Showing papers on "Task analysis published in 1993"

Determinants of judgment performance in accounting settings: Ability, knowledge, motivation, and environment☆

Abstract: The goal of this paper is to trace the development of our conceptions of the roles of ability, knowledge, motivation, and environment as determinants of decision performance in accounting settings, and provide a synthesis of the basic constructs, conceptual relations, and methodological guidelines that can be inferred from this diverse literature. We first outline the key characteristics of accounting settings and research principles appropriate for examining the characteristics. The primary emphasis is on identifying interactions between determinants of performance, specifying underlying cognitive processes, and abstraction based on theory and task analysis. We then demonstrate how selected studies which follow these basic principles have greatly enhanced our understanding of accounting-related decisions. Finally, suggestions for future research are presented.

Skilled performance, practice, and the differentiation of speed-up from automatization effects: Evidence from second language word recognition

Abstract: Practice on cognitive tasks, in general, and word recognition tasks, in particular, will usually lead to faster and more stable responding. We present an analysis of the relationship between observed reductions in performance latency and latency variability with respect to whether processing has merely become faster across the board or whether a qualitative change, such as automatization, has taken place. The coefficient of variability (CV) - the standard deviation of response time divided by the mean latency - is shown to be useful for this purpose. A cognitive interpretation of the CV is given that relates it to issues of skill development.Data from second language learners' word recognition performance and from a simple detection task are presented which confirm predictions drawn from this interpretation of the cognitive significance of the CV. Initial improvement in a second language word recognition task was interpreted as involving more efficient controlled processing, which later gave way to automatization. The implications of this index of skill are discussed in relation to second language development and the general issue of automaticity of processing components in cognitive skills.

Layout appropriateness: a metric for evaluating user interface widget layout

Abstract: Numerous methods for evaluating user interfaces have been investigated to develop a metric that incorporates simple task descriptions which can assist designers in organizing their user interface. The metric, Layout Appropriateness (LA), requires a description of the sequences of actions users perform and how frequently each sequence is used. This task description can either be from observations of an existing system or from a simplified task analysis. The appropriateness of a given layout is computed by weighting the cost of each sequence of actions by how frequently the sequence is performed, which emphasizes frequent methods of accomplishing tasks while incorporating less frequent methods in the design. In addition to providing a comparison of proposed or existing layouts, an LA-optimal layout can be presented to the designer. The designer can compare the LA-optimal and existing layouts or start with the LA-optimal layout and modify it to take additional factors into consideration. >

Cognitive Task Analysis of Expertise in Air Traffic Control

Abstract: A cognitive task analysis was performed to analyze knowledge structures, mental models, skills, and strategies of en route controllers to provide an understanding of the key cognitive components of the air traffic controller's job. This article presents the results of three procedures as they contributed to an understanding of controller expertise: paper problem solving, performance modeling, and structured problem solving. The procedures resulted in the identification of (a) 13 primary tasks, (b) a mental model representing expert controller's organization of domain knowledge, (c) three categories of controller strategies, and (d) a hierarchy of goals. These results are being used to specify the instructional content and sequencing for the new Federal Aviation Administration en route air traffic control curriculum.

Quantitative modeling of complex computational task environments

Abstract: Formal approaches to specifying how the mental state of an agent entails that it perform particular actions put the agent at the center of analysis. For some questions and purposes, it is more realistic and convenient for the center of analysis to be the task environment, domain, or society of which agents will be a part. This paper presents such a task environment-oriented modeling framework that can work hand-in-hand with more agent-centered approaches. Our approach features careful attention to the quantitative computational interrelationships between tasks, to what information is available (and when) to update an agent's mental state, and to the general structure of the task environment rather than single-instance examples. A task environment model can be used for both analysis and simulation; it avoids the methodological problems of relying solely on single-instance examples, and provides concrete, meaningful characterizations with which to state general theories. This paper will give an example of a model in the context of cooperative distributed problem solving, but our framework is used for analyzing centralized and parallel control as well.

Tasks in a Pedagogical Context: Integrating Theory and Practice

Abstract: Units of analysis in syllabus design - the case for task, Michael H. Long and Graham Crookes task-based syllabus design - selecting, grading and sequencing task, David Nunan the name of the task and the task of naming - methodological aspects of task-based pedagogy, B. Kumaravadivelu towards an educational framework for teacher-led tasks, Richard Berwick critical episodes - reference points for analyzing a task in action, Virginia Samuda and Patricia L. Rounds evaluating language learning tasks in the classroom, Dermot F. Murphy.

