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"A task analysis is a critical component in the instructional design process because it provides important information about the content and/or tasks that will form the basis for the instruction being developed." (Brown & Green, p.60)
As I embark on designing an instructional training to foster a growth mindset among graduate students, I will adopt a systematic approach to task analysis, guided by the framework proposed by Jonassen et al., as laid out below.
This task analysis process consists of the following components: "(1) inventorying tasks; (2) describing tasks; (3) selecting tasks; (4) sequencing tasks and task components; and (5) analyzing tasks and content level." (Brown & Green, p. 61).
1) Inventorying Tasks
I will begin by inventorying tasks that are essential for supporting the acquisition and application of growth mindset principles. This involves compiling a comprehensive list of activities and learning experiences that align with the learning objectives of the training. Tasks may include self-reflection exercises, goal-setting activities and seeking feedback.
Tasks inventoried will include self-reflection exercises (aligns with Goal 2, Obj. 1), goal-setting (Goal 2, Obj. 3), and seeking feedback activities (Goal 2, Obj. 3)
Other potential tasks are identifying fixed vs. growth mindset beliefs (Goal 1, Obj. 2) and evaluating mindset impacts (Goal 1, Obj. 3).
2) Describing Tasks
Next, I will elaborate on each task by providing detailed descriptions of their objectives, instructions, and expected outcomes. By clearly articulating the purpose and steps involved in completing each task, I will ensure that learners have a clear understanding of what is expected of them and how each task contributes to their growth mindset development.
For each task, descriptions will clearly outline how it links to specific learning objectives.
E.g. Self-reflection prompts will be used to enable learners to identify fixed mindset tendencies (Goal 2, Obj. 1).
3) Selecting Tasks
Given the potential volume of tasks, I will prioritize and select those that are most relevant, feasible, and appropriate for achieving the learning objectives in line with results from the learner analysis. This selection process will involve considering factors such as task relevance, learner engagement, and alignment with instructional resources and constraints.
Here, I will prioritize tasks most tightly aligned with Goals 1 & 2 based on learner analysis.
I'll ensure selected tasks collectively cover all learning objectives.
4) Sequencing Tasks and Task Competencies
I will define the sequence in which tasks should occur to facilitate progressive learning and skill development. By organizing tasks in a logical order, I will ensure that learners are scaffolded from simpler to more complex concepts and will be provided with opportunities for practice and reinforcement.
This will be sequenced from understanding growth mindset (Goal 1) to developing strategies (Goal 2).
It will begin with defining concepts (Goal 1, Obj. 1) then move to higher-order tasks like evaluating impacts (Goal 1, Obj. 3).
5) Analyzing Tasks and Content Level
Finally, I will analyze each task to identify the cognitive, physical, and affective demands it places on learners. This analysis will help ensure that tasks are appropriately aligned with the intended learning objectives and that instruction effectively supports the cultivation of a growth mindset.
By following this approach to task analysis, I aim to develop an instructional training that equips graduate students with the knowledge, skills, and attitudes necessary to embrace challenges, persist in the face of setbacks, and pursue continuous growth and development that will follow them into their professional endeavors.
Cognitive demands will be aligned with knowledge objectives (define, differentiate).
Reflective demands will be used for self-awareness objectives (identify tendencies).
Practical demands will be used for application objectives (create action plan).
Reference
Brown, Abbie, and Timothy D. Green. “Chapter 3: Needs Analysis.” The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice, Third Edition, 3rd ed., Taylor and Francis, Florence, 2015, pp. 61-62.
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