Skill Components of Task Analysis

Autor/inn/en	Adams, Anne E.; Rogers, Wendy A.; Fisk, Arthur D.
Titel	Skill Components of Task Analysis
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 41 (2013) 6, S.1009-1046 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-013-9270-9
Schlagwörter	Task Analysis; Novices; Young Adults; Skill Analysis; Protocol Analysis; Scores; Coding; Improvement; Cooking Instruction; Communication (Thought Transfer); Training + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Young adult; Junger Erwachsener; Codierung; Programmierung; Qualitätssteigerung; Communication; thought; Kommunikation; Gedanke; Ausbildung
Abstract	Some task analysis methods break down a task into a hierarchy of subgoals. Although an important tool of many fields of study, learning to create such a hierarchy (redescription) is not trivial. To further the understanding of what makes task analysis a skill, the present research examined novices' problems with learning Hierarchical Task Analysis and captured practitioners' performance. All participants received a task description and analyzed three cooking and three communication tasks by drawing on their knowledge of those tasks. Thirty six younger adults (18-28 years) in Study 1 analyzed one task before training and five afterwards. Training consisted of a general handout that all participants received and an additional handout that differed between three conditions: a list of steps, a flow-diagram, and concept map. In Study 2, eight experienced task analysts received the same task descriptions as in Study 1 and demonstrated their understanding of task analysis while thinking aloud. Novices' initial task analysis scored low on all coding criteria. Performance improved on some criteria but was well below 100% on others. Practitioners' task analyses were 2-3 levels deep but also scored low on some criteria. A task analyst's purpose of analysis may be the reason for higher specificity of analysis. This research furthers the understanding of Hierarchical Task Analysis and provides insights into the varying nature of task analyses as a function of experience. The derived skill components can inform training objectives. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10