Learning complex tasks
Factors Affecting Complexity
Analysis is often an incredibly complex task, in that it involves extremely complicated judgment, planning, and decision making, and requires extensive expert-level knowledge and skill. They are tasks that require deep expertise and highly focused practice for successful performance. Complex tasks involve abstractions rather than concrete phenomena. They usually involve multiple interacting causes or sources of variation that affect outcomes. They involve non-linear processes that are dynamic, continuous, and have many simultaneously "moving parts." They are characterized by uncertainty and ambiguity. Some of the properties of tasks that contribute to complexity are given in the Table below.
| Property | Description |
| Abstract | Physical phenomena or causation are not readily visible |
| Multivariate | Many variables underlie outcomes. |
| Interactive | Changes in one variable may affect several others. Processes are co-dependent. |
| Continuous | Physical phenomena and their effects are described as values along continua, rather than as discrete properties. |
| Non-Linear | Relations among variables are not simple straight-line functions |
| Dynamic | The process of variation is of interest, rather than end-state |
| Simultaneous | Systemic variation is coincident rather than serial. |
| Conditional | Outcomes are highly dependent on boundary conditions and context. |
| Uncertainty & Ambiguity | The same outcome may arise from different combinations of inputs. |
Design guidelines for training and performance aiding systems to support complex tasks.
Complexity and Competence
Training for incredibly complex tasks needs to- teach principles underlying abstraction,
- help learners cope with multiple sources of variability in the problem space,
- provide aids that reduce memory load,
- provide strategies for dealing with uncertainty and ambiguity, and
- provide training in problem solving, judgment, and decision making.
| Property | Design Guideline |
| Abstract | Develop visualizations that explain underlying physical phenomena and causation |
| Multivariate | Develop simulation-based/physics-based problem space in which effects of variation can be explored |
| Continuous | Provide for continuous variation, not a succession of states |
| Non-Linear | Explore the non-linearity: Concentrate on inflection points, minima, maxima, zero-crossings, asymptotes |
| Dynamic | Task environment must include dynamic complexity – Scenarios must present continuous evolution, not a succession of static states |
| Interactive | Systematically hold some variables constant while exploring variation. Use no more than three-way interactions for problem cases |
| Simultaneous | Develop mental models for simultaneity as underlying interaction, not serial causation |
| Conditional | Provide highly contextualized environment that is capable of supporting practice in high-difficulty real-world environments |
| Uncertainty & Ambiguity | Develop methods / procedures for resolving uncertainty / ambiguity. Task environment must properly replicate these effects. Develop test scenarios that exploit uncertainty. |
Taken from sections 4.4B and 4.4C (pages 135-136) of Collaboration in the National Security Arena: Myths and Reality - What Science and Experience Can Contribute to its Success, June 2009. Compiled by: Nancy Chesser (DTI), Nancy.Chesser@js.pentagon.mil
wdj@usna.edu