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8/12/2019 IDT873 CTA Maddrell

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Cognitive Task Analysis 1

Running head: COGNITIVE TASK ANALSIS

Cognitive Task Analysis

!enni"e# $add#ell

Old %o&inion 'nive#sity

I%T ()* Advan+ed Inst#u+tional %esign Te+hni,ues

%#- Ga#y $o##ison

O+to.e# 1/0 22(


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T#aditional Task Analysis

A t#aditional 3#o+edu#al task analysis des+#i.es a task as a se#ies o" dis+#ete a+tions

4!onassen0 Tess&e#0 5 6annu&0 17778- 9igu#e 1 diag#a&s a 3#o+edu#al task analysis "o# the

insu#an+e unde##iting su.&ission #evie task- ;ithin this t#iage task0 the unde##ite# &ust

evaluate va#ious as3e+ts o" the ne su.&ission and de+ide hethe# to ,uote o# de+line thesu.&ission-

Figure 1.


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Cognitive Task Analysis *

As de3i+ted in 9igu#e 10 in +o&3leting the su.&ission #evie task0 the unde##ite# &ust

&ake a se#ies o" &ental o3e#ations and de+isions in #oute to a +on+lusion to eithe# a8 de+line the

su.&ission o# .8 ,uote the su.&ission- These &ental o3e#ations and su.se,uent de+isionsin+lude the "olloing:

Assessing the viability of the opportunity- '3on #e+ei3t o" the su.&ission0 the unde##ite#

&ust &ake a ,ui+k #evie o" the in"o#&ation 3#ovided to assess the via.ility o" the o33o#tunity-Given the in"o#&ation 3#esented ithin the su.&ission and dis+ussions ith the .#oke#0 the

unde##ite# &ust =udge the likelihood the a++ount ill a+tually leave the in+u&.ent +a##ie#-

C#iti+al +ues to +onside# in+lude 3#io# se#vi+e and +lai&s handling 3#o.le&s ith the in+u&.ent+a##ie#0 ti&e to t#ansition the a++ount0 and +o&3leteness o" the su.&ission- I" the #elationshi3

ith the 3#io# +a##ie# has .een good0 the#e is little ti&e to t#ansition the a++ount0 o# the .#oke#

only 3#ovided enough in"o#&ation to 3#ovide a 3#i+e 4not se#vi+e8 ,uote0 it is likely the insu#ed is

not se#ious a.out &oving "#o& the in+u&.ent +a##ie# and the .#oke# is =ust seeking +o&3a#ative3#i+e ,uotes- 6oeve#0 i" the insu#ed is dissatis"ied ith the in+u&.ent +a##ie#>s se#vi+e0 the#e is

a&3le ti&e to t#ansition the se#vi+ing o" the a++ount0 o# the su.&ission 3#ovides a

+o&3#ehensive ove#vie o" .oth 3#i+e and se#vi+e #e,ui#e&ents0 it is likely the o33o#tunity is

via.le- I" the assess&ent o" the in"o#&ation leads to a +on+lusion that the +han+es a#e sli& the

a++ount ill &ove0 the unde##ite# &akes the de+ision to de+line the a++ount- 6oeve#0 i" theassess&ents leads to a +on+lusion that the#e is a good +han+e o" #iting the a++ount0 the

unde##ite# &akes the de+ision to +ontinue o#king on the a++ount-

Examining the employee concentrations.Given the 3otentially +atast#o3hi+ e?3osu#e o"3#oviding +asualty insu#an+e at lo+ations ith high e&3loyee +on+ent#ations0 the unde##ite#>s

t#iage o" the su.&ission in+ludes an e?a&ination o" e&3loyee +on+ent#ations- I" the insu#ed has

e&3loyee +on+ent#ations at any one lo+ation a.ove +o&3any guidelines0 the unde##ite# &akes

the de+ision to de+line the a++ount- Othe#ise0 the unde##ite# &akes the de+ision to +ontinueo#king on the a++ount-

