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7 - Designing Training for Professionals Based on Subject Matter Experts and Cognitive Task Analysis

Published online by Cambridge University Press:  04 August 2010

By
Jan Maarten Schraagen
Edited by
K. Anders Ericsson
K. Anders Ericsson
Affiliation:
Florida State University
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Summary

Instructional design (ID) is a field of both applied research and development activities that aims at formulating, executing, and testing theoretically sound solutions for instructional problems in real-life situations. ID focuses on the analysis and design phases that usually occur before the actual development/production and implementation of training systems. As such, ID is part of the more encompassing instructional systems development or design process (ISD). In a traditional ISD approach, every ID will incorporate a task or content analysis. The purpose of the task and content analysis is to organize the content to be taught by analyzing a job to be performed (task analysis) or the content domain that represents the information to be learned (content analysis) (Tennyson & Elmore, 1997). According to Jonassen, Tessmer, and Hannum (1999, p. 3), “task analysis is probably the most important part of the ISD process, and it has been thought so for some time.”

Notwithstanding its alleged importance, Jonassen, Tessmer, and Hannum also state that task analysis is the most often misconstrued, misinterpreted, poorly executed, or simply ignored component of the ID process. This complaint has been voiced not only in the development of training systems, but also in the design of computer systems to support human work (Diaper & Stanton, 2004a, 2004b). The reasons are manifold: Task analysis requires a lot of time, effort, and expertise; it is more of an art than a science; and its usefulness is frequently doubted, which has resulted in a gulf between the outcomes of task analysis and systems design (Schraagen, 2006; Schraagen, Chipman, & Shalin, 2000).

Type
Chapter
Information
Development of Professional Expertise
Toward Measurement of Expert Performance and Design of Optimal Learning Environments
 , pp. 157 - 179
Publisher: Cambridge University Press
Print publication year: 2009

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