The main purpose of this paper is to outline the approaches of task analysis and its applications to instructional design. First, some of the major historical approaches are reviewed. The usefulness of task analysis approaches to instructional design is evaluated on four criteria: instructional relevance, psychological formulation, instructability and recognition of stages of competence. Two kinds of task analysis are outlined, namely, information-processing analysis and learning hierarchy analysis. A detailed discussion of rational and empirical task analysis follows. Finally, task analysis as a tool in the design of instruction is discussed.
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