Comparing the accounts exposures to the companys underwriting guidelines.'3on

#e+ei3t o" the su.&ission0 the unde##ite# &ust +o&3a#e the 3#os3e+tive a++ount>s e?3osu#es tothe insu#an+e +o&3any>s unde##iting guidelines- C#iti+al to this +o&3a#ison is a #evie o" the

insu#ed>s +u##ent and 3#io# o3e#ations- I" the +o&3any is involved in any o3e#ations hi+h #esult

in e?3osu#es that a#e against the unde##iting guidelines0 the unde##ite# &akes the de+ision tode+line the a++ount- Othe#ise0 the unde##ite# &akes the de+ision to &ove "o#a#d ith the

,uotation task 4.eyond the s+o3e o" this su.&ission t#iage task analysis8-


A +ognitive task analysis 4CTA8 o""e#s an alte#native &eans o" des+#i.ing the +ognitive

ele&ents o" the evaluation and de+ision &aking 3#o+esses involved in the task- The "olloing

3#ovides the #esults o" an A33lied Cognitive Task Analysis 4ACTA8 .ased on inte#vies

+ondu+ted ith an unde##iting su.=e+t &atte# e?3e#t 4S$E8 to gain in"o#&ation a.out +ognitive

st#ategies used to +o&3lete the su.&ission t#iage task 4$ilitello 5 6utton0 177(8- The ACTA

in+ludes a task diag#a&0 knoledge audit ta.le0 si&ulation inte#vie0 and +ognitive de&ands

ta.le-


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Cognitive Task Analysis @

Tas diagram

9igu#e is the task diag#a& gene#ated a"te# an initial inte#vie ith the unde##iting

S$E- The task diag#a& o""e#s a high level ove#vie o" the su.&ission t#iage task hi+h "o+uses

on the &ost di""i+ult +ognitive as3e+ts- The S$E as asked0 Think a.out hat you do hen

you t#iage a ne 3#os3e+t- Can you .#eak this task don into less than si?0 .ut &o#e than th#ee

ste3sB The S$E &entioned "ive ste3s0 .ut one as eli&inated 4"inan+ial a33#oval8 as it is not

task 3e#"o#&ed .y unde##ite#-

Figure !.Task %iag#a& "o# Ne A++ount


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Cognitive Task Analysis /

Table 1.Knoledge Audit Ta.le-

Aspect of expertise Cues and strategies Why Difficult?

Past and future

E?a&3le: Call "#o& .#oke# a.out a++ount he#e

in+u&.ent +a##ie# &essed u3 on +lai& and insu#ed>s

legal de3a#t&ent insisting the a++ount &ust &ove-

6igh level natu#e o" in+u&.ent &ess

u3

Level o" 3eo3le involved in de+ision

4lo level ve#sus high level8

Novi+e &ay not #e+ogniDe signi"i+an+e o" &essed u3

+lai& handling

Novi+e &ay not link level o" insu#ed to seve#ity o"