A user study comparing head-mounted and stationary displays

Abstract: Head-mounted displays, as popularized by virtual reality systems, offer the opportunity to immerse a user in a synthetically generated environment. While there is much anecdotal evidence that this is a qualitative jump in the user interface, there is little quantitative data to establish that emersion improves task performance. The authors present the results of a user study: users performing a generic search task decrease task performance time by roughly half (42% reduction) when they change from a stationary display to a head-mounted display with identical properties (resolution, field-of-view, etc.). A second result is that users who practice with the head-mounted display reduce task completion time by 23% in later trials with the stationary display, suggesting a transfer effect. >

Sharing to-do lists with a distributed task manager

Abstract: We describe a simple and powerful tool for the management of distributed work: the Task Manager. Common tasks may be shared and manipulated independently by a number of people. They are represented as shared to-do lists at the user interface. With the help of the tool, users may organize cooperative tasks, monitor their progress, share documents and services, and exchange messages during task performance. The paper gives the motivation for the development of the Task Manager, implementation details, and a first assessment of its usefulness.

Task design as an influence on dialogue and learning: primary school group work with object flotation

Abstract: Previous studies suggest that group work would yield conceptual gains in physics if tasks specifically promoted dialogue about the factors which determine observed outcomes. This might be done by constraining task items to present critical tests of the effects of individual factors; and, additionally, by requiring participants to generate or select explicit rules about those effects. In order to test this hypothesis, groups of primary school children were asked to work on one of four versions of a task concerning object flotation: Random (i.e. a control in which there were no task constraints), Critical Tests, Rule Generation, and Rule Selection. Learning was assessed via change between a pre-test and two post-tests. Although the effect was delayed, children from the Random and Rule Generation conditions showed an increased awareness of relevant factors which was strongly related to prior group activity. This gain was absent in the Critical Tests and Rule Selection conditions. The results indicate that group dialogue can be productively shaped by task design, but also that its effects may take time to appear, and are negated by overmuch external direction of attention.

ADEPT: Advanced Design Environment for Prototyping with Task Models

Abstract: ADEPT MODELS AND TOOLS ADEPT is a novel design environment for prototyping user interfaces which allows the designer to construct an explicit model of the tasks that the user and computer witl perform jointly. ADEPT incorporates task and user modelling components with a rapid prototyping user interface design tool to provide a user-task centred design environment. ADE~ encompasses design from task analysis to the generation of a run-time system through a number of modelling stages (Figure 1). The environment provides editors, browsers, interpreters and generators that atlow each of the models to be functionally employed in user interface design. The task modelling component of ADE~ provides the designer with a graphical editor which allows the designer to construct and browse models of the existing and proposed tasks described in terms of Task Knowledge Structures [1]. The output from the task modelling component feeds directly into the Abstract Interface Model (AIM) component. The AIM provides the designer with a high-level specification of the interaction, expressed in terms of the dialogue structure and abstract interaction objects. The designer can edit and elaborate the AIM using the editors and browsers of ADEIT. The Concrete Interface Model (CIM) is a platform independent description of the interface design at a detailed level of interaction objects, their behaviour and screen layout. A generator tool creates a default CIM which the designer can edit using the CIM tools. The generator is influenced by input of user centred design characteristics from the User Model. The user model is a rule base of design principles which are tailored by the designer with facts concerning the details of the intended user group. The interaction between the CIM generator and the User Modelling components is in the form of question/answer dkdogues which are carried out automatically during the generation process. The CIM may be translated into a platform dependent implementation which makes use of a standard widget set such as Open Lookm. Other platforms can be accommodated by writing alternative translators. Permission to copy without fee all or part of this material is granted provided that the copies are not made or distributed for direct commercial advantage, the ACM copyright notice and the title of tha publication and ite date appear, and notice is given that copying is by permission of the Association for Computing Machinery. To copy otherwise, or to republish, requires a fea and/or specific permission.

A Comparison of Comprehension and Production Abilities of Good and Poor Readers.

Abstract: Research from several sources indicates that reading disability is often associated with difficulty in comprehending some complex spoken sentences, including those with relative clauses. The present study exploits a new methodology, elicited production, to identify the source of comprehension difficulties of poor readers. Both the elicited production task and a conventional act-out task were employed in a study of 30 children (aged 7-8), who were selected for reading ability. On the act-out task, the poor readers displayed a high error rate on two relative clause structures (SO and OO relatives), as had been found by Mann, Shankweiler, and Smith (1984), but these structures were elicited from the poor readers as successfully as from the good readers (on more than 80% of trials).

