This document provides guidance on the required sections for a final report on a Human Reliability Analysis (HRA). It outlines 13 sections that should be included, such as an introduction, literature review, theoretical focus, HRA components integration, method selection, and risk mitigation. For each section, it provides brief descriptions of the expected content and adherence to homework requirements. Examples are also provided for some sections, focusing on a hypothetical HRA related to reducing recycling errors. The document concisely outlines the essential information needed for a comprehensive final report on an HRA study.

1. FINAL REPORT SECTIONS
Additional Information
Final Report
major funding agency or to acquire
internal resources from your exployer.
experts or domain experts. Therefore, don’t
assume any knowledge.
performing a HRA on a particularly high risk
activity

2. esources?
demanding?
Final Report Sections
– what is the human error, why is it
important, and why
hasn’t someone found a solution previously?
– why is HRA an appropriate tool to study
this problem?
– what aspect of the problem will you focus
on?
– what do you hope to gain from this HRA?
n
focus
Final Report Sections

3. d of HRA
– Discuss
advantages and
disadvantages (limitations) of prior work.
(aerospace, healthcare,
defense, etc.) to address the problem.
other application
domains. This should include general work to address problems
associated with your
theoretical focus in other domains.
Final Report Sections
w (3 pts)
explore your focus of human
failure outside of HRA.

4. your application. Therefore,
stating that fact is not sufficient to address this report
requirement
maintenance environment, maybe physical
maintenance slips have been studied before in this domain but
not from the perspective of
sensory processing
Prior work in other application domains.
maintenance environments, maybe that has
not been addressed previously, but it has been addressed in
other domains (driving, etc.)
Final Report Sections
Section 3: Theoretical Focus (4 pts)
scope of the problem focus. Adhere
to HW#3 requirements.

5. onal Notes
you do not show
you have an understanding of the theory beyond the lecture
bullet points.
Final Report Sections
- Adhere to HW#4 requirements.
formatting (hierarchical, procedural,
both).
epresentation of the
process driven by the theoretical foundation.
theoretical scope of the task analysis.
- Adhere to HW #5 requirements.
afe acts for your problem
categorized by Reason’s Error
Classification. The unsafe acts should be linked to each task.

6. focus.
- Adhere to HW #5 requirements.
f PSFs linked to the unsafe acts. Describe
each PSF and justify the link to each UA.
- Adhere to HW #5 requirements.
Final Report Sections
there were major
changes. Address HW
requirements for any updates.
section
Final Report Sections
o each method selection question and discuss
how each

7. question is linked to HRA components identified in Section 4.
meet the
modeling needs of your problem? If not, discuss missing
criteria.
Final Report Sections
criteria were not met during
HRA method selection, discuss how you will adapt or combine
HRA methods.
existing method that has not been
modified for your project (all criteria met), you must justify
why the method is adequate in
its current state to solve the problem.
view: For both adapted and non-adapted
(existing) HRA methods,
provide detail on how to implement each step of your method.
guideline for implementation by a
practitioner)

8. overlapping coverage
full detail
Final Report Sections
- This can be discussed as part of the
HRA method overview or discussed
in its own section.
collection strategy. Provide an overview of
how new and/or existing data will be collected and integrated in
the selected HRA method.
approach instead of others.
detail how you plan to quantify each PSF
identified in the HRA component integration.
database will be used instead of creating new
data, this must be explicitly stated with a justification of why
the existing data is contextually relevant for your
problem focus.
a will be collected, address study planning
(population, recruitment, etc.). This is only required if you will

9. not solely use data produced by the method or an existing
database.
ata
collection through one of the data collection
methods discussed in lecture.
by the method. You must still detail how each
PSF will be quantified.
Final Report Sections
: Risk Mitigation (5 pts)
quantitatively inform
structured risk mitigation strategies. How will the most
important risks be identified
and prioritized?
tegy
persuade, etc.)? Provide in
tabular or bulleted form. Include a risk mitigation strategy for
each identified
unsafe act.

10. on the assigned
PSFs for each task. How will you target different strategies
based on the
characteristics of the human population?
Final Report Sections
e information
generated by the method
mitigation plans and direct
connection to each tabular line (PSFs and UAs)
is treated as
homogeneous
Final Report Sections
procedures, etc.)?

