Task Analysis and Sequencing

In project management, task analysis is the identification of the processes needed to support the training program (Cox, 2009).   Task sequencing is the organization of the tasks to enhance comprehension and retention (Cox, 2009).  The task analysis is organized by a hierarchical framework beginning with the primary level of what the learner needs to be able to do or know.  Each primary level can be broken down into more detail including main and supporting tasks to accomplish the primary objective (Haughey, n.d.).   Tasks can be physical, intellectual, or cognitive to deepen the understanding of knowledge, skills, and abilities of the training (Cox, 2009).  Typically the task sequencing is ranked by importance based on the time spent, difficulty, and significance.   

Project management like Instructional Systems Design is a framework of tasks to be accomplished. It is the planning, organization, and supervision of the project of instructional design.  It is not the development of the content.   The process of Project Mangement is to oversee the scope, costs, and time to produce a quality product by managing resources and keeping within budget. 

This youtube video http://www.youtube.com/watch?v=Rwdlqf-YS2o is part of a series of webcasts about sequencing learning experiences. It introduces and explains why it is important to sequence instruction; what is sequenced learning; and how to a create sequenced instructional material that best meets the needs of the learner. 

This second video in the series, http://www.youtube.com/watch?v=ZWrAluSVZb4 goes on to describe stratgies to produce sequenced learning. It begins with the assumption that learning is hierarchical.  That means that the learner must have prior knowledge to build upon to learn the new content. The project manager must identify what baseline of knowledge the learner must have and sequence tasks based on this information to meet the objectives of the new instruction. 

The final video in the trilogy, http://www.youtube.com/watch?v=35_lPjHpK8o offers another strategy to produce sequenced learning.  Procedural analysis is different from hierarchical strategy in that it recommends to sequence the learning in the order in which the task will be used.  The video has a great example that explains well the concept.  
 

Personal reflection:

From the lessons this week it becomes more apparent the importance of project management in producing instructional design that meets the scope of the stakeholders, on time and within budget.  After initiating the project a needs analysis is done to determine whether training is the solution and whether it will deliver the desired results (Cekada, 2011). Concluding that training is needed, a task analysis with task sequencing identifies the objectives to be met and measured. Systematically each task is broken down to a level of detail necessary to improve comprehension and retention.  This organization and leadership guides the process to produce the instructional design.     

Cekada, T. L. (2011, December). Need training? conducting an effective needs assessment. Professional safety, 56(12), 28-34. 

Cox, D. (2009). Project management skills for
    instructional designers. (1st ed.).
    Bloomington, IN: iUniverse.

Haughey, D. (n.d.). An introduction to
    project management. Retrieved from
   http://www.projectsmart.co.uk/introduction-to-project-management.html