Applied behavior analysis in the classroom

Abstract: Each chapter concludes with "Summary" and "References." Preface. 1.Applied Behavior Analysis: Definition and Theory. Applied Behavior Analysis versus Behavior Modification. Definition of Applied Behavior Analysis (ABA). Historical Foundations of Applied Behavior Analysis. Criticisms of Applied Behavior Analysis. Ethical Use of Applied Behavior Analysis. 2.The Big Picture. Developing an Applied Behavior Analysis Intervention. Selecting Goals and Objectives. Integrating Three Entry Points. Evaluating the Effectiveness of ABA. Extending the Benefits of ABA. 3.Behavioral Objectives. Long-Term Goals versus Short-Term Objectives versus Instructional Objectives. Features of an Instructional Objective. Selecting Relevant and Reasonable Long-Term Goals, Short-Term Objectives, and Procedures. Issues in Writing Instructional Objectives. Errors in Writing Instructional Objectives. 4.Using Antecedent Control Techniques. Antecedent Control Defined. Antecedent Control Techniques. 5.Increasing Appropriate Behavior through Related Personal Characteristics. Importance of Social Skills. Defining Social Skills. Social Skills Curriculum. Age of Appropriateness. Assessment of Social Skills. Social Skill Development Procedures. 6.Influencing Emotional Characteristics. Emotional Learning. Operant versus Respondent Learning. Learned and Unlearned Emotional Responses. Development of Emotional Responses. Strength and Persistence of Emotional Reaction. Developing Alternative Emotional Responses. Emotional Development Strategies. Emotional Reduction Strategies. Establishing Positive Emotions. 7.Increasing Appropriate Behavior through Consequence Control. Behavior Potential = Expectancy and Value of Reinforcement. Reinforcement. Identifying Reinforcers. Social Reinforcement. Token Reinforcers. Contingency Contracting. Activity Reinforcers. Enhancing the Effectiveness of Reinforcement Programs. 8.Positive Approaches to Decreasing Inappropriate Behavior. Stimulus Change. Differential Reinforcement of Incompatible Behaviors (DRI). Differential Reinforcement of Alternative Behaviors (DRA). Differential Reinforcement of Other Behaviors (DRO). Differential Reinforcement of Low (DRL) and Diminishing (DRD) Rates of Behavior. Extinction. 9.Decreasing Inappropriate Behavior Using Punishment. The Doctrine of Least Restrictive Alternative. Punishment Defined. Classification of Punishment. Response Cost. Time-Out from Positive Reinforcement. Overcorrection. Presentation of Aversive Stimuli (PAC). 10.Working with Large Groups. Group Contingencies. Levels Systems. 11.Data Collection. Anecdotal Recording. Antecedent Behavior Consequence (ABC) Recording. Frequency and Rate Recording. Recording Permanent Products. Task Analysis Recording. Duration and Latency Recording. Interval Recording. Time Sampling. Technology in Recording. Reliability. Procedures for Evaluating Reliability. 12.Graphing. Methods of Graphic Display. Interpreting Graphic Displays. A Sample Analysis of Graphed Data. 13.Single-Case Experimental Designs. Case Study Methodology. Reversal Designs. Multiple Baseline Designs. Changing Criterion Design. Multielement Designs. 14.Generalizing and Maintaining Changes in Student Behavior: Part I - ExternalAgents. Definitions. Techniques for Promoting Generalization. Factors that Limit Generalization. 15.Generalizing and Maintaining Changes in Student Behavior: Part 2 - Internal Agents. Definition. Advantages of Self-Management Techniques. Strategies for Teaching Self-Management Techniques. The Influence of Self-Management on Generalization. 16.Working with Parents. Barriers to Working Effectively with Parents. Parent Training. Components in Parent Training. Parent Conferences. Home- School Communication. Outcomes Associated with Teacher-Parent Partnerships. A Final Note. Glossary. Indexes.

Problem-centred research and knowledge-based theory in the professional accounting setting

Abstract: The paper discussess the emerging need for theory development and much more extensive task and context analysis with respect to cognition in the professional accounting setting (“accounting” being taken to include the various accounting, auditing, tax and related subjects about which accounting professionals exercise judgment). The paper examines how such theory development and task and context analysis can improve the research and its contribution to understanding the professional settings that are the province of accounting research. Our analysis reflects our proposal that accounting judgment research contribute more strongly to the general body of accounting research, and deal better with practitioners' problems. From our analysis, we conclude that the lack of theory development is associated with several problems in the research, including an over-emphasis on transference of simplified models from psychology, inappropriate use of normative criteria for evaluating performance, and an over-emphasis on accountants and auditors rather than accounting and auditing. We offer a large number of constructive comments about task analysis, theory development and other steps to guide future accounting judgment research.

An initial model of visual sampling of in-car displays and controls

Abstract: RECENT RESEARCH BY A NUMBER OF INVESTIGATORS HAS SHOWN THAT THERE IS A RELATIVELY CONSISTENT PATTERN IN THE WAY THAT DRIVERS PERFORM IN-CAR TASKS. THIS PATTERN INVOLVES TIME-SHARING AND VISUAL SAMPLING BETWEEN THE DRIVING TASK AND THE IN-CAR TASK. THE PATTERN IS A RESULT OF THE NEED TO ATTEND TO THE PRIMARY TASK OF DRIVING WHILE TREATING THE IN- CAR TASK AS A SECONDARY OR SUBSIDIARY TASK. THE VISUAL RESOURCE MUST THEREFORE BE TIME- SHARED. THE PATTERN ALLOWS DEVELOPMENT OF A MODEL IN WHICH PARAMETERS ARE A FUNCTION OF THE SPECIFIC TYPE OF IN-CAR TASK AND THE CURRENT DRIVING DEMANDS. ADDITIONAL FACTORS SUCH AS AGE, PANEL CLUTTER, AND LEGIBILITY ALSO EFFECT PARAMETER VALUES. THE MODEL ITSELF CAN BE ADJUSTED TO ACCOUNT FOR SUCH INFLUENCES. AN INITIAL FORM OF MODEL IS PRESENTED, ALONG WITH HIGHLIGHTS OF THE SUPPORTING DATA AND EFFECTS OF VARIOUS INDEPENDENT VARIABLES. THE MODEL PROVIDES INSIGHT INTO THE WAY THAT IN-CAR TASKS SHOULD BE DESIGNED. (A) FOR THE COVERING ABSTRACT OF THE CONFERENCE SEE IRRD 858984.

Evolutionary algorithms and emergent intelligence

Abstract: In order to perform adequately, knowledge-based artificial intelligence techniques rely on internal representations of the task environment. The requirement that this "explicit task knowledge" must be inside the agent leads to classic problems in AI: scaling, brittleness, learnability, knowledge acquisition, memory indexing and credit assignment. These problems are reduced or removed when the agent is allowed to interact with the task environment directly. In emergent intelligence, task specific knowledge emerges from the interaction of a simple agent and the original task environment. In effect, the task environment serves as a more efficient representation of the "explicit task knowledge," removing the need to represent it inside the agent. In this dissertation, evolutionary algorithms, computations that are modeled after natural selection, are analyzed and proposed to be a novel form of weak method that provide an ideal medium for implementing emergent intelligence. This dissertation also describes several experiments that demonstrate emergent intelligence during the acquisition of recurrent neural networks, finite state machines and modular LISP programs using a variety of evolutionary algorithms.

Tasks matter: modeling group task processes in experimental CSCW research

Abstract: The authors present a model of how individuals process tasks in a group setting. They review the literature on tasks and integrate this literature in the context of experimental collaborative group work. The bulk of the task literature suggests that a workable and valid classification system must be built both on characteristics that are innate to a task and on characteristics of the task performer. Based on this framework, plus work done by J.R. Hackman (1969), a model of group task processing is proposed. As part of this model, a relatively unused type of task called a hidden profile task is documented and contrasted with other tasks which have been used in computer-supported group research. Hidden profile tasks have much to offer group laboratory research; these tasks distribute task relevant information among group members to induce heterogeneity within the group. The authors argue that the use of hidden profile tasks in laboratory research will help to close the gap between field and laboratory research since groups in field settings generally come together with heterogeneous information and perspectives. >

Integrating cognitive task analysis into instructional systems development

Abstract: Traditional methods for task analysis and training design, such as those embodied in Instructional Systems Development (ISD), decompose jobs into discrete tasks composed of specific action sequences and identify prerequisite knowledge and skills for each task. Although these methods have been effective for designing training for simple procedural skills, they offer little insight for analysis or training of jobs involving complex cognitive skills, which increasingly require training today. Because of this, cognitive considerations need to be incorporated into ISD, particularly in the task analysis phase. Recently, cognitive methods have begun to be used to conduct task analysis for training program development and human-computer system development. In this article, recent developments in cognitive task analysis are reviewed, and The Integrated Task Analysis Model (ITAM), a framework for integrating cognitive and behavioral task analysis methods within the ISD model, is presented. Discussed in detail are ITAM's three analysis stages—progressive cycles of data collection, analysis, and decision making—in three components of expertise: skills, knowledge, and mental models.

A Participatory Design Technique for High-Level Task Analysis, Critique, and Redesign: The CARD Method

Abstract: CARD (Collaborative Analysis of Requirements and Design) is a participatory technique for analyzing task flows and for redesigning task flows, in software systems. It provides a macroscopic complem...

Task‐Induced Variability in FL Composition: Language‐Specific Perspectives

Abstract: This study investigated the ways in which different writing tasks influence the quality and quantity of FL composition, as well as the writing strategies used by American college students when composing in Japanese as a foreign language. The purposes of the study were three-fold: (a) to compare qualitative and quantitative differences between descriptive and narrative writing tasks; (b) to describe linguistic and rhetorical requirements in each task; and (c) to identify the discourse strategies utilized in the tasks. Three types of text analyses demonstrated that the two tasks posed varying linguistic and cognitive requirements. This finding suggests that different linguistic competencies are required to perform varying writing tasks. The data also indicated that narrative discourse involves more demanding linguistic processing, at varying levels, than descriptive discourse. In addition, the analyses demonstrated that the ability to expand and elaborate preceding subtopics in discourse accounts, at least in part, for individual differences in FL composition aptitude. This ability, moreover, is related to knowledge of content-word meanings. These findings are consistent with those from reading comprehension research, both in L1 and L2, and thus support the view that reading and writing involve essentially similar processes of constructing meaning.

Engineering psychology in a changing world.

Abstract: BACKGROUND AND INTRODUCTION 231 Driving Forces 234 UNDERSTANDING AND COPING WITH COMPLEX TASK DEMANDS 237 Background 237 Cognitive Task Analysis and Knowledge Elicitation 238 Situation Awareness 241 Mental Workload and Related Phenomena 244 Naturalistic and Group Decision Making 247 Displays and HCI 249 ACCOMMODATING AND EXPLOITING INDIVIDUAL DIFFERENCES 250 Background 250 Theoretical Developments 251 Illustrative Research Topics 252 Aging 252 Customized Training 254 SUMMARY AND CONCLUSIONS 257

An approach to information requirements specification for process control tasks

Abstract: This paper discusses the need for designers of process plant supervisory systems to make greater effort in anticipating the information that operators require to carry out their duties. A method for dealing with this problem of information requirements specification in process plant design is proposed. This method translates a task analysis into a set of standard task elements from which standard sets of information, called ‘sub-goal templates’ can be derived. The resultant information requirements specification sets out the operators' information needs in the context of the operating goals that have to be attained. Early trials with the method indicate its promise, but highlight the need for its implementation in a computer tool to assist the designer. The features of such a tool and the further work necessary to develop and test the method are described.

Designing for Performance: A Cognitive Systems Engineering Approach to Modifying an AWACS Human Computer Interface

Abstract: : Cognitive Systems Engineering (CSE) is primarily a blend of technological opportunities, findings from cognitive research, and Cognitive Task Analysis. Using CSE, we were able to produce an efficient and effective redesign of the AWACS weapons Director (WD) station. The revised WD station was tested using 17 WDs. These WDs performed Defensive Counter Air Missions with both the current interface and the revised interface. The training of the participants on the revised interface was quite brief (4.5 hours). As a result, the WDs did not achieve the same degree of familiarity or automation with the revised interface that they have with the current interface. Yet, when WDs were using the revised system, their performance improved. This is indicated by an increase in performance for a number of process and outcome measures. Also, a skilled WD provided blind ratings of WD performance. These global ratings were significantly higher for the revised interface. The effectiveness of the revised interface suggests that it is possible to pinpoint cognitive task requirements and to make these the driving factors in a design effort. The use of CSE ray be a feasible aspect of the design process, enabling system developers to achieve a much stronger effectiveness at relatively low cost.

A C.A.R.D. game for participatory task analysis and redesign: macroscopic complement to PICTIVE

Abstract: CARD (Collaborative Analysis of Re@rementsrsnd Design) is a panicipatory technique for analyzing task flows, and for redesigning task flows, in software systems. It provides a macroscopic complement to the more microscopic design mtivitixthat are supported by tJrePICTIVE technique. CARD uses the metaphor of a cd game as the vehicle for communication and collaboration among users, developers, and designers. We report initial results from the use of CARD on two products.

The Effect of Task Analysis on Sequential Patterns of Music Instruction

Abstract: Three groups of undergraduate elementary/early-childhood education majors participated in a study designed to help examine the effect of task analysis on use of complete sequential patterns and sequential pattern components in teaching music. A complete sequential pattern was defined as one continuing academic presentation or academic-related question, the resulting student response, and general or specific feedback. Three different teaching strategies were used for the three groups, and each group taught six times. One group wrote a task analysis before all teaching experiences; a second group was instructed to write two task analyses as an exercise, unrelated to actual teaching; a third group had no task-analysis instruction. Posttest videotapes of 60 subjects were analyzed for time spent in each component as well as in complete sequences. Results indicated the task-analysis group had a significantly greater number of complete sequences. The task-analysis group also had significantly more time in studen...

Chapter 7 Knowledge Assessment Based on Skill Assignment and Psychological Task Analysis1

Abstract: Several theoretical and empirical investigations are described that are concerned with the theory of knowledge spaces introduced by Doignon and Falmagne (1985). The applicability of this approach is evaluated for various knowledge domains, including elementary stochastics, continuation of number series, simple electrical circuits, chess, and the geometry of triangles. It is argued that this method is used most efficiently if the problem structures are derived from psychological hypotheses or assumptions, e.g., a skill assignment or a task analysis. An extension of the theory is proposed that allows it to explain students' errors by mental misconceptions. Finally, the first results of a simulation study, in which the properties of a diagnostic algorithm based on problem structures are investigated, are reported.

Task manager and task support windows

Abstract: The Task Manager Window is a computer software component used in real-time telecommunications network monitoring and maintenance. The Task Manager Window organizes and presents to a network operator, a user of a decision support system, task packages corresponding to events of possible concern in a telecommunications network. These task packages organize, contain and allow access to all information relevant to resolution of a particular network problem.

Towards models of tasks and task complexity in supervisory control applications.

Abstract: Dynamic task environments in supervisory control situations differ from those traditionally investigated in problem-solving research in that (1) several task goals exist in parallel, (2) task goals change dynamically as die behaviour of the technical process changes, and (3) information required to accomplish task goals changes across time In the present work, it is suggested that such dynamic task environments can be described using two types of task goal networks, namely a control task goal (CTG) network and an information processing goal (IPG) network CTG networks are generated by analysis of the operational states required to produce the commodity for which a technical system has been designed For example, such analyses can be performed using approaches such as Mitchell's operator function model or canonical means-end analyses IPG networks are generated by using the recenUy proposed functional information and knowledge acquisition (FIKA) modelling technique Two examples from different domains ill

Conversion of the cta, inc., en route operations concepts database into a formal sentence outline job task taxonomy

Abstract: : FAA Air Traffic Control Operations Concepts Volume VI: ARTCC-Host En Route Controllers (1990) developed by CTA, Inc., a technical description of the duties of an En Route air traffic control specialist (ATCS), formatted in User Interface Language, was restructured into a hierarchical formal sentence outline. To ensure that none of the meaning associated with a task or task element was lost during the conversion, the revised document was reviewed by subject matter experts (SMEs) consisting of five groups of six En Route controllers and a quality assurance subject matter expert. SMEs looked for words, phrases, or acronyms not commonly used by En Route controllers, and illogical sequencing of duties described in the document. Appropriate suggestions for change were implemented into the document before the next review. Five-hundred seventy-five changes were made to the document, with only two of these changes made during the final review, confirming that an improved document resulted from the research. The restructured document is intended to assist in the identification of tasks not performed or performed incorrectly during the commission of an operational error. However, an easily understood, detailed description of duties performed by an En Route ATCS has potential not only for use by researchers interested in En Route ATCS tasks, but also by quality assurance investigation teams and training personnel.... Air traffic control, Job tasks, Human factors, Human performance, Training.