• Abstract and Figures
• Public Full-text

COGNITIVE TASK ANALYSIS OF SUPERINTENDENTS’ WORK: A CASE STUDY AND CRITIQUE OF SUPPORTING INFORMATION TECHNOLOGIES By MICHAEL JEROME HURLEY A THEISIS PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE IN BUILDING CONSTRUCTION UNIVERSITY OF FLORIDA 2005 Copyright 2005 by Michael Jerome Hurley TABLE OF CONTENTS page LIST OF TABLES ..........................................................................................................v LIST OF FIGURES........................................................................................................vi ABSTRACT..................................................................................................................vii CHAPTER 1 INTRODUCTION.......................................................................................................1 2 LITERATURE REVIEW ............................................................................................3 Human Computer Interaction....................................................................................3 Cognitive Task Analysis...........................................................................................6 3 METHODOLOGY ....................................................................................................11 Field Observations..................................................................................................12 Interviews...............................................................................................................14 Follow Up Observations and Interview...................................................................15 Summary of Methodology ......................................................................................15 4 ANALYSIS ...............................................................................................................17 Observed Project Description..................................................................................17 Superintendents Duties and Responsibilities ...........................................................18 Functional Abstraction Hierarchy ...........................................................................19 Decisions Requirements..........................................................................................20 Artifacts..................................................................................................................23 Information Requirements and Information Sources ...............................................25 Superintendent’s Timeframe...................................................................................37 Critique of Existing Tools.......................................................................................41 Schedule..........................................................................................................41 Master Construction Schedule..........................................................................42 Divisional Schedule.........................................................................................47 Three-Week Look-Ahead Schedule .................................................................48 Drawings .........................................................................................................53 iii Realities and Theories.............................................................................................57 Recommendations for Design .................................................................................62 5 FINAL CONCLUSION.............................................................................................67 LIST OF REFERENCES...............................................................................................69 BIOGRAPHICAL SKETCH .........................................................................................71 iv LIST OF TABLES Table page 4-1. Decision requirements for scheduling jobsite activities. .........................................21 4-2. Artifacts that superintendents use, their use, and the benefit that they provide........24 4-3. Six types of spatial conflicts that can occur between activities. ...............................26 4-4 Determining the amount of space an activity consumes. .........................................27 4-5 Identifying activity prerequisites and exploring potential alternatives. ....................31 4-6. Identifying the resources and equipment required for an activity............................32 4-7. Identifying activities that are impacted by the start or completion of an activity.....33 4-8. Addressing safety issues of an activity...................................................................34 4-9. Identifying who is responsible for an activity and what that subcontractor is responsible for......................................................................................................35 4-10. Understanding the impact an activity has on existing activities. ...........................36 4-11. Identifying whether an activity will finish on time. ..............................................37 4-12. Identifying activities that can be expedited...........................................................38 4-13. Understanding the knowledge of the processes that are involved with an activity. ................................................................................................................39 4-14. Establishing buffers for activities.........................................................................40 v LIST OF FIGURES Figure page 4-1. Sequence of analysis..............................................................................................18 4-3. A page from the master construction schedule. ......................................................46 4-4. The 3-week look-ahead schedule. ..........................................................................51 4-5. Highlighted drawing that represents the sequence of the paving.............................57 vi Abstract of Dissertation Presented to the Graduate School of the University of Florida in Partial Fulfillment of the Requirements for the Degree of Master of Science in Building Construction COGNITIVE TASK ANALYSIS OF SUPERINTENDENTS’ WORK: A CASE STUDY AND CRITIQUE OF SUPPORTING INFORMATION TECHNOLOGIES By Michael Jerome Hurley August 2005 Chair: William O’Brien Cochair: R. Raymond Issa Major Department: Building Construction Construction superintendents have a demanding job. There is very little technology to support them in their job, and the technology that does exist is not being used to its full potential. Human Computer Interaction (HCI) is an area within the field of computer science that is focused on making computing more useful and usable. My study applied one of the HCI theories of use, Cognitive Task Analysis (CTA), to superintendents’ work. The purpose of this CTA was to identify the cognitively demanding parts of a superintendent’s job. By identifying the cognitive demands that a superintendent is faced with, we can then recommend better ways to address those demands with new technology. vii CHAPTER 1 INTRODUCTION Construction projects today are becoming more complicated. Today we are expected to construct buildings faster and with fewer people. One reason we are able to accomplish this is the use of new computer technology. Most of the new technology is used to better plan and coordinate projects at management levels and at project design. We have software that aids in the scheduling, estimating, design, and management of construction documents. The computing power for construction is constantly growing and improving. Yet in my opinion, we are not asking ourselves what we need in computing and, more importantly, how we can take the technology that exists today and make it more useful. There is a specialization within the computer science field known as Human Computer Interaction (HCI). HCI practitioners look at how people work with computers, and find ways to maximize the experience between human and machine. Construction is a unique profession, with a unique work environment. Most computer programs and machines are designed for the office environment. While many construction jobs include the luxury of the office environment, many jobs in construction do not. Construction superintendents have a dynamic workspace. Traditional computing systems and devices do not fit well into superintendents’ dynamic work environment, and information used in the office environment may not transfer well into the field and vice versa. The construction industry must start to better explore the possibilities of computing for construction superintendents. 1 2 Applying HCI models, theories, and frameworks to existing technology, and creating new technology, is a way to maximize and identify the potential of computing for construction superintendents. Superintendents have various duties and responsibilities required to complete their job; as a result their job can be extremely difficult at times. A Cognitive Task Analysis (CTA) is an HCI theory of use facilitates the design of better systems and devices for construction superintendents. A CTA is an analysis of the cognitive demands of complex tasks. This includes the knowledge, mental processes, and decisions needed to complete a task. A CTA helps to identify the demanding elements of a superintendent’s job. By identifying the demanding aspects of a superintendent’s

Load more

  78

Copy Link