1. 1 http://img.cs.man.ac.uk/stevens CS2341 Lecture 5: Task Analysis Robert Stevens http://www.cs.man.ac.uk/~stevensr

2. 2 http://img.cs.man.ac.uk/stevens Introduction The way people perform tasks with current systems: real world and virtual Decomposition of tasks into sub-tasks Classification of tasks knowledge Listing of objects used and actions performed Methodology TA and Activity Diagrams

3. 3 http://img.cs.man.ac.uk/stevens Task Analysis Basics Analysis of how people perform their jobs: the things they use, the actions they take and the things they need to know In order to clean a house: –Find vacuum cleaner and tools –Clean rooms that need to be cleaned –Empty dustbag when full –Put cleaner and tools away Need to know about state of rooms, locations of tools, operation of tools, etc. Strictly, should not include why people perform tasks… The observable things that users do, but why included at a shallow level About existing systems – production of training materials Used for clarification of task organisation and knowledge when designing a new system

4. 4 http://img.cs.man.ac.uk/stevens Three Kinds of Task Analysis Hierarchical task analysis: How tasks are split into sub-tasks, their ordering and when they are performed Classification of Task Knowledge: What users need to know about a task and how that knowledge is organised Entity Relationship analysis: An object based approach, concentrating upon Actors and objects they use, the relationships between them and the actions performed Different emphases and intentions

5. 5 http://img.cs.man.ac.uk/stevens Scope Scope of TA wide As well as a system, it will include surrounding objects, actions, actors and tasks In word processing, will include maintaining printers, using filing cabinets, reference material, etc. Many of these will never be part of any system Establishes contexts of use In TA the user is central Similar to Activity Diagrams

6. 6 http://img.cs.man.ac.uk/stevens Hierarchical Task Analysis Decomposition of a task like “clean the house” into sub-tasks Those sub-tasks further decomposed Form a task hierarchy Gives ordering of tasks Plans give further instructions: Choice, disjoint paths Formed from the viewpoint of one Actor, but other actors included in task names and plans Activity Diagrams organise and emphasise differently

7. 7 http://img.cs.man.ac.uk/stevens Cleaning a House 0. in order to clean the house 1. get the vacuum cleaner out 2. fix the appropriate attachment 3. clean the rooms 3.1 clean the hall 3.2 clean the living rooms 3.3 clean the bedrooms 4. empty the dust bag 5. put the vacuum cleaner and attachments away Plan 0: do 1-2-3-5 in that order. When the dust bag gets full do 4. Plan 3: do any of 3.1, 3.2, 3.3 in any order, depending on which rooms need cleaning.

8. 8 http://img.cs.man.ac.uk/stevens Hierarchical Task Analysis (HTA) Task Decomposition Numbers indicate levels of task Plans give extra information about tasks: Choice, concurrency, order, etc. Plan 3 describes tasks 3.1, 3.2, 3.3 and 3.4 Underlining decomposition ended Need stop condition Textual and diagrammatic forms

9. 9 http://img.cs.man.ac.uk/stevens Cleaning a house (2) Plan 0 tells us “emptying bag” done at any point – the conditional is expressed at a higher level If we only noticed a full bag during cleaning, the task would within task 3 Not all rooms need to be cleaned Rooms may be cleaned in any order Cleaning orientated; varnishing or washing floor would indicate the hall to be done last A more sophisticated plan 3 could indicate different routines

10. 10 http://img.cs.man.ac.uk/stevens Stopping Rules When does one stop modelling? Sending nerve signals and flexing muscles? Catabolising glucose to provide energy? The formation of petroleum that will make plastics? Cost benefit analysis – what is the cost of modelling something? If P(mistake) * Cost(mistake) < threshold, then don’t model Avoid cognitive activities, muscle actions,… But be aware of what you are modelling for Number of mouse clicks can be important!

11. 11 http://img.cs.man.ac.uk/stevens Making Tea 1.Boil water 2.Empty pot 3.Make pot 4.Wait 4 – 5 mins (brewing) 5.Pour tea Plan 0: do 1; at same if pot dirty, do 2; after 1 do 3 and 4; then do 5.

12. 12 http://img.cs.man.ac.uk/stevens Making Tea (1) 5.15.2 empty cups? for each guest 5.3 NO YES Pouring a round of tea for n people

13. 13 http://img.cs.man.ac.uk/stevens More About Making Tea Which tasks need to be expanded? Emptying pot and brewing need no decomposition “I fill the kettle, put it on the hob and when it is boiling I turn off the gas” No mention of turning gas on – look for symmetry of tasks Are we talking of one cup of tea per person or an arbitrary number? Does our description of 5 (previously) fit into the general scheme of making a pot of tea?

14. 14 http://img.cs.man.ac.uk/stevens Plan 1 1.1 – 1.2 – 1.3 – 1.4 when kettle boils, 1.5 0.make cups of tea 1.boil water 2.empty pot 3.make pot 4.wait 4 or 5 minutes 5.pour tea 5.1 put milk in cup 5.2 fill cup with tea 5.3 do sugar 3.3 pour in boiling water 3.1 warm pot 3.2 put tea leaves in pot 1.1 fill Kettle 1.2 put kettle on stove 1.3 turn on and light gas 1.4 wait for kettle to boil 1.5 turn off gas 5.3.1 ask guest about sugar 5.3.2add sugar to taste Plan 0. do 1 at the same time, if the pot is full 2 then 3-4 after 4/5 minutes do 5 Plan 3 3.1 – 3.2 – 3.3 Plan 5.3 5.3.1 – if wanted 5.3.2 5.1 5.2 empty cups? for each guest 5.3 NO YES Making Tea(2)

15. 15 http://img.cs.man.ac.uk/stevens Making Tea (3) “Empty pot” could be part of “make pot” However, 2 can be concurrent with 1, but 3 “make pot” depends on 1 Similarly, 5 “pour tea” is dependent on 4 “wait 4 – 5 mins” So, have these tasks at same level, despite differences in granularity What about “warming pot”?

16. 16 http://img.cs.man.ac.uk/stevens Methodology Documentation is a cheap way of gathering tasks and objects Beware – manuals etc. can mislead Manuals etc. often give a perfect view, but can give initial view Observation & interview techniques are important It is like requirements gathering Verbs and nouns give things and relationships Like class diagram modelling Use outliners to draw hierarchy Card sorting can be used to build taxonomy Use intermediate TA to show to expert to reveal more information An iterative process

17. 17 http://img.cs.man.ac.uk/stevens Task Analysis & Activity Diagrams Task Analysis: Actions, actors and objects Activity diagrams capture same notions…. … but different intentions Events explicit, immutable order, no cycles in Activity Diagrams Activity diagrams less detail – a high level view Could write Diagrams for finer granularities, but roles of actors (swim-lanes) and how they interact a higher level, organisational aspect is emphasised

18. 18 http://img.cs.man.ac.uk/stevens Activity Diagram for House Cleaning

19. 19 http://img.cs.man.ac.uk/stevens Activity Diagram for Cleaning Rooms

20. 20 http://img.cs.man.ac.uk/stevens Uses of HTA Application requirements: Can use TA as starting point for system requirements N.B. TA scope is very wide, but shows what should be supported and describes how a task is currently performed Tutorials and manuals: gives chapters, sections etc. and their order. The document matches the task Dialogue design – e.g. Menus: The functions are grouped according to task and “good” terms are used for the labels

21. 21 http://img.cs.man.ac.uk/stevens Tea Making Tutorial Section in a tea-making tutorial: 1.Boiling the Water 2.Preparing the Pot 3.Making the Pot 4.Brewing the Tea 5.Pouring the Tea

22. 22 http://img.cs.man.ac.uk/stevens PowerPoint Menus Menu Bar has a collection of task oriented groups (File, Edit, View, Window, etc.) File menu has file related tasks Open dialogue models file opening task – finding, naming, giving type, etc.

23. 23 http://img.cs.man.ac.uk/stevens Summary Describing the current state of the world Actors, actions and objects and their involvement in a task Decomposition of a task into sub-tasks Tasks and their plans Representation, and stopping rules Requirements, manuals and dialogue design