3#o.le&

Novi+e &ay not link seve#ity o" 3#o.le& to in+#eased

+han+e o" #iting a++ount-

Big picture

E?a&3le: Ste3s .a+k "#o& all the "a+ts a.out the

a++ount 3#esented .y the .#oke# to +onside# hat is

the #eal &otivation .ehind looking "o# a ,uoteB Is

this 3#os3e+t a t#ue o33o#tunity o# does the .#oke#

=ust need a +o&3eting 3#i+e ,uoteB I" it is only a

need to get +o&3eting 3#i+e ,uotes0 highly unlikely

the a++ount ill &ove-

eyond 3#i+e0 the#e se#vi+e issues ith

3#io# +a##ie#

ou# 3e#sonal histo#y ith that .#oke#-

Ti&e "#a&e to #elease ,uote

;hat othe# +a##ie#s a#e ,uoting

Novi+es &ay not +onside# othe# issues .eyond 3#i+e

that in"luen+e .uying de+ision

Novi+es do not have #elationshi3 ith .#oke# to kno

hen you a#e getting the st#aight "a+ts ve#sus a

sales 3it+h

Novi+es &ay get into the &inutia o" the a++ount

s3e+i"i+s and not ste3 .a+k and #ealiDe the ti&e"#a&e is

not "easi.le to a+tually &ove the a++ount

Noticing

E?a&3le: #oke# not soli+iting Tt o#k on this a++ount0 .ut

othe# units in +o&3any +an-

'nde#standing o" unde##iting

a33etite o" othe# units

Knoing ho to a++ess those 3eo3le

Novi+es don>t kno unde##iting a33etite o" othe#

units

Novi+es don>t kno 3eo3le outside o" the unit

Anomalies

E?a&3le: #oke# doesn>t #etu#n 3hone +alls- Shos

a la+k o" inte#est-

Ti&ing o" #etu#ned 3hone +alls

E?tent o" #es3onse to ,uestions 4eithe#

la+king o# detailed8

Novi+es &ay not #e+ogniDe they a#e getting .lon

o"" and they +ontinue o#king on su.&ission

Novi+es don>t #e+ogniDe signi"i+an+e o" out o" sight

out o" &ind hi+h is signal i" you a#e alive o# dead


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Cognitive Task Analysis H

Table !.Si&ulation Inte#vie-

Events Actions Assessment Critical Cues Potential Errors

%is+ussion a.out

3#os3e+t ith .#oke#

Ask 3#o.ing ,uestions

a.out o33o#tunity

Sensing tone "#o&

.#oke# o" u#gen+y and

desi#e to have you,uote-

Anse#s to

,uestion &ake

sense o# not ith

hat is in the

su.&ission #oke# ants to

o#k ith you o#

=ust ants a ,uote

"o# +o&3a#ison

3u#3oses

Can you &eet the issued

The#e is disa""e+tion

ith in+u&.ent

O3enness o" the .#oke#

;illingness to 3#ovide

additional in"o#&ation

eing ove#ly o3ti&isti+ a.out

anyo33o#tunity

Not 3#o.ing dee3ly "o# hidden

"a+ts a.out situation

Not #eading the ve#.al andnonve#.al +ues the .#oke# is

giving you-

%e+iding hethe# to

,uote

Evaluating ti&e "#a&e

.eteen ,uote deadline

and e""e+tive date

Assessing i" a++ount

&eets unde##iting

guidelines

6o &u+h ti&e is

the#e .eteen no

and e""e+tive dateB

A#e the e?3osu#es

inhe#ent in #isk

a++e3ta.le unde#

ou# unde##iting

guidelinesB

Too &u+h ti&e signals

the .#oke# is sho33ing

"o# an ea#ly ,uote-

Too little ti&e signals

that .#oke# =ust ants to

kee3 +u##ent +a##ie#

honest

Red "lag e?3osu#es

that e +annot #ite

Go +lasses o" .usiness

that e a#e ta#geting

eing so e?+ited a.out the

o33o#tunity that you #ush to

=udg&ent

S3in heels on a++ounts

he#e the#e isn>t a t#ue

o33o#tunity

%on>t dig dee3ly enough into

hat the a++ount #eally does

o# did in the 3ast that +ould

#e3#esent hidden e?3osu#es


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Cognitive Task Analysis )

Table &.Cognitive %e&ands Ta.le-

Difficult

cognitive elementsWhy difficult Common errors Cues and strategies used

Assessing hethe#

.#oke#>s anse#s &ake

sense o# not ith hat

is in the su.&ission

Novi+e unde##ite#s tend to "o+us on

.asi+ "a+ts in the su.&ission ve#sus

hat the .#oke# is telling the&

#oke#s #elu+tant to volunta#ily ai# di#tylaund#y a.out a++ount

%on>t #e+ogniDe o# 3#o.e "o#

hidden #ed "lags

9o+us e?+lusively on in"o#&ation

in su.&ission

Conside# i" you #eally kno the

sto#y .ehind the sto#y

Get and kee3 the .#oke# talking

to eli+it in"o#&ation .eyond thesu.&ission

Conside#ing the #eal

o33o#tunity and

e?3osu#es .eyond the

o.vious in"o#&ation

given in the

su.&ission

Novi+es unde##ite#s tend to "o+us on

in"o#&ation given ve#sus in"o#&ation

needed to &ake de+ision

Can .e un+o&"o#ta.le situation "o#

novi+e unde##ite#s to 3#o.e "o#

anse#s

Taking the su.&ission at "a+e

value

9ailing to engage in

un+o&"o#ta.le 3#o.ing

+onve#sations ith the .#oke#

Ask a.out #easons hy a++ount

ould &ove

Conside# hethe# ti&e"#a&e to

&ove a++ount is #ealisti+

Co&3a#ing a++ount>s

e?3osu#e in"o#&ation

ith unde##iting

guidelines

Co&3anies o"ten have &any ty3es o"

