Discusses five job behavior functions viewed as necessary for practicing performance-based thinking in instructional development activities. Functions examined include the abilities to plan to perform a job, execute a task, monitor or control execution, troubleshoot, and evaluate. (MER)

Whether an organization has its own facilities and programs to teach people to perform the jobs necessary to accomplish its purpose, or sends its prospective employees to schools outside its own confines to receive that training, occupational education and training is big business. One problem with occupational training programs is that such…

This description of a method for using task analysis information to derive skill and knowledge requirements in the development of a training course begins by considering two important aspects of deriving skill and knowledge requirements. First, it is argued that task description is an important part of system design and training development in…

Traditional methods for task analysis have been largely based on the Instructional Systems Development (ISD) model, which is widely used throughout industry and the military. The first part of this document gives an overview of cognitive task analysis, which is conducted within the first phase of ISD. The following steps of cognitive task analysis…

The DACUM (Developing A Curriculum) occupational analysis process provides a systematic way to look at worker duties and tasks so that important knowledge, skills, standards, tools, and attitudes can be handed on to the next generation of workers. Revamped by The Ohio State University's Center on Education and Training for Employment, DACUM…