problem-solving, memory,
attention and judgement.)
• Hierarchical Task
Analysis (high-level task is
decomposed into a hierarchy
of subtasks)
 In Education (Teaching Learning
Process):-
• Content Analysis (content
readiness)
• Job Analysis (types of work like
teaching, facilitator etc)
• Skill Analysis (micro-teaching,
teaching aids, presentation etc)
There are several types of task analysis but among the most common
techniques used are:

6. Cognitive Task Analysis
 Cognitive task analysis (CTA) is a type of Task analysis aimed at
understanding tasks that require a lot of cognitive activity
from the user, such as decision-making, problem-solving,
memory, attention and judgement.
 Cognitive task analysis has been used to examine:
o Performance differences between novices and experts
o Mental workload associated with complex controls and
displays
o Decision-making of experts
o The development and evolution of mental models.
o Information requirements for command and control systems
o Troubleshooting, fault isolation, and diagnostic procedures

7. Hierarchical Task Analysis
• Hierarchical task analysis (HTA) is a widely used type of
‘Task analysis’ where a high-level task is decomposed into a
hierarchy of subtasks. An HTA is sometimes referred to as a
hierarchical decomposition.
• Hierarchical task analysis requires a detailed understanding
of users’ tasks.
• One can achieve this understanding by
- identifying users’ primary goals
- detailing the steps users must perform to accomplish
their goals
- optimizing these procedures

8. • Let’s look at an example of a hierarchical task
analysis. Our example is from a hierarchical task
analysis which is performed to better understand
an existing system. We’ll consider a common
task: ordering a book.
Figure 1.2 shows a high-level hierarchical task
analysis for this task.

9. Content Analysis
• Content analysis is a method for summarizing any
form of content by counting various aspects of
the content.
• This type of analysis is conducted through out the
session.
 Steps of content analysis in teaching:
Planning of teaching and learning
Identification of objectives
Writing objectives in behavioural terms

10.  Organising of teaching and learning
 Selection of teaching strategies
 Selection of teaching aids
 Decision of rules and techniques of instruction
 Leading teaching and learning
 Arranging for student’s motivation
 Deciding techniques for motivation
 Use of communication strategies
 Controlling of teaching and learning
 Evaluation of learning activities
 Evaluation of learning outcomes
 Providing feedback to earlier steps

11. Job Analysis
• Job analysis refers to the process of collecting information
about a job.
• In other words, it refers to the anatomy of the job.
• Job analysis is performed upon ongoing jobs only.
• It contains job contents.
For example, what are the duties of a supervisor, what
minimal knowledge, skills and abilities are necessary to be
able to adequately perform this job?
How do the requirements for a supervisor, compare with
those for a supervisor?
These are the questions that job analysis answers.

12. 1. Job Description
• Job description is prepared on the
basis of data collected through job
analysis.
• Job description is a functional
description of the contents what
the job entails.
2. Job Specification
• While job description focuses on
the job, job specification focuses
on the person i.e, the job holder.
• Job specification is a statement of
the minimum levels of
qualifications, skills, physical and
other abilities, experience,
judgment and attributes required
for performing job effectively.
There are two major aspects of job analysis; These are:
•From the perspective of teacher, it is a description of the activities and
duties to be performed in a job, like teacher as a – counsellor, guide,
mentor, supervisor, researcher, writer, motivator, mediator and leader etc.
•It sets forth the knowledge, skills and abilities required to do the
job effectively.

13. How to Conduct a Task Analysis
• Identify the task to be analyzed.
• Break this high-level task down into 4 to 8 subtasks. The
subtask should be specified in terms of objectives and,
between them, should cover the whole area of interest.
• Draw a layered task diagram of each subtasks ensuring that it
is complete
• Produce a written account as well as the decomposition
diagram.
• Present the analysis to someone else who has not been
involved in the decomposition but who knows the tasks well
enough to check for consistency.

14. Task analysis in Teaching Learning Process
• Task analysis, in simple terms, is a process that
breaks down an activity into smaller parts.
• By using task analysis in the classroom, teachers
find that goals are more easily reached and that
students are more likely to recall material at a
later date.
• Sequences or steps are followed and practiced,
making complex goals more attainable and hazy
directions clearer.

15. Make It Simple
• Classrooms from pre-school to high school can
utilize the task analysis process by using routine
rules and learning skills.
• For example, in the kindergarten and lower
elementary setting, the daily routine laid out for
students to follow can provide opportunities for
sub-tasking.
• If a teacher posts rules of conduct, or expectations
in a given subject area, a checklist can be provided
to monitor behavioural and academic progress.

16. Example:
• If the general rule or procedure is "Be Respectful To Your
Fellow Classmates," it may be more helpful to list step by
step the ways this can be accomplished;
a) Ask different classmates to play with you on the
playground,
b) Speak kindly to each classmate,
c) Do not make fun of anyone,
d) Be a helper, not a troublemaker, and so on.
• The young student can then check off the steps he or she
has accomplished, and as a result, good classroom habits
will be developed and the general concept will be fully
understood.

17. Strategies and Skills
• For high school and college instructors, task
analysis may be best utilized through the use
of charting strategies and skills that are
required to accomplish the task.
• In other words, the instructor needs to know
if the student's prerequisite skills are in place
before designing the course of study.

18. • In English class, for example, a task analysis on
how to write a simple research paper can prove
very useful.
• The procedures and strategies approach is highly
successful in teaching a lesson.
• STRATEGIES are listed on one side of the chart
with SKILLS REQUIRED directly across.
• Each section is sub-divided to best explain what is
expected and what a student should know in
order to accomplish the goal.