o3e#ations hi+h +#oss seve#al +lasses o"

.usiness

Novi+e unde##ite#s tend to "o+us on the

3#i&a#y .usiness o3e#ations

Novi+e unde##ite#s o"ten have di""i+ult

assigning an a++ount to the a33#o3#iate

.usiness +lassi"i+ation ithin the

guidelines-

9ailing to "ully +a3tu#e e?3osu#es

Getting lost in the details

$isinte#3#eting unde##iting

data

$isinte#3#eting the unde##iting

guidelines

Revie a++ount ith senio#

unde##ite#

Che+k &ulti3le sou#+es to

evaluate e?3osu#es

Conside#ing and

suggesting alte#natives

Novi+e unde##ite#s tend to "o+us on

hat .#oke# is asking you to do

Novi+e unde##ite#s o"ten "ail to

identi"y ays to ad=ust ,uotation o3tions

to &eet guidelines

uote only hat is asked .y

.#oke#

9ailing to 3#o.e "o# alte#nate

o33o#tunities ith the .#oke#

Conside# ays to ad=ust

,uotation o3tions to "it ithin

unde##iting guidelines-

Conside# othe# +ove#ages and

li&its that you o# othe#

de3a#t&ents +ould ,uote


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Cognitive Task Analysis (

Co&3a#ison o" A33#oa+hes

Analysis Comparison

In +o&3a#ing the #esults o" the t#aditional task analysis ith the +ognitive task analysis0

signi"i+ant di""e#en+es e&e#ge in "olloing a#eas: a8 the identi"i+ation and analysis o" hidden

+ognitive 3#o+esses0 .8 the #elative level o" ela.o#ation #ega#ding the +ent#al task ele&ents0 +8 the

"o+us on e?3e#t and novi+e di""e#en+es-

'vert behaviors versus cognitive processes. The key st#ength o" the t#aditional task

analysis is the a.ility to e?a&ine ove#t .ehavio#s #e,ui#ed to +o&3lete a task- 6oeve#0 as seen

in this e?a&3le0 additional +#iti+al +ognitive 3#o+esses and a+tions e#e un+ove#ed ithin the

ACTA- 9u#the#0 the ACTA o""e#ed a &eans o" analyDing the #elative signi"i+an+e and di""i+ulty

o" the #e,ui#ed task ele&ents-

(evel of elaboration.The t#aditional task analysis identi"ied the #elevant 3#o+esses and

de+ision 3oints in the su.&ission t#iage task- 6oeve#0 .y "o+using on the di""i+ult +ognitive

as3e+ts o" the task0 the ACTA 3#ovided g#eate# ela.o#ation ith #ega#d to the knoledge and

+ognitive 3#o+esses #e,ui#ed to 3e#"o#& the task- As the +ognitive de&ands ta.le highlights0 theACTA "o+used attention on the di""i+ult +ognitive ele&ents0 +o&&on e##o#s0 and st#ategies to

ove#+o&e those di""i+ulties and e##o#s- 'n"o#tunately0 these ele&ents e#e not unea#thed ithin

the t#aditional task analysis-

Focus on expert and novice differences.'nlike the t#aditional task analysis0 the ACTA

analysis "o+used on the +ent#al di""e#en+es .eteen ho an e?3e#t and a novi+e 3e#"o#& the

su.&ission t#iage task- The #esult is a +o&3a#ison o" +u##ent state 4novi+es8 and desi#ed state