11. provided?
is the amount of computational work and expertise
required for the
application?
overseeing the HRA
implementation and justifying it’s practicality to stakeholders
Final Report Sections
(what’s not included)?
HRA components and data
collection approach
(bias, comprehensiveness, etc.)?
to the
largest extent possible
in

12. class that are not discussed
here
Final Report Sections
reliability in the selected
application domain in the following ways…
forward to data
collection and method implementation), how would you
proceed? What
are your next immediate steps?
Think beyond the narrow focus of your project
Final Report Sections
-section
headers,

13. grammar, formatting, presentation, citation formatting, etc.)
b-headers that do
not align
with the report section template (first two section levels)
As a part of this week’s homework assignment, you created
presentation for a business that you have developed an
innovation plan for.
View the presentations created by your peers and assume that
you are a board member of this organization. Discuss your
thoughts on the innovation plan and if you feel it will be a
success.
Your initial post should be 175-
200 words in
LENGTH
FINAL REPORT SECTIONS
Week 2
Final Report

14. major funding agency
experts or domain experts.
Therefore, don’t assume any knowledge.
performing a HRA on a
particularly high risk activity
Introduction
Section 1
Final Report Sections

15. roduction (2pts)
– what is the human error, why is it
important, and why
hasn’t someone found a solution previously?
– why is HRA an appropriate tool to study
this problem?
– what aspect of the problem will you focus
on?
– what do you hope to gain from this HRA?
focus
High Level Topic
rules
Topic Focus
recycling errors occur?

16. ◼ Human-System and Human-Artifact
◼ Specific focus on remembering and
applying information on product
categories (training and existing
knowledge)
◼ Theoretical Focus
◼ Low Level Cognition (memory)
Literature Review
Section 2
Final Report Sections
◼ Detail of each method is not necessary
◼ Provide background for the field of HRA
– Discuss
advantages and
disadvantages (limitations) of prior work.

17. ◼ Prior work (not necessarily HRA) in your application domain
(aerospace, healthcare,
defense, etc.) to address the problem.
◼ Prior work (not necessarily HRA) to address your problem in
other application
domains. This should include general work to address problems
associated with your
theoretical focus in other domains.
Final Report Sections
pts)
◼ Prior work in the domain should cover any attempts to
explore your focus of human
failure outside of HRA.
◼ Expect that an HRA has not been performed previously for
your application. Therefore,
stating that fact is not sufficient to address this report
requirement
◼ For example, if you’re studying cognitive load in
maintenance environment, maybe physical
maintenance slips have been studied before in this domain but
not from the perspective of
sensory processing

18. ◼ Prior work in other application domains.
◼ For example, if you’re studying cognitive load in
maintenance environments, maybe that has
not been addressed previously, but it has been addressed in
other domains (driving, etc.)
Literature Review Recycling Example
– Discuss
advantages and
disadvantages (limitations) of prior work.
(aerospace,
healthcare, defense, etc.) to address the problem.
◼ No prior HRAs in recycling decisions, but…
◼ Research in perception of recycling social benefits and
impact on behavior
◼ Research in effectiveness of green education programs on
recycling decisions
lem in
other application
domains. This should include general work to address problems
associated with
your theoretical focus in other domains.
◼ General research in the area of training performance and
memory retrieval based on

19. training format
◼ General research in the area of training validity for multiple
attribute decision making
Theoretical Focus
Section 3
Final Report Sections
◼ Provide background on each theory. Link theories to the
scope of the problem focus. Adhere
to HW#3 requirements.
◼ Describe the interaction between theories.
◼ HW #3. Update if there were major theoretical changes
◼ Similar to the grading of HW #3, points will be deducted if
you do not show
you have an understanding of the theory beyond the lecture
bullet points.

20. ◼ Cite scholarly literature
Recycling Example
Topic Focus Further Developed
recycling errors occur?
◼ Human-System and Human-Artifact
◼ Specific focus on remembering and
applying information on product
categories (training and existing
knowledge)
◼ Theories
◼ Long term memory processing (foundation)
◼ Similarity matching
◼ Frequency effect
◼ Recency effect
Recycling Example

21. Topic Focus Further Developed
Encoding
• STM – Primarily visual
• LTM - Primarily
semantic (meaning),
but also visual and
acoustic
Storage
• STM - Sequential
storage
• LTM – Stored using
association
Retrieval
• STM – Sequential
retrieval
• LTM – Retrieval using
association
input output
Final Report Sections
- Adhere to HW#4 requirements.