19. Task Analysis in Instructional Design
• A task analysis is a fundamental tool for teaching life
skills. It is how a specific life skill task will be introduced
and taught.
• The choice of forward or backward chaining will
depend on how the task analysis is written.
• A good task analysis consists of a written list of the
discrete steps required to complete a task, such as
brushing teeth, mopping a floor, or setting a table.
• The task analysis is not meant to be given to the child
but is used by the teacher and staff supporting the
student in learning the task in question.

20. Figure 1.3. Showing planning of Task Analysis

21. Customize Task Analysis for Student Needs
• Students with strong language and cognitive skills will
need fewer steps in a task analysis than a student with
a more disabling condition.
• A task analysis is also helpful as well for writing an IEP
goal.
• A task analysis needs to be written in a way that many
adults, not just teachers but parents, classroom aids,
and even typical peers, can understand it.
• It need not be great literature, but it does need to be
explicit and use terms that will easily be understood by
multiple people.

22. Task Analysis: Steps for Implementation
• As we studied: Task analysis is the process of
breaking a skill down into smaller, more
manageable components.
• So, once a task analysis is complete, it can be
used to teach learners.
• Following are the steps mentioned for the
effective implementation of the task analysis.

23. Step 1. Identifying the Target Skill
• Teachers/practitioners identify the target skill that they want to teach the
learner.
• Using the learner’s Individual Education Plan (IEP)/Individual Family
Service Plan (IFSP)goals, teachers/practitioners should identify the skill
that the learner needs to acquire. The target skill should consist of a series
of chained discrete steps. A single discrete skill is not appropriate for task
analysis, nor is a task with multiple variables and/or outcomes.
EXAMPLE:-
• Too simple: Pushing the “on” button on the computer (discrete skill).
• Just right: Logging onto the computer and starting a familiar program.
• Too complex: Logging onto the computer and creating a personal web
page (multiple variables and multiple outcomes).

24. Step 2. Identifying the Prerequisite Skills of the Learner
and the Materials Needed to Teach the Task.
1. Teachers/practitioners determine whether the learner
has the required prerequisite skills needed to learn
the task.
2. Teachers/practitioners define the necessary materials
needed to teach the task.
• Using the learner’s present level of performance on
IEP/IFSP goals, teachers/practitioners should identify
the prerequisite skills that are necessary for the
learner to have in order to perform the target skill.

25. • Once the prerequisite skills are identified, the instructor
can decide how much detail the task analysis will include.
• After identifying the prerequisite skills that the learner
knows and the skills that need to be taught, the instructor
should identify the materials he or she will need to teach
the task.
Example:-
• For coin counting, one might select a set of simulated
coins, purchasing items, and worksheets. If the students
have less ability to generalize skills to in vivo
environments, the instructor might choose to use real
coins, and school and community based instruction in
which to practice purchasing real items.

26. Step 3. Breaking the Skill into Components.
• In Step 3, teachers and other practitioners break the skill
down into smaller steps so that a learner can successfully
demonstrate the skill by following the steps.
1. Teachers/practitioners segment the target skill into more
manageable components by:
a. completing the skill themselves and recording each step or
b. observing another person (in real time or via video)
complete the activity and recording the steps.
2. Teachers/practitioners confirm that each component consists
of a discrete skill.

27. Example:-
• Play Activity with Trains
a. Asks peer to play
b. Tells peer, “Let’s play trains”
c. Gives peer at least two tracks
d. Tells peer, “Let’s make a train”
e. Asks peer for train pieces
f. Puts train pieces together with peer’s pieces
g. Asks peer for animals to put on train
h. Moves train around track
i. Tells peer, “Your turn!”
j. Tells peer, “That was fun!”

28. Step 4. Confirming that the Task is Completely Analyzed.
• In Step 4, teachers/practitioners confirm that the component steps of the
target skill are represented accurately and completely.
• Teachers/practitioners confirm that the task is completely analyzed by
having someone follow the steps verbatim.
• By having a colleague or another student follow the steps of the task
analysis, teachers/ practitioners can make certain that all steps of the skill
are included and that the end result is accurate and complete.
• Even if a skill is relatively simple, it is easy to leave out steps.
• Having another person follow the steps exactly as written confirms
whether the task analysis is accurate.
• If needed, teachers/practitioners revise the component steps based on
the feedback obtained through the trial.

29. Step 5. Determining How the Skill Will be Taught.
• In Step 5, teachers/practitioners decide how the steps identified
in the task analysis will be taught.
• In deciding, the teacher/practitioner needs to decide whether
the task is manageable or needs to be broken down into
phases, the procedure they will use for chaining the behaviour
(total task, backwards, or forward chaining), and the evidence-
based practice they will use to teach the skill.
• Before making these decisions, it is important to consider
learner differences, goals, and experiences.
• Using professional judgment and understanding the learner’s
individual needs are important when selecting the most
appropriate evidence-based practice and implementation
strategy.

30. Step 6. Implementing Intervention and Monitoring Progress.
• As noted in Step 5, a number of evidence-based practices,
including prompting and reinforcement, may be appropriate for
teaching specific skills.
• Resources here used like (steps, implementation checklists, and
data collection sheets) developed by the professionals and experts
which assist in teaching skills and monitoring learner progress.
1. Teachers/practitioners implement the evidence-based practices
identified as appropriate to teach the target skills using the steps
for implementation and implementation checklist for the
selected practices.
2. Teachers/practitioners follow appropriate data collection
procedures to monitor learner progress for the specific evidence-
based practices chosen to teach the target skills.

31. Conclusion
• The Task Analysis sequences
and describes measurable
behaviours involved in the
performance of a task. It also
provides a detailed analysis of
each task in terms of frequency,
difficulty and importance. The
analysis normally begins by
observing and interviewing an
exemplary performer (a person
who is presently an expert
performer) performing the task
or by discussing the problem
with other experts as discussed
in the “Needs Assessment”.