VISION User Guide

Standards

1.Task elements are listed underneath the task sequentially if appropriate.

2.Elements are not written to a granular, procedural level. As a guideline, a typical task will have 4-9 elements.  There will be exceptions.

3.The skill and knowledge (SK) statements represent more than just a further breakdown of the task.  They represent underlying concepts, principles, rules, and factual information that trainees must possess in order to perform the task with the necessary level of understanding.

a.A skill is the ability to perform a job-related activity which contributes to the effective performance of a task performance step.  Skills can be psychomotor, cognitive, or affective.

b.A knowledge is information or facts required to perform a skill or performance step.

4.SK statements do not represent “mini steps” and then “sub-mini steps.”  SKs are used to create enabling learning objectives.

5.All skill and knowledge statements are clear enough to be transformed by someone other than the task analyst into instructionally sound learning objectives without further breakdown.  

6.SKs that are specific to an element are listed underneath the element as a child.  For SKs specific to the task, they are listed under the task before or after the elements.

7.For general SKs that apply to the entire job or specific function, they are listed under organizing nodes directly underneath the job, responsibility, or function area.

8.Once a Job and Task Analysis hierarchy is complete and approved, it is set as read-only for most users of that project.

Best Practices

•Task analysis is conducted with a team of job experts.  Additionally, the following methods can aid in the development of good task analysis:

oConsulting reference materials, manuals, procedures, etc.

oInterviewing other SMEs who perform the job.

oObserving tasks actually being carried out.

oHaving SMEs check technical accuracy and completeness of analysis.

•Each task likely has conditions and standards.  Both provide information in the task analysis process.  For example, conditions often identify skills and knowledge that the trainee must possess to perform the task proficiently (knowledge of how a piece of equipment functions, knowledge of how to interpret diagrams that may be needed to perform the task, etc.).  Conditions and standards impact skills—working in confined or hot areas, performing work from awkward positions, or skills that might be necessary to meet a rigorous standard which could require extensive practice to master.

oA condition sets the stage for task performance, identifies the boundaries for task performance, and identifies all pertinent influences on task performance.  A condition may include any of the following

▪A cue

▪Descriptive data—when, why, or where the task is performed

▪The resources (materials, personnel, and equipment) required for performing the task.

oA standard defines the ultimate outcome criteria for the task.  It is the measuring stick against which task performance is measured.  Task standards include the following:

▪The minimum acceptable level of performance to ensure successful completion of the task.

▪Details related to accuracy, quantity, speed, or quality.

▪Can be either a process, product, or both.  A product standard describes the result of task performance.  A process standard describes the critical task elements necessary for adequate performance.

•Generally, a good task analysis results in objectives that are equal to or less than the number of task analysis components, never the reverse.  Most skill and knowledge statements should be transformed directly, one to one, into a worthwhile learning objective.