Cardiff University | Prifysgol Caerdydd ORCA
Online Research @ Cardiff 
WelshClear Cookie - decide language by browser settings

Analysing and training task analysis

Patrick, John, Gregov, A. and Halliday, P. 2000. Analysing and training task analysis. Instructional Science 28 (1) , pp. 51-79. 10.1023/A:1003583420137

Full text not available from this repository.

Abstract

Hierarchical Task Analysis (HTA) is used particularly in the context of instructional development. This paper involves two exploratory studies concerning the difficulties of those learning to perform HTA (Study 1) and how these might be overcome (Study 2). In Study 1 seventeen students were provided with declarative training in the major features of HTA and were then asked to analyse the task of making a cup of tea (task 1) or of painting a door (task 2). HTAs were analysed in terms of five HTA criteria (hierarchical representation, logical decomposition rule, logical equivalence, specification of plans and the P × C rule) and four other error categories (task boundaries incorrect, cognitive goals omitted, operations described as activities rather than goals, and lack of versatility of the analysis in terms of encompassing task variation). Errors occurred with respect to all HTA criteria and other error categories suggesting that carrying out HTA is itself a complex cognitive task. This together with an analysis of questionnaire responses concerning self-reported difficulties and strategies suggested that the tendency to use an action-oriented representation of the task being analysed might be one cause of poor performance. Study 2 investigated the effectiveness of three instructional conditions at improving analysts' performance at HTA: procedure training which specified eight main goals in carrying out HTA, criteria training which involved understanding and practice at using or recognising the five HTA criteria and types of error, and combined criteria/procedure training. Performance at HTA improved in both conditions that involved criteria training.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Uncontrolled Keywords: task analysis - training development
Publisher: Springer Verlag
ISSN: 0020-4277
Last Modified: 21 Oct 2016 03:07
URI: http://orca-mwe.cf.ac.uk/id/eprint/34506

Citation Data

Cited 21 times in Google Scholar. View in Google Scholar

Cited 10 times in Scopus. View in Scopus. Powered By Scopus® Data

Actions (repository staff only)

Edit Item Edit Item