Task analysis

About: Task analysis is a research topic. Over the lifetime, 10432 publications have been published within this topic receiving 283481 citations.

Creativity as a Matter of Choice: Prior Experience and Task Instruction as Boundary Conditions for the Positive Effect of Choice on Creativity

Abstract: This study investigates the effects of prior experience, task instruction, and choice on creative performance. Although extant research suggests that giving people choice in how they approach a task could enhance creative performance, we propose that this view needs to be circumscribed. Specifically, we argue that when choice is administered during problem solving by varying the number of available resources, the high combinatorial flexibility conferred by a large choice set of resources can be overwhelming. Through two experiments, we found that only individuals with high prior experience in the task domain and given explicit instruction to be creative produced more creative outcomes when given more choice. When either of these two conditions is not met (i.e., low prior experience or given non-creativity instruction), more choice did not lead to more creative performance. Theoretical and practical implications of these findings are discussed.

Tasks in a Pedagogical Context: Integrating Theory and Practice

Abstract: Units of analysis in syllabus design - the case for task, Michael H. Long and Graham Crookes task-based syllabus design - selecting, grading and sequencing task, David Nunan the name of the task and the task of naming - methodological aspects of task-based pedagogy, B. Kumaravadivelu towards an educational framework for teacher-led tasks, Richard Berwick critical episodes - reference points for analyzing a task in action, Virginia Samuda and Patricia L. Rounds evaluating language learning tasks in the classroom, Dermot F. Murphy.

Public transportation training: in vivo versus classroom instruction.

Abstract: This study evaluated a classroom program to teach public transportation usage (bus-riding skills) to retarded persons. Based on a task analysis of specific skills, five retarded male students were taught each of the components of locating, signalling, boarding and riding, and exiting a bus. These skills were taught sequentially, using training procedures consisting of role playing, manipulating the actions of a doll on a simulated model, and responding to questions about slide sequences. Before, during, and after training, subjects were tested on generalization probes in the classroom and in the natural environment. Results of a multiple-baseline design across subjects indicated that up to 12 months after termination of training, each subject exhibited appropriate bus-riding skills on actual city buses. Two other subjects were trained on each skill component in vivo, on city buses, in order to compare the relative effectiveness and efficiency of classroom versus in vivo training. Both of these subjects acquired appropriate bus-riding skills; however, the in vivo training procedure was both more time consuming and expensive than classroom training. These findings further demonstrate the effectiveness and practicality of properly designed classroom training procedures for teaching community survival skills to retarded persons.

A Theoretical Analysis of the Impact of Task Scope on Employee Performance

Abstract: A model is presented linking task scope to employee motivation and performance. Emphasis is given to the importance of objective, environmental (versus psychological) conceptualizations of task scope. Psychological reactions to variations in task scope are depicted as dependent on intervening constructs. Through an expectancy model, a formulation of a task scope/performance relationship leads to a complex, situationally specific set of predictions. Additional refinements of the model are suggested.