Assessing operator situation awareness is a key component of sociotechnical system design and evaluation. This article describes a study that was undertaken in order to compare two different situation awareness measures (a freeze probe recall approach and a post trial subjective rating approach) when used to assess participant situation awareness during a military planning task. The results indicate that only the participant situation awareness scores derived via the freeze probe recall method produced a statistically significant correlation with performance on the planning task and also that there was no significant correlation between the two methods, which suggests that they were measuring different aspects of participant situation awareness during the trials. In conclusion, the findings, whilst raising doubts over the validity of the post trial subjective rating approach, offer validation evidence for the use of freeze probe recall approaches to measure situation awareness during simulated tasks. The findings are subsequently discussed with regard to their wider implications for the future measurement of situation awareness in complex collaborative systems. Relevance to industry Situation Awareness is a critical commodity for teams working in industrial systems. Accordingly, designers and analysts require reliable and valid methods for assessing the impact of new systems, interfaces, training programs and procedures on the level of situation awareness held by operators. This article presents a review and comparison of situation awareness measurement approaches for use in complex industrial systems and provides recommendations on the types of methods to use during future situation awareness assessments.

/pdf/measuring-situation-awareness-in-complex-systems-comparison-4i08f25i4s.pdf

Measuring Situation Awareness in complex systems: Comparison of measures study

Diagnostic hypothesis-generation processes are ubiquitous in human reasoning. For example, clinicians generate disease hypotheses to explain symptoms and help guide treatment, auditors generate hypotheses for identifying sources of accounting errors, and laypeople generate hypotheses to explain patterns of information (i.e., data) in the environment. The authors introduce a general model of human judgment aimed at describing how people generate hypotheses from memory and how these hypotheses serve as the basis of probability judgment and hypothesis testing. In 3 simulation studies, the authors illustrate the properties of the model, as well as its applicability to explaining several common findings in judgment and decision making, including how errors and biases in hypothesis generation can cascade into errors and biases in judgment.

http://www.damlab.umd.edu/PDF%20articles/2008%20Thomas,Dougherty,Sprenger,Harbison_PsycReview.pdf

Diagnostic hypothesis generation and human judgment.

This paper addresses the fundamental discipline theoretic question of whether situation awareness is a phenomenon best described by psychology, engineering or systems ergonomics. Each of these disciplines places a different emphasis on the notion of what situation awareness is and how it manifests itself. The approach from psychology places situation awareness as something that can only exist in the minds of people in a system. This means that the unit of analysis is the individual and that team situation awareness is the summation of individual situation awareness. The engineering perspective puts situation awareness in the world, represented in the artefacts and objects that people use. This means that the unit of analysis is the things that people interact with. Finally, the systems ergonomics perspective places emphasis on the interaction between people and their artefacts in the world, to propose that situation awareness functions like distributed cognition. This means that the unit of analysis is the whole socio-technical system. Each of these perspectives is presented and compared with reference to studies in aviation and other domains. It is concluded that the distributed cognition perspective of situation awareness offers the most comprehensive explanation of the phenomena observed in socio-technical systems. Socio-technical systems theory allows exploration of the social and technical sub-systems independently, which offers a theoretical framework for aligning the three views of situation awareness.

Is situation awareness all in the mind

The argument put forward in this special issue of TIES (Theorectical Issues in Ergonomics Science) favours a socio-technical systems theoretic approach to situation awareness (SA). This journal is ...

https://www.tandfonline.com/doi/pdf/10.1080/1463922X.2015.1106615

Distributed situation awareness

Situation awareness (SA) is a critical commodity for teams working in complex systems. This article builds on existing schema theory to postulate an explanation of how teams develop and maintain SA during collaborative activities. The perceptual-action cycle approach and schema theory are used to formulate a model of distributed SA. Extracts from a case study undertaken in the UK energy distribution domain are used to demonstrate the concept of genotype and phenotype schemata as distributed SA. The sub-concepts of compatible and transactive SA are also outlined and explored via the case study. The differences between this perspective and the more commonly cited ‘shared SA’ perspective is articulated. In conclusion, whilst the ideas presented in this article are quite different to those expressed by the dominant models of individual and team SA presented in the literature, it is contended that they are more appropriate for the study of SA in collaborative environments.

/pdf/genotype-and-phenotype-schemata-and-their-role-in-3kryk1xbmy.pdf

Genotype and phenotype schemata and their role in distributed situation awareness in collaborative systems

The two goals were to investigate, first, the practicability and reliability of observational assessment of team situation awareness (SA) and, second, the nature of any team differences, their consistency and training implications. Five shift teams tackled three scenarios, each with three probe events concerning SA, and three observers viewed and rated concurrently each shift. This methodology was found to be practicable and achieved satisfactory rater reliability as indicated by intraclass and inter-rater correlations. Team differences in SA emerged although there was no consistent pattern. A retrospective analysis of individual and team behaviours relating to SA was performed using the Critical Incident Technique. A total of 75 incidents and 20 behavioural dimensions relevant to SA were identified and these were subsumed under planning, problem solving, team coordination, attention, communication and knowledge. These findings are discussed with regard to the nature and measurement of SA, and the content of training to improve SA for control room teams.

Observational assessment of situation awareness, team differences and training implications

Two studies of experienced operators in a process-control plant aimed to improve diagnosis of unusual multiple faults through training. A process-tracing methodology analyzed operators' concurrent verbalizations and actions during simulated fault scenarios. In Study 1, training increased awareness of multiple faults and provided a heuristic for switching to a representation that included multiple-fault hypotheses. Training had no effect on diagnostic accuracy, although fewer incorrect single-fault hypotheses were regenerated. In Study 2, operators practiced identifying the inconsistencies between a single-fault hypothesis and fault symptoms and modifying this hypothesis into a consistent multiple-fault hypothesis. Training improved diagnostic accuracy because of improved hypothesis modification processes.

Training to break the barriers of habit in reasoning about unusual faults

Hierarchical Task Analysis (HTA) is used particularly in the context of instructional development. This paper involves two exploratory studies concerning the difficulties of those learning to perform HTA (Study 1) and how these might be overcome (Study 2). In Study 1 seventeen students were provided with declarative training in the major features of HTA and were then asked to analyse the task of making a cup of tea (task 1) or of painting a door (task 2). HTAs were analysed in terms of five HTA criteria (hierarchical representation, logical decomposition rule, logical equivalence, specification of plans and the P × C rule) and four other error categories (task boundaries incorrect, cognitive goals omitted, operations described as activities rather than goals, and lack of versatility of the analysis in terms of encompassing task variation). Errors occurred with respect to all HTA criteria and other error categories suggesting that carrying out HTA is itself a complex cognitive task. This together with an analysis of questionnaire responses concerning self-reported difficulties and strategies suggested that the tendency to use an action-oriented representation of the task being analysed might be one cause of poor performance. Study 2 investigated the effectiveness of three instructional conditions at improving analysts' performance at HTA: procedure training which specified eight main goals in carrying out HTA, criteria training which involved understanding and practice at using or recognising the five HTA criteria and types of error, and combined criteria/procedure training. Performance at HTA improved in both conditions that involved criteria training.

Analysing and training task analysis

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Observational assessment of situation awareness, team differences and training implications

Training to break the barriers of habit in reasoning about unusual faults

Analysing and training task analysis