22. ◼ Develop a cognitive task analysis and justify the content and
formatting (hierarchical, procedural,
both).
◼ Provide a textual or diagrammatic representation of the
process driven by the theoretical foundation.
◼ Justify the formatting, flow, taxonomy verbs, and cognitive
theoretical scope of the task analysis.
- Adhere to HW #5 requirements.
◼ Develop a comprehensive list of unsafe acts for your problem
categorized by Reason’s Error
Classification. The unsafe acts should be linked to each task.
◼ Justify the selection of the UAs and the link to the theoretical
focus.
- Adhere to HW #5 requirements.
◼ Develop a list of PSFs linked to the unsafe acts. Describe
each PSF and justify the link to each UA.
- Adhere to HW #5 requirements.
Final Report Sections
n 4: HRA Components (6 pts)
◼ HW #4 and #5 integration. Update if there were major
changes. Address HW

23. requirements for any updates.
◼ Written justification is the most important piece of this
section
Recycling Example
Task Analysis
Bloom’s taxonomy lower levels
– Remember info
– Understand info
– Use of rules to apply info
Recycling Example
Task Analysis
Start
1. Encode the
meaning of
product rules
Comprehension

24. 2. Store
product rules
Knowledge
3. Retrieve
product rules
Knowledge
4. Apply rules
Application
End
Recycling Example
Task Analysis
1. Encode the meaning
of product rules
Expansion of Task 1
Comprehension
1.2 Associate
characteristics with

25. rules
Comprehension
1.1 Identify
product
characteristics
Comprehension
Recycling Example
Task Analysis
3. Retrieve product rules Expansion of Task 3
Knowledge
3.2 Associate
existing rules with
current
characteristics
Comprehension
3.1 Recall
instances of

26. characteristics
Comprehension
3.1.1 Recall frequency of prior characteristics
3.1.2 Recall similarity of prior characteristics with
current characteristics
Plan 3.1: Do 3.1.1 and 3.1.2 in any order
Recycling Example
Task Analysis
4. Apply rules Expansion of Task 4
4.1 Choose disposal category
4.2 Choose disposal technique
Plan 4: Do 4.1 and 4.2 in
any order
Application
Unsafe Acts
cts for your problem

27. categorized by Reason’s Error Classification. The unsafe acts
should be linked to each task.
focus.
Recycling Example
Unsafe Acts
haracteristics
– RBM
- RBM
- RBM
- SBM
Recycling Example
Unsafe Acts
memory – SBM

28. - SBM
characteristics with current
characteristics
materials have changed over
time – RBM
several types of materials –
RBM
te existing rules with current characteristics
-
RBM
category - RBM
- RBM
Recycling Example
Unsafe Acts
- RBM
recycler - RBM

29. category–
KBM/RBM
does
not have the necessary tools - RBM
PSFs
each PSF and
justify the link to each UA.
A should have a PSF
repetition is indicative of PSFs that are
too high level
Recycling Example
PSFs

30. Task Unsafe Act PSF
1.1 Identify product characteristics Recycler does not have prior
experience– RBM
• Level of experience with
recyclable products
Not identifiable through sensory
input - RBM
• Level of product cleanliness
• Salience of product material
characteristics
• Product size
1.2 Associate characteristic with
rules
Recycler did not receive
appropriate training - RBM
• Level of access to training
• Quality of training
Recycler does not remember

31. training - SBM
• Level of access to training
• Quality of training
• Experience applying training
Recycling Example
PSFs
Task Unsafe Act PSF
3.1.1 Recall frequency of prior
characteristics
Product categories are
disproportionally represented in
memory – SBM
• Product use variability
Events that occurred in distant
memory are forgotten - SBM
• Recency of product recycling
experience

32. • Frequency of product recycling
experience
3.1.2 Recall similarity of prior
characteristics with current
characteristics
Recycler is unable to link similar
characteristics because materials
have changed over time – RBM
• Recency of product recycling
experience
• Level of product dynamic
characteristics
Similarity matching is confused by
product categories with several
types of materials – RBM
• Product use variability
• Product category variability

33. Final Report Sections
◼ Detail answers to each method selection question and discuss
how each
question is linked to HRA components identified in Section 4.
◼ Based on the method selection questions, do existing methods
meet the
modeling needs of your problem? If not, discuss missing
criteria.
Final Report Sections
◼ Justification for Adapting and/or Combining Methods: If all
criteria were not met during
HRA method selection, discuss how you will adapt or combine
HRA methods.
◼ Justification for Use of Existing Method: If you use an
existing method that has not been
modified for your project (all criteria met), you must justify
why the method is adequate in
its current state to solve the problem.

34. ◼ Implementation Overview: For both adapted and non-adapted
(existing) HRA methods,
provide detail on how to implement each step of your method.
◼ Walk through the entire process (detailed methodological
guideline for implementation by a
practitioner)
◼ Discuss inclusion/exclusion of each method based on
overlapping coverage
◼ You must demonstrate written knowledge of the method in
full detail
Method Selection
-specific tasks required?
-specific PSFs required?
source is appropriate (analysis or method)?
approach that will be used to collect new data.
y?

