Job Task Analysis

This Job Task Analysis, completed for my Analysis of Performance and Instructional Systems course, investigates how and why Victoria Stilwell Academy's Faculty Advisors (FAs) deviate from the provided skill assessment rubrics. Using a cognitive task analysis, including a knowledge audit, simulation interview, cognitive demands table, and a DIF analysis, I uncovered the cognitive demands and decision-making patterns of a "star performer" FA. I selected this artifact because it demonstrates the depth of intention required in instructional design. Rather than assuming the problem was a simple knowledge gap, I used qualitative methods to surface a far more nuanced story. This analysis sharpened my understanding that the most important skill an instructional designer can develop is the ability to listen carefully, suspend judgment, and let the data (through a compassionate lens) reveal what is actually happening in the performance environment.