When conducting a task analysis, the scope and sequencing of content required for instruction should be influenced by two factors: 1) the goals derived from the needs analysis and 2) information about the learners (e.g., background, knowledge). Thus, conducting a task analysis should not be done in a vacuum based solely on content knowledge.

Morison, Ross, and Kemp (2004) propose 3 techniques for analyzing content and outlining the tasks:

1. Topic Analysis - Conducting a topic analysis is like creating a topical outline. You begin with the topic and identify subordinate information associated with that topic. This may be done in an outline form or a flow chart form. This process provides two forms of information: 1) the content that will be included in the instruction and 2) the structure of the content components.


2. Procedural Analysis - In a procedural analysis, steps to complete a task are outlined.


3. Critical Analysis - In this analysis, the knowledge and skills needed to accomplish a task or understand a topic are outlined.

Follow this link for an example of a Task Analysis Outline.