ABSTRACT
Cognitive Task Analysis (CTA) methods focus exclusively on the cognitive processes and skills required during task performance. CTA methods are used for “identifying the cognitive skills, or mental demands, needed to perform a task proficiently” (Militello and Hutton, 2000, p. 90), and to identify and describe the knowledge, thought processes, and goal structures underlying task performance (Schraagen, Chipman, and Shalin, 2000). As tasks have become more cognitive in nature, and as the cognitive demands imposed on operators have increased (due to increases in the use of technology and complex procedures), the need for system, procedure, and training programme designers to understand the cognitive aspects of task performance has become paramount. Accordingly, CTA methods provide a structured means for describing and representing the cognitive elements that underlie goal generation, decision making, and judgements (Militello and Hutton, 2000). The outputs derived from CTA efforts are used for a variety of different purposes including, amongst other things, to inform the design of new technology, systems, procedures and processes; for the development of training procedures and interventions; for allocation of functions analysis; and for the evaluation of individual and team performance within complex sociotechnical systems.
