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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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Cognitive Task Analysis
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-
Cognitive Task Analysis
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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Cognitive Task Analysis 7
%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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Cognitive Task Analysis 12
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-