ISD Element: Analyze

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ISD Element Analyze
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Objectives

• Analyze
• Occupations,
• Industries,
• Learner and Contextual Characteristics,
• Tasks associated with work, and
• Human behaviors and performance.

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Occupational Information

• Present Job Description
• Workplace Information
• ONet
• e-Topic WED 460 Analyzing Occupations Using
  ONet
• Military Careers on-line

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Task Analysis

• Text Chapter 4
• Manual Unit II Lesson 1 2

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Questions to Consider

• What skills and information are necessary to
  address identified needs?
• What knowledge does the expert have that is
  essential for the task?
• What related subject content should be taught?
• How can the subject content be organized?
• How is a task analyzed to identify its components
  and then, to sequence the actions required?

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Task...

• Is an observable, measurable unit of work
  performed on the job by one worker in a specific
  period of time.
• Represents one or more of the three domains of
  human behavior.
• Knowledge
• Skill
• Attitude
• Is an imperative sentence, containing a verb, an
  object, and modifying information.

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Components of Task Analysis

• Information Gathering
• Occupational Information
• Job Description/Task Listing
• ONet
• Military Careers On-Line
• Industry Information

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Components of Task Analysis (continued)

• Topic Analysis
• Content Structure
• Analyzing an Topic
• Procedural Analysis
• Steps or Details
• Cognitive Analysis
• Critical Incident Method
• Process Analysis

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Topic Analysis

• Content Structure
• Content is classified into discrete categories.
• Categories are
• Facts
• Concepts
• Principles and rules
• Procedures
• Interpersonal skills
• Attitudes

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Topic Analysis

• Identifying a topic
• Identify topics.
• Ask SME to describe topics.
• Identify the facts, concepts, procedures,
  principles, interpersonal skills, and attitudes.

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Procedural Analysis
Steps or Details

• Task a series of steps leading to a meaningful
  outcome.
• Meaningful outcome??
• ONet Examples

• Detail/Step one of the actions that need to be
  taken in order to accomplish the meaningful
  outcome.

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Procedural Analysis

• Cognitive Analysis
• Used to analyze psychomotor tasks that have a
  cognitive component.
• Steps
• Identify 3-5 broad steps.
• Conduct a knowledge audit.
• Conduct a simulation interview.
• Create a cognitive demands table.

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Task Analysis Procedure

• Prepare a task listing.
• Prepare a task detailing.
• Identify prerequisite knowledge and skills.

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Writing Task Statements
Action Verb
Object Acted Upon
Modifying Information


Action Verb observable behavior that has no
endings, (s, ing) Object answers the question
what or whom
Verb Object Define
learning. Paint house. Salute the flag.
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ONet Example

• 41-1011.00 - First-Line Supervisors/Managers of
  Retail Sales Workers
• Directly supervise sales workers in a retail
  establishment or department. Duties may include
  management functions, such as purchasing,
  budgeting, accounting, and personnel work, in
  addition to supervisory duties.

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TasksRetail Sales Manager

• Plans and prepares work schedules and assigns
  employees to specific duties.
• Hires, trains, and evaluates personnel in sales
  or marketing establishment.
• Coordinates sales promotion activities and
  prepares merchandise displays and advertising
  copy.
• Confers with company officials to develop methods
  and procedures to increase sales, expand markets,
  and promote business.

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Military Careers On-Line Example

• Medical Laboratory Technicians
• SummaryMedical laboratories are an important
  part of the military health care system. The
  staffs of medical laboratories perform clinical
  tests required to detect and identify diseases in
  patients. Medical laboratory technicians conduct
  tests on the tissue, blood, and body fluids of
  medical patients.

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TasksMedical Laboratory Technician

• Use lab equipment to analyze specimens (samples)
  of tissue, blood, and body fluids.
• Examine blood and bone marrow under microscopes.
• Test specimens for bacteria or viruses.
• Draw blood from patients.

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Prerequisite Knowledge and Skills

• Knowledge
• Skills
• Abilities
• Attitudes
• Experience
• Certification/Licensure/Clearances
• Physical Demands/Strength Factor

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Physical Demands

• Strength Factor
• Sedentary
• Light
• Medium
• Heavy
• Very Heavy

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Physical Demands (other factors)

• Climbing
• Balancing
• Stooping
• Kneeling
• Crouching
• Crawling
• Reaching
• Handling

• Fingering
• Feeling
• Talking
• Hearing
• Tasting/Smelling
• Near Acuity
• Field of Vision

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Critical Incident Method

• Is used for analyzing a work process, such as how
  to conduct an interview, resolve an interpersonal
  conflict, or close a sales opportunity.
• Determines which conditions lead to success and
  which conditions lead to un successful
  accomplishment to goals.

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Industry Information

• North American Industry Classification System
  (NAICS)
• datafile that includes definitions for industries
  and a searchable index.
• e-Learning Unit Classification Systems and
  Labor Market Information

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Performance Analysis

• Manual Unit II, Lesson 3

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Questions to Consider

• What is the problem or issue that you are to
  solve?
• Does this problem impact performance?
• Does it impact the organization?
• Is it worth solving?
• What is the gap between the actual performance
  and the desired performance?
• What are the causes of the problem?
• Will training solve the problem?

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Important Terms

• Performance Analysis AKA front-end analysis
• Performance Gap the difference between the
  current performance (what is) and the desired
  performance (what should be)

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Performance Problem Ownership

• Symptoms of the problem
• Suspected root causes of the problem
• Cognitive Behavior
• Psychomotor Behavior
• Affective Behavior
• Environment

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Suspected Root Cause(s)

• Cognitive Behavior
• Do employees have the necessary facts and
  information to perform?
• Affective Behavior
• Are people motivated to perform? How to people
  feel about their behavior? Is there adequate
  incentive to perform?

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Suspected Root Cause(s)

• Psychomotor Behavior
• Can employees do the actions associated with
  successful job performance?
• Environment
• Do employees have the needed equipment and tools?
  Does the structure of the organization support
  the employee to perform?

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Alternatives to Instruction

• Feedback methods
• Job performance aids
• Reward systems
• Employee selection practices
• Organizational redesign

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Learner and Contextual Characteristics

• Learner Characteristics
• Contextual Characteristics
• e-Learning Unit Conducting Contextual and
  Learner Analysis

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Overview

• Types of Learner Characteristics
• General Characteristics
• Specific Entry Competencies
• Learning Styles
• Academic Information
• Personal and Social Characteristics

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Overview (continued)

• Types of Context
• Orienting Context
• Instructional Context
• Transfer Context