4e?3e#ts80 as ell as st#ategies to take the novi+e to an e?3e#t level-

$mplications for )ractice

T#aditional task analysis allos 3#a+titione#s to ta#get the in3uts0 +ent#al o3e#ations0 andde+ision 3oints involved in +a##ying out a task- ;hile this 3#ovides a good ove#vie o" hat

ha33ens as the task is +a##ied out0 it does not 3#ovide the designe# ith an unde#standing o" the

natureo" the +ognitive 3#o+esses #e,ui#ed to +o&3lete the task- 9u#the#0 "olloing a t#aditional

task analysis0 the 3#a+titione# +annot gage the #elative i&3o#tan+e o" the va#ious tasks ele&ents

o# hi+h as3e+t4s8 o" the task a#e ha#de# "o# the novi+e- As seen in the #esults .eteen the to

analyses0 the +ognitive task analysis 3#ovides 3#a+titione#s ith a .ette# unde#standing o" the

di""i+ult and +#iti+al +ognitive 3#o+esses0 as ell as the and +ues and st#ategies0 hi+h a#e +ent#al

to su++ess"ul +o&3letion o" the task-

*hen to use Traditional Tas Analysis versus Cognitive Tas Analysisoth a t#aditional task analysis and +ognitive task analysis highlight key as3e+ts o" the

task- 6oeve#0 as seen in the to analyses a.ove0 ea+h 3#odu+es di""e#ent #esults- As noted0 the

+ognitive task analysis o""e#s a .ette# analysis o" the +ent#al knoledge and de+ision &aking

+ognitive 3#o+esses- Given that ea+h task is di""e#ent0 the "olloing 3#ovides a +o&3a#ison o"

hi+h analysis is &o#e a33#o3#iate .ased on the deg#ee o" o.se#va.le .ehavio#s0 the deg#ee o"

#e,ui#ed e?3e#tise0 and the #elative +ognitive di""i+ulty o" the task-


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%egree of observable behaviors.The di""e#en+e in out+o&es .eteen the to a33#oa+hes

is likely less signi"i+ant hen the task involves 3#i&a#ily o.se#va.le .ehavio#s- 6oeve#0 i" the

task involves 3#i&a#ily &ental a+tions that #esult in less o.se#va.le .ehavio#s0 a +ognitive task

analysis is the &o#e a33#o3#iate o3tion-

Expert versus novice differences.;hen little task #elated e?3e#tise is #e,ui#ed to 3e#"o#&

the task0 the #esults o" .oth analyses ould likely .e si&ila#- 6oeve#0 i" su++ess"ul +o&3letion

o" the task #e,ui#es knoledge that a novi+e ould not 3ossess0 a +ognitive task analysis allos

the 3#a+titione# to un+ove# o# d#ill don on the di""i+ult +ognitive ele&ents- As noted0 these

+ognitive ele&ents a#e less likely to .e ade,uately analyDed in a t#aditional task analysis-

+elative cognitive difficulty. ;hile a t#aditional task analysis 3#ovides a +o&3#ehensive

outline o" the ste3s in the task0 it does not o""e# a relative assessmento" hi+h ste3s a#e ha#de# o#

&o#e +#iti+al to su++ess"ul +o&3letion- Instead0 ea+h ste3 in the task is +onside#ed e,ually-

6oeve#0 as seen in the +ognitive de&ands ta.le0 so&e tasks hinge on a s&alle# nu&.e# o"

+#iti+al o# di""i+ult ele&ents- The#e"o#e0 the ACTA is &o#e a33#o3#iate hen su++ess"ul task

out+o&es de3end u3on +ognitively di""i+ult =udg&ents o# de+ision-


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Re"e#en+es

!onassen0 %- 6-0 Tess&e#0 $-0 5 6annu&0 ;- 6- 417778-Tas analysis methods for instructional

design- $ahah0 N-!-: L- E#l.au& Asso+iates-

$ilitello0 L- G-0 5 6utton0 R- !- - 4177(8- A33lied +ognitive task analysis 4ACTA8: a3#a+titione#>s toolkit "o# unde#standing +ognitive task de&ands-Ergonomics0 ,141180

1H1(J1H@1-

idt873 cta maddrell

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