Techniques For Knowledge Elicitation And Analysis
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Task Analysis Methods for Instructional Design
Task Analysis Methods for Instructional Design is a handbook of task analysis and knowledge elicitation methods that can be used for designing direct instruction, performance support, and learner-centered learning environments. To design any kind of instruction, it is necessary to articulate a model of how learners should think and perform. This book provides descriptions and examples of five different kinds of task analysis methods: *job/behavioral analysis; *learning analysis; *cognitive task analysis; *activity-based analysis methods; and *subject matter analysis. Chapters follow a standard format making them useful for reference, instruction, or performance support.
The Handbook of Work Analysis
This new handbook, with contributions from experts around the world, is the most comprehensive treatise on work design and job analysis practice and research in over 20 years. The handbook, dedicated to Sidney Gael, is the next generation of Gael’s successful Job Analysis Handbook for Business, Industry and Government, published by Wiley in 1988. It consists of four parts: Methods, Systems, Applications and Research/Innovations. Finally, a tightly integrated, user-friendly handbook, of interest to students, practitioners and researchers in the field of Industrial Organizational Psychology and Human Resource Management. Sample Chapter available: Chapter 24, Training Needs Assessment by Eric A. Surface is available for download.
Knowledge Elicitation of Recognition-primed Decision Making
"A Critical Decision Method (CDM) has been developed for knowledge elicitation. The CDM, an extension of the critical incident technique, includes protocol analysis and memory recall tasks to study cognitive performance. A set of probes is employed to trace the development of situation assessment during critical incidents, and to determine the decision strategies used. The outputs of the method include inventories of the critical cues, graphic portrayals of the situation assessment process, and categorization of the decision strategies. Thus far, the method has been used with a variety of decisions and appears especially well suited to studying cognitive performance in naturalistic settings. It also appears valuable for addressing the highly skilled decision maker, and for eliciting the analytical and perceptual bases of proficient performance. Applications have been made for training, decision support systems, and the development and evaluation of knowledge based systems." -- Abstract.