35. mentation tool available?
Are generic or context/operator-specific tasks
required?
Method Task Decomposition PSF List (number)
Coverage
1: Physical
2: Cognitive
3: Organizational
THERP Nuclear operation specific tasks 3+ 1 and 3
NARA 14 generic tasks 18 1, 2, and 3
SPAR-H Diagnosis, Action 8 1, 2, and 3
ASEP Diagnosis, Action
Based on THERP

36. 1(limited),
2(limited),
3(limited)
CREAM 15 generic tasks (task types) 9 1, 2, and 3
Are generic or context/operator-specific tasks
required?
(generalizable)
in the
generic model
will have to be
made. You must describe those modifications qualitatively and
quantitatively
-H)
◼ Again, you must describe how this would be done

37. qualitatively and quantitatively
Recycling Example
Method Selection
-H
◼ Allows the task descriptions and cognitive detail to be
retained in an unmodified
form
◼ Can be linked to the high level cognitive categories identified
in Bloom’s taxonomy
◼ Identify, Associate and Choose are represented
◼ Recall (lowest level of Bloom’s taxonomy) is not directly
represented
◼ Could be included as part of Identify (low level CREAM
task)
◼ OR could be added as a NEW category that will be
empirically defined
Definitions of CREAM Cognitive Activities

38. Cognitive
Activity
General Definition
Co-ordinate Bring system states and/or control configurations
into the specific relation required to carry out a task or task
step. Allocate or select resources in preparation for a task/job,
calibrate equipment, etc.
Communicate Pass on or receive person-to-person information
needed for system operation by either verbal, electronic or
mechanical means. Communication is an essential part of
management
Compare
(Associate)
Examine the qualities of two or more entities (measurements)
with the aim of discovering similarities or
differences. The comparison may require calculation.
Diagnosis Recognize or determine the nature or cause of a
condition by means of reasoning about signs or symptoms
or by the performance of appropriate tests. “Diagnosis” is more
thorough than “identify”.
Evaluate Appraise or assess an actual or hypothetical situation,
based on available information without requiring

39. special operations. Related terms are “inspect” and “check”.
Execute
(Choose)
Perform a previously specified action or plan. Execution
comprises actions such as open/close, start/stop,
fill/drain, etc.
Identify
(Identify)
Establish the identity of a plant state or sub-system (component)
state. This may involve specific operations to
retrieve information and investigate details. “Identify” is more
thorough than “evaluate”.
Definitions of CREAM Cognitive Activities
Cognitive
Activity
General Definition
Maintain Sustain a specific operational state. (This is different
from maintenance that is generally an off-line activity)
Monitor Keep track of system states over time, or follow the

40. development of a set of parameters
Observe Look for or read specific measurement values of
system indications.
Plan Formulate or organize a set of actions by which a goal will
be successfully achieved. Plan may be short-term
or long-term.
Record Write down or log system events, measurements, etc.
Regulate Alter speed or direction of a control (system) in order
to attain a goal. Adjust or position components or
subsystems to reach a target state.
Scan Quick or speedy review of displays or other information
source(s) to obtain a general impression of the state
of a system/sub-system.
Verify Confirm the correctness of a system condition or
measurement, either by inspection or test. This also includes
the feedback from prior operations.
Are generic or context/operator-specific PSFs
required?
Method Task Decomposition PSF List (number)
Coverage

41. 1: Physical
2: Cognitive
3: Organizational
THERP Nuclear operation specific tasks 3+ 1 and 3
NARA 14 generic tasks 18 1, 2, and 3
SPAR-H Diagnosis, Action 8 1, 2, and 3
ASEP Diagnosis, Action
Based on THERP
1(limited),
2(limited),
3(limited)
CREAM 15 generic tasks (task types) 9 1, 2, and 3
Are generic or context/operator-specific PSFs
required?
st, determine if your PSFs are specific or if they are
generic
(generalizable)

42. PSFs
be handled (i.e.,
added into the method)
PSFs,
then you must justify why this is appropriate and why you are
not
loosing critical context-specific information
Are generic or context/operator-specific PSFs
required?
-Specific PSFs
training

43. -H PSFs
exity
vs.
Are generic or context/operator-specific PSFs
required?
-Specific PSFs
leanliness

44. oduct dynamic characteristics
support
als
preparation
vs.
Recycling Example
Method Selection

45. -H and CREAM
PSF dimensions of the
training and
product experience necessary
all experience
PSFs into one
◼ Significant replication, no HEP differentiation for each task
Recycling Example
Method Selection
might exclude a
tasks that should be analyzed further
What type of HEP source is appropriate?

46. is the
method
PSFs, then you
must collect new data and the source will be drawn from
analysis
d be a combination of both
associated
human functions
x
x x
x
Recycling Example
Method Selection

47. NO
-tasks are serial
-PSFs maybe correlated
◼ This has to be statistically explored in the empirical data
collection
Recycling Example
Method Selection
– reliability of predictions is important for this scenario
tation
◼ In-house Human Factors expert or consulting firm would
suffice
quantification

48. ◼ In-house Human Factors expert with field training or
consulting firm
Recycling Example
Method Selection
as this method been validated for the context in question?
existing PSFs which
will not be used in this case
Final Report Sections
Section 5: HRA Method Selection (8 pts)
- This can be discussed as part of the
HRA method overview or discussed
in its own section.
◼ Strategy Overview and Justification: Describe your data
collection strategy. Provide an overview of
how new and/or existing data will be collected and integrated in

49. the selected HRA method.
◼ Discuss why you have chosen this particular data collection
approach instead of others.
◼ PSF Quantification Table: Include a table or bulleted list to
detail how you plan to quantify each PSF
identified in the HRA component integration.
◼ If existing data produced by a HRA method or derived from a
database will be used instead of creating new
data, this must be explicitly stated with a justification of why
the existing data is contextually relevant for your
problem focus.
◼ If new data will be collected, address study planning
(population, recruitment, etc.). This is only required if you will
not solely use data produced by the method or an existing
database.
◼ Each PSF must include a detailed individual plan for data
collection through one of the data collection
methods discussed in lecture.
◼ This section is required, even if you are using data produced
by the method. You must still detail how each
PSF will be quantified.
Data Collection
1. Type of data collection (existing data, new data, static,

50. longitudinal)
2. Type of variables (objective vs. subjective)
3. Type of subject (inclusion/exclusion criteria and
stratification)
4. Type of subject recruitment (large vs. small recruitment
network)
5. Number of subjects (power analysis or estimation)
6. Time requirement (collection, subject providing data, data
input)
7. Cost of data collection (manpower, subject compensation,
data access fees)
8. Risks (subject’s emotional, financial, health risks, risks to
the data collection)
Only
new data
Recycling Example
Data Collection
nt (i.e., organization with
recycling program)

51. video monitoring
◼ Video will capture errors for each participant
◼ Recycling will be filtered through a shoot with a trash analyst
on the receiving end
recording accuracy, material properties, cleanliness, and size
◼ After recycling activity is complete, a survey will be
provided to quantify the PSFs
associated with recycling experience
◼ Survey can also be used to quantify HEP specifically for
RECALL tasks
◼ Not appropriately captured in CREAM
Recycling Example
PSFs
Task Unsafe Act PSF Data Collection
1.1 Identify
product
characteristics
Recycler does not

52. have prior
experience– RBM
• Level of experience with
recyclable products
• Survey measure
Not identifiable
through sensory
input - RBM
• Level of product cleanliness
• Salience of product material
characteristics
• Product size
• Expert elicitation likert
scale (experts are trash
analysts)
1.2 Associate
characteristic with
rules

53. Recycler did not
receive
appropriate
training - RBM
• Level of access to training
• Quality of training
• Expert elicitation likert
scale (experts are recycling
program admins)
Recycler does not
remember training
- SBM
• Level of access to training
• Quality of training
• Experience applying training
• Training access/quailty-
Expert elicitation (program
admins)

54. • Training experience –
participant survey
Recycling Example
Data Collection
◼ Objective data: expert elicitation for trash analysis
◼ Subjective data: participant surveys and expert elicitation of
recycling program
ect
◼ Anyone over the age of 18
◼ Inclusion: employment in organization
◼ No stratification
◼ Participants (recyclers) will be consented after recycling to
participate in the survey
◼ Experts will be recruited from within the organization

55. Recycling Example
Data Collection
◼ 5x the number of prognostic variables (PSFs=12)
◼ At least 60 subjects targeted for enrollment
tion
◼ Create new data
◼ Static data
◼ Data collection may take 2-3 days based on the size of the
organization and the volume of
individuals visiting the covertly monitored recycling station
◼ Data input can be reduced by having participants input survey
questions in a tablet for
automatic processing
Recycling Example
Data Collection

56. ◼ Since this is an internal organizational initiative, participants
will not be
compensated
◼ Data collectors (trash analysts) may require additional
compensation if janitorial
support within the organization is not used
◼ A consulting firm may need to be hired to implement the
empirical study protocol
and integrