Develop task performance criteria

and the standards to which the task is to be performed. The criteria also includes the measures that will be used to determine if the task was performed correctly.

6.7.5.1 Define task conditions. The condition statement sets the stage for performing the task and also supports analyzing the task. Conditions, as used here, refer to the job conditions that significantly influence job performance. Those significant on-the-job conditions provide the basis for determining the necessary training conditions. The major items that need to be included in an accurate and complete statement of task conditions are listed in Table 17. Examples of task conditions are as follows:

a. A jobholder is required to multiply three-digit numbers. This statement alone suggests the possible need for training in mathematics. However, if one of the conditions of the task is that the individual performing the task is provided a calculator, the implications for training is considerably different.

b. Another task might require attaching cables to various items so that the items can be lifted. If one of the conditions of the task is that this must be accomplished 200 feet under water, this has serious implications for training.

TABLE 17. Guidelines for documenting task conditions.

INCLUDE IN TASK CONDITION STATEMENT

EXAMPLES

1. Tools and equipment used to perform the task.

1 Cleanroom overalls. 2 Lead-lined gloves. 3 F-16 aircraft. 4 Soldering iron. 2. Special job aids and manuals. 1 Procedural checklists.

2 Technical manuals. 3. Type and amount of supervision and

assistance normally available during task performance.

1 Task performed independently. 2 Task performed under close supervision.

3 Task performed as a member of a team. 4. Special physical demands of the task. 1 Crowded working conditions.

2 Unusual or prolonged physical exertion. 3 Kneeling or squatting.

4 Unusually cramped position. 5. Environmental conditions that influence task

completion.

1 Tropical environment. 2 Arctic environment. 3 Desert environment. 6. Location of performance. 1 Air-conditioned building.

2 Outdoors in all weather conditions. 3 At night in total darkness.

4 Direct support maintenance van.

7. Operations tempo 1. Normal.

2. Emergency. 3. Combat.

4. Operations Other Than War (OOTW). 6.7.5.2 Define cues. The cue is an action or event that creates the necessity for a task to be performed, regulated, or stopped. Adequate job performance clearly consists of more than

performing the work elements that make up the tasks that make up the job. The correct order and appropriateness of performance depend upon proper recognition of cues and upon knowledge of the correct response to each cue. This information will aid the training developer in designing learning activities that attempt to duplicate or simulate the work environment. A task may have one or more cues. For example:

a. For a wheeled vehicle, a flat tire would be a cue that should result in changing or repairing the tire. Other cues, such as length of time before the vehicle must be driven, location of the vehicle, and availability of a spare tire would determine which of several

actions should be taken; that is, whether the tire should be changed and repaired later, or whether it should be immediately repaired.

b. Sometimes, the cue is verbal, such as "Smith, fix that engine", or "Smith, replace the spark plugs", etc.

6.7.5.3 Identify job hazards, safety, and environmental factors. Document whether there is a hazard potential to personnel, equipment, and/or environment when this task is performed. Also indicate if personnel performing this task are required to hold a specific certification and the name of the agency that issues the certification.

6.7.5.4 Define task standards. The task standards state the performance criteria for the task. Task standards describe the minimum acceptable level of task performance to include accuracy, speed, quantity, and quality that will ensure successful accomplishment of the task. Standards should be objective, observable, measurable, and should relate to the task under study. Some guidelines for developing task standards are as follows:

a. The standard for a task is a statement of how well the task must be performed, if and when it is performed. For example, a task may be "Destroy enemy fortification with a missile". The job analyst is not likely to see the task performed and cannot write the standard for the task based on observation of satisfactory performance. The standard for this task is how well the task must be accomplished when it is performed.

b. The standard of performance for a task can be described by defining an acceptable product, by defining an acceptable process, or by defining both.

c. The standard should be defined in terms of an acceptable product if: (1) The product is observable and can be inspected.

(2) The process by which the product was produced cannot be easily observed. (3) The process is relatively unimportant as compared to the product.

d. Some examples of tasks where the standards should be defined in terms of a product are: (1) Prepare a tactical operations plan.

(2) Develop a computer program.

(3) Dig a trench 5 feet deep, 25 feet long, and 3 feet wide.

e. Standards generally describe products in terms of quantity (that is the number of work units produced per time unit), accuracy, tolerances, completeness, format, number of errors, and/or clarity.

f. The standard should be defined in terms of an acceptable process if: (1) Performance of the task does not leave a readily observable product.

(2) Failure to use the correct process could result in damage to equipment or danger to personnel.

g. Some examples of tasks where the standards should be defined in terms of process are: (1) Perform cardio-pulmonary resuscitation.

(2) Defuse defective bomb. (3) Land aircraft on flight deck.

h. Process standards generally are described in terms of sequence, completeness, accuracy, and speed of performance.

i. Often, both product and process are important. For example:

(1) If a task requires that a motor vehicle be driven from point A to point B, the arrival of the vehicle at point B could provide a product standard. However, since the driver might have run 10 other vehicles off the highway in the process, the product standard alone would not be sufficient. Therefore, the task statement "Drive a vehicle from Point A to Point B without incident." would specify both product and process.

j. Standards should be documented in sufficient detail to accurately communicate the requirements of the job. Often, to simplify writing the standards statements, a number of implied standards are not included in the documentation but are intended to be a part of the standards. Some of these implied standards are "complete and accurate," "submitted on time," and "correct solution." This means that for some tasks, the standard of

performance is implied in the task statement and need not be listed as a separate item. k. The instructional analyst should ensure that the standards are measurable and objective.

Standards such as "maintains momentum of..." cannot be measured. Subjective standards like "As Soon As Possible (ASAP)" are inadequate, because one evaluator's concept of "ASAP" may be different from another evaluator's. Time should not be used as a part of the standard unless failure to perform within the given time has dire results.

l. Perform the following steps to develop task standards:

(1) Review the condition statement to determine the parameters for the standard. The standard cannot address anything outside the parameters set by the condition statement.

(2) Review the task steps; task steps are the basis for task standard development. The task standard can only address what is stated in these steps. Ask the question "What is the ultimate outcome of the performance of these task steps?" The answer is the basis of the task standard.

(3) Review the information sources to determine if any standards are stated in these sources.

(4) Review the completed task standard to ensure that it states the criteria for the task, relates to the task steps, and is within the parameters set by the condition statement. 6.7.5.5 Develop performance measures. Performance measures are the behaviors, products, and characteristics that an evaluator observes to determine if the person has performed a task correctly. Successful accomplishment of performance measures results in meeting the task standard. Perform the following steps to determine performance measures:

a. Review the task steps, knowledge, skills, and attitude requirements to evaluate which are major steps. Performance measures are usually the major performance steps, knowledge, and skills necessary to perform the task.

b. Select performance measures that are observable and measurable. Performance measures should support the standard.

c. Write the performance measures to ensure that an evaluator could use them to determine if the task performer has in fact accomplished the task to the standard.

d. Begin each performance measure with an action. For example, "Mark all errors in

grammar, spelling, and format," not "The letter must be reviewed to see that it is correct." e. Ensure each performance measure concerns only one event.

6.8 Selecting tasks that require training. Once the tasks and subtasks (task steps) have been