| Literature DB >> 28491008 |
Matthew James Miller1, Kerry M McGuire2, Karen M Feigh1.
Abstract
The design and adoption of decision support systems within complex work domains is a challenge for cognitive systems engineering (CSE) practitioners, particularly at the onset of project development. This article presents an example of applying CSE techniques to derive design requirements compatible with traditional systems engineering to guide decision support system development. Specifically, it demonstrates the requirements derivation process based on cognitive work analysis for a subset of human spaceflight operations known as extravehicular activity. The results are presented in two phases. First, a work domain analysis revealed a comprehensive set of work functions and constraints that exist in the extravehicular activity work domain. Second, a control task analysis was performed on a subset of the work functions identified by the work domain analysis to articulate the translation of subject matter states of knowledge to high-level decision support system requirements. This work emphasizes an incremental requirements specification process as a critical component of CSE analyses to better situate CSE perspectives within the early phases of traditional systems engineering design.Entities:
Keywords: cognitive work analysis; decision support; envisioning; requirements definition
Year: 2016 PMID: 28491008 PMCID: PMC5410855 DOI: 10.1177/1555343416672112
Source DB: PubMed Journal: J Cogn Eng Decis Mak ISSN: 1555-3434
Figure 1.Systems engineering V-model adapted from Elm et al. (2008) overlaid with cognitive systems engineering integration points. This article focuses on Integration Point 1: high-level requirements.
Characteristics of the EVA Work Domain.
| Characteristic | EVA Work Domain Description |
|---|---|
| Large problem space | Many variables to take into account |
| Social | Communication plays a vital role among the many specialized controllers |
| Heterogeneous | Many contributing perspectives and experience levels |
| Distributed | Operators within the EVA work domain are dispersed geographically and temporally |
| Dynamic | Many technical systems requiring anticipation and analysis of how the systems will behave |
| High risk | Errors could result in loss of hardware or lives of the flight crew |
| Coupled | Many technical systems result in possible unpredictable interactions and consequences |
| Automated | High degree of automation for many of the subsystems |
| Uncertain | Flight controllers act as problem solvers to reduce uncertainty |
| Mediated interaction | Use of devices to assess system configurations |
Note. Adapted from Vicente (1999). EVA = extravehicular activity.
Data Collection for EVA Work Domain Analysis.
| Data Source | Description | Data Collection |
|---|---|---|
| NASA console handbooks, NASA technical reports, published literature | Review of operational procedures, processes, and flight rules; review of previous EVA studies | Reviewed operational aspects related to EVA, including roles and responsibilities of personnel involved in EVA support |
| Semistructured interviews with EVA flight controllers | Semistructured interviews with SMEs about EVA operations | Four domain experts interviewed regarding operational aspects of the EVA work domain |
| Observations of archived EVA flight audio/video footage | Observed EV crew operate within the work domain and the communication interactions with mission control | Four EVA (2 nominal, 2 off-nominal) audio/video files were observed (~26 hr of footage) |
Note. EVA = extravehicular activity; SMEs = subject matter experts; EV = extravehicular.
Extravehicular activity (EVA) work domain information flow model. Adapted from M. J. Miller, McGuire, and Feigh (2015). Vector icons can be found at http://www.flaticon.com/. EV = extravehicular; IV = intravehicular; CAPCOM = capsule communicator.
Figure 3.Abstraction hierarchy of the extravehicular activity (EVA) work domain that includes EVA-specific mission control, intravehicular, and extravehicular operators. MCC = mission control center.
Figure 4.Abstraction hierarchy of the extravehicular activity environment. EM = electromagnetic.
Figure 5.Extravehicular activity (EVA) execution phase contextual activity template.
Figure 6.Annotated decision ladder template.
Detailed Descriptions of Each Step in the Decision Ladder.
| Step |
| ||||
|---|---|---|---|---|---|
| Activation | Detections of need for actions | Perception | All possible ways that an operator can be alerted to the need for an activity | What kinds of events can act as alerts? | See, hear, notice, detect, signal, alarm, warning |
| Alert | What is going on? | Realization | All possible examples of what it “looks like” when someone has noticed the need to act | ||
| Observe | Information and data | Display of contacts and other information | All possible processes through which observations are collected | What kinds of data or facts are available? | Watch, monitor, look out for, search, gather, check, examine, inspect, data, facts, information |
| Set of observations | What lies behind? | A corpus of information | Collectively, all the information known about a single contact | ||
| Identify | Present state of the system | Consider the information | All possible inferences based on known information | ||
| System state | What is the effect? | What does this mean? | Into which standard ID category does this contact fit? How detailed is my recognition assessment? | What kinds of assessments about the system’s condition or situation are possible with the information? | Recognize, establish, determine, infer, diagnose, interpret, estimate, calculate, figure out, condition, situation circumstances, status |
| Interpret | Consequences for current task, safety, efficiency, etc. | How does this fit in my “idealized” progress toward my goal? | All possible implications of the contact on our mission | ||
| Ambiguity (options) | Which goal to choose? | I do not know how this fits | All possible reasons why we might still be unsure what this means for the mission. Where is the uncertainty? | What kinds of choices or alternatives are available for the system’s desired or target state? | Choose, select, consider, pick, assess, appraise, judge, evaluate, decide, options, choices, alternatives |
| Evaluate performance criteria | — | How does it need to fit? | All possible ways to interpret these data, so we can get a probabilistic idea of what it means | ||
| Ultimate goal | Which is then the goal state? | This has this effect on my ultimate goal | All possible ways that this ambiguous information can change my goal? How? | What kinds of aims or objectives can be relevant or influence decisions? | Achieve, fulfill, satisfy, accomplish, goals, aims, objectives |
| Interpret | Consequences for current task, safety, efficiency, etc. | What steps do I need to add to get my progress back on track? | All possible outcomes in progress toward accomplishing goals | ||
| Goal state (target state) | Which is the appropriate change in operating conditions? | Know what you want to achieve | All possible ways that subgoals may be modified, added, or removed to accomplish the ultimate goal | What kinds of target states are possible? | Same as for options or references to what to do about the current situation or what changes to make to the current situation |
| Define task | Select appropriate change of system conditions | Determine what you need to do | What possible ways can I achieve my new goals from my current starting point? | What kinds of tasks are necessary and what kinds of resources are available? | Plan, designate, allocate, identify, tasks, resources |
| Task | How to do it? | Know what you need to do | Collective list of the tasks identified in the | What kinds of procedures or sequences of steps are necessary? | Schedule, specify, formulate perform, carry out, conduct, procedures, processes, timings, instructions, tasks, actions |
| Formulate procedure | Plan sequences of actions | Plan how to do it | Determine the specific actions involved in accomplishing tasks | ||
| Procedure | — | Know how to do it | Knowing what to do | ||
| Execute | Coordinate manipulations | Do it | Do it | — | — |
Control Task Analysis Data Collection Activities.
| Date | ||||||
|---|---|---|---|---|---|---|
| Method | Feb 25, 2015 | Mar 1, 2015 | Apr 24, 2015 | May 1–19, 2015 | Jun 11-15, 2015 | Jul 6-10, 2015 |
| Observation | Mock EVA sim (7 hr) | |||||
| Interview | EVA sim follow-up (3 hr with 2 SMEs) | |||||
| Validation | ConTA (4 hr with 3 SMEs) | ConTA / requirements (4 hr with 2 SMEs) | ||||
Note. ISS = International Space Station; Inc. = increment; EVA = extravehicular activity; sim = simulation; SME = subject matter expert; ConTA = control task analysis.
Figure 7.This schematic of the requirements derivation process includes a representative sample of the translation from the subject matter expert’s (SME’s) states of knowledge (SoKs) to the resultant decision support system (DSS) requirements. Each SoK manifested in at least one cognitive work requirement (CWR) and one information relationship requirement (IRR). EV = extravehicular; EVA = extravehicular activity; LSS = life support system.
Assessment of Cognitive Systems Engineering–Inspired Requirements Characteristics Versus Traditional Systems Engineering Requirements Characteristics.
| Requirements Characteristics | Achieved? |
|---|---|
| Necessary | √ |
| Correct | √ |
| Unambiguous | √ |
| Prioritisable | √ |
| Traceable | √ |
| Results oriented | √ |
| Quantifiable, measureable, and verifiable | ~ |
| Feasible, attainable, and achievable | ~ |
Note. Adapted from Turk (2006).