Conducting Task Analysis

  • Chwee Beng Lee


In instructional design, task analysis is one of the most critical components in which learning goals, objectives, types of tasks and requirements to perform the specific tasks are identified. In this chapter, we provide an overview of task analysis and discuss the most relevant task analysis methods with concrete examples. As we focus on high-stakes learning environments and argue for the centrality of problem solving, we specifically discuss case-based reasoning and critical incident/critical decision methods that are highly relevant to problem solving.


  1. Aamodt, A., & Plaza, E. (1994). Case-based reasoning: Foundational issues, methodological variations, and system approaches. Artificial Intelligence Communications, 7, 39–59.Google Scholar
  2. Berkow, S., Virkstis, K., Stewart, J., & Conway, L. (2009). Assessing new graduate nurse performance. Nurse Educator, 34, 17–22. CrossRefGoogle Scholar
  3. Birks, M., James, A., Chung, C., Cant, R., & Davis, J. (2014). The teaching of physical assessment skills in pre-registration nursing programmes in Australia: Issues for nursing education. Collegian, 21, 245–253. CrossRefGoogle Scholar
  4. Brown, A., & Green, T. (2016). The essential of instructional design: Connecting fundamental principles with process and practice. New York: Routledge. CrossRefGoogle Scholar
  5. Burns, P., & Poster, E. (2008). Competency development in new registered nurse graduates: Closing the gap between education and practice. Journal of Continuing Education in Nursing, 39, 67–73. CrossRefGoogle Scholar
  6. Crandall, B., Klein, G., & Hoffman, R. R. (2006). Working minds: A practitioner’s guide to cognitive task analysis. Cambridge, MA: MIT Press.Google Scholar
  7. Hoffmann, R., & Militello, L. (2008). Perspectives on cognitive task analysis: Historical origins and modern communication of practice. New York: Taylor & Francis.Google Scholar
  8. Jonassen, D., Strobel, Y., & Lee, C. B. (2006). Everyday problem solving in engineering: Lessons for educators. Journal of Engineering Education, 95, 139–152. CrossRefGoogle Scholar
  9. Jonassen, D. H., Tessmer, M., & Hannum, W. H. (1999). Task analysis methods for instructional design. Mahwah, NJ: Erlbaum.Google Scholar
  10. Kolodner, J. (1993). Case-based reasoning. San Mateo, CA: Morgan-Kaufman.CrossRefGoogle Scholar
  11. Lee, C. B., Qi, J., & Rooney P. (2015). Capturing and assessing the experience of experiential learning: Understanding teaching and learning in a behaviourally challenging context. Western Sydney University. ISBN:978–1–74108-430-6.Google Scholar
  12. Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction (4th ed.). New York: Wiley.Google Scholar
  13. Riggle, J., Wadman, M., McCrory, B., Lowndes, B., Heald, E., Cartsens, P., et al. (2014). Task analysis method for procedural training curriculum development. Perspectives on Medical Education, 3, 204–218. CrossRefGoogle Scholar
  14. Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). New York: Wiley.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Western Sydney UniversityPenrithAustralia

Personalised recommendations