Task analysis is a fundamental tool of human factors engineering. It entails analyzing how a task is accomplished, including a detailed description of both manual and mental activities, task and element durations, task frequency, task allocation, task complexity, environmental conditions, necessary clothing and equipment, and any other unique factors involved in or required for one or more people to perform a given task. Information from a task analysis can then be used for many purposes, such as personnel selection and training, tool or equipment design, procedure design (e.g., design of checklists, or decision support systems) and automation. Though distinct, task analysis is related to user analysis.
Applications The term "task" is often used interchangeably with activity or process. Task analysis often results in a hierarchical representation of what steps it takes to perform a task for which there is a goal and for which there is some lowest-level "action" or interaction among humans and/or machines: this is known as hierarchical task analysis. Tasks may be identified and defined at multiple levels of abstraction as required to support the purpose of the analysis. A critical task analysis, for example, is an analysis of human performance requirements which, if not accomplished in accordance with system requirements, will likely have adverse effects on cost, system reliability, efficiency, effectiveness, or safety. Task analysis is often performed by human factors and ergonomics professionals. Task analysis may be of manual tasks, such as bricklaying, and be analyzed as time and motion studies using concepts from industrial engineering. Cognitive task analysis is applied to modern work environments such as supervisory control where little physical work occurs, but the tasks are more related to situation assessment, decision making, and response planning and execution. Task analysis is also used in education. It is a model that is applied to classroom tasks to discover which curriculum components are well matched to the capabilities of students with learning disabilities and which task modification might be necessary. It discovers which tasks a person hasn't mastered, and the information processing demands of tasks that are easy or problematic. In behavior modification, it is a breakdown of a complex behavioral sequence into steps. This often serves as the basis for chaining. The results of task analysis are often represented in task models, which clearly indicate the relations among the various tasks. An example notation used to specify task models is ConcurTaskTrees (by Fabio Paternò), which is also supported by tools that are freely available.
For Inclusion Knowing how to do Task Analysis is a fundamental skill in inclusive teaching. In fact, it consists of a backward composition of the objective which leads to the construction of a map (Plan), that is, a sequence of simpler actions and abilities to achieve a specific objective. For the Task Analysis it is necessary to clearly identify which are the prerequisites for the activity: essential prerequisites (knowledge, skills and competences of the student) and support prerequisites (environmental facilitators). It therefore requires to organize teaching and also an indispensable flexibility. There are also three approaches: technical (students are passive tools), socio-relational (students are motivated to participate), sociotechnical (an intermediate way in which students are able to make decisions and solve problems).
The advantages Perform a division into sequences. Identify the precise moment in which the problem occurs (behavior analysis, systematic observation) and be able to intervene effectively and efficiently. Establish a progression of correct and gradual learning objectives. Immediately provides for the inclusion of special environmental facilitators. Move from the concrete level to the graphic coding of the experience and to metacognition.
Documentation Since the 1980s, a major change in technical documentation has been to emphasize the tasks performed with a system rather than documenting the system itself. In software documentation particularly, long printed technical manuals that exhaustively describe every function of the software are being replaced by online help organized into tasks. This is part of the new emphasis on usability and user-centered design rather than system/software/product design. This task orientation in technical documentation began with publishing guidelines issued by IBM in the late 1980s. Later IBM studies led to John Carroll's theory of minimalism in the 1990s. With the development of XML as a markup language suitable for both print and online documentation (replacing SGML with its focus on print), IBM developed the Darwin Information Typing Architecture XML standard in 2000. Now an OASIS standard, DITA has a strong emphasis on task analysis. Its three basic information types are Task, Concept, and Reference. Tasks are analyzed into steps, with a main goal of identifying steps that are reusable in multiple tasks.
Types of task analysis There are multiple approaches to task analysis, with two common methods being hierarchical task analysis (below) and sequential task analysis. The choice of task analysis can impact on what conclusions people draw from the analysis.
Hierarchical task analysis Hierarchical task analysis (HTA) is a task description method and a variant of task analysis. Task description is a necessary precursor for other analysis techniques, including critical path analysis (CPA). HTA is used to produce an exhaustive description of tasks in a hierarchical structure of goals, sub-goals, operations and plans. In HTA, tasks are broken down into progressively smaller units.
Operations and plans Operations are the actions performed by people interacting with a system or by the system itself, and plans explain the conditions necessary for these operations. Operations describe the smallest individual task steps in the HTA, i.e. those which cannot be broken down into plans and further operations. They are the individual actions, such as 'visually locate control' or 'move hand to control', which the user must perform in a particular combination to achieve the goal of task completion.
Applying The following steps should be followed when conducting a HTA:
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