1. IU2: Task Analysis and Instructional Objectives
IU2: Plan B Program Task Analysis
by Frank Thornton
Goal Statement
After completion of the program, the students will be able to describe what their primary field of interest is and
demonstrate the capacity to build a revisable plan to reach their intended career goal.
First-Level Task Analysis
The first level analysis for the Plan B Program has been a challenging exercise to identify the major steps for the
training program.
• Assessment of the student learner and determine career interests
• Research of the knowledge, skills, and abilities of the career or trade
• Design and create the career exploration plan
• Execute and revise the plan as needed and perform Formative Assessment
• Perform Summative Assessment
In-Depth Task Analysis
The diagram on page 2 below depicts the in-depth analysis of the subordinate skills and entry behaviors for the
Plan B Program.

2. 5.1
5
Summative
Evaluation
Evaluation
4.1
4 4.2
Formative
Implement Monitor Plan
Assessment
3
Planning 3.1 3.2
3.3
List job Admissions &
Construct Plan
KSAs Program Cost
2
Research
2.1 2.2 2.3
Choose (3) Research Review
Careers Web sites Job listings
1
Assessment 1.3
1.1 1.2
Interest
Family Survey List Skills
Inventory
Entry Level Behaviors/Skill
Flexibility and Choose a Possess basic
willingness to
career or trade PC Skills
learn

3. Classification of Goal into a Domain of Learning
The goal of the Plan B Program is to improve the student learner's capabilities within the Bloom's Taxonomy
Cognitive Domain. The tasks of the program allow the student learner to ponder, research, design, and plan for the
future. A student that has mastered the Plan B Program will have an adaptable plan to chart his future. The
requirements for achievement will be known and he will be able to see his progress towards his career interest.
Review of Task Analysis by a Peer Evaluator
The Plan B Program Task Analysis was evaluated by two peer evaluators. One peer evaluator was familiar with the
general concept of the program and the other evaluator had no insight into the project. The peer evaluator that was
unfamiliar with the program reviewed the initial task analysis. He made suggestions for me to clarify terminology
and reorganize steps in the planning and implementation process. The peer evaluator familiar with the concept of
the program did not add any suggestions for modification of the initial task analysis created. As a result, I re-
evaluated the suggestions from the first peer evaluator and made adjustments. While continuing the instructional
design process for the program, I will revise and adapt the plan as necessary moving forward.