REVISION OF POLICE TRAINING PROGRAMS HAS BEEN NECESSITATED BY FOUR FORCES: CIVIL RIGHTS LAWS, FUNDING REDUCTIONS, GROWTH OF CIVIL LIABILITY, AND TECHNOLOGICAL ADVANCEMENT. TASK ANALYSIS, A CHRONOLOGICAL STATEMENT OF PERFORMANCES REQUIRED TO COMPLETE A GIVEN JOB, IS THE FIRST STEP IN CHANGING TRAINING TO ADJUST TO THESE FORCES AND DEVELP AN EFFECTIVE JOB-RELATED TRAINING PROGRAM. THE FOUR METHODS USED TOGETHER OR INDIVIDUALLY OF CONDUCTING A TASK ANALYSIS ARE OBSERVATION TASK ANALYSIS, IN WHICH A SKILLED WORKER IS WATCHED; SIMULATED TASK ANALYSIS; CONTENT ANALYSIS USING INSTRUCTIONAL AND OPERATING MATERIALS; AND INTERVIEW ANALYSIS. WRITING THE TASK ANALYSIS INCLUDES IDENTIFYING TASKS AND SUBTASKS AND SEQUENCING THE TASKS IN THEIR ORDER OF PERFORMANCE. EACH SUBTASK MUST BE STATED BOTH IN PERFORMANCE TERMS AND IN RELATION TO THE MAJOR TASK. FOLLOWING THE TASK ANALYSIS, CURRICULUM DEVELOPMENT CONTINUES WITH IDENTIFYING SKILLS REQUIRED FOR EACH SUBTASK, DETERMINING EACH TRAINEE'S SKILL LEVEL, WRITING TRAINING OBJECTIVES, WRITING CRITERION TEST ITEMS WHICH MATCH OBJECTIVES WITH SKILLS, AND DEVELOPING LESSON PLANS TO TEACH THE PERFORMANCE OBJECTIVES. DESPITE ITS COST, TASK ANALYSIS IS THE ONLY WAY TO DEVELOP EFFECTIVE TRAINING PROGRAMS TO MEET CHANGING LEGAL AND OTHER NEEDS. THE CONCEPTUAL DESIGN OF A TRAINING PROGRAM AND FOOTNOTES ARE ALSO INCLUDED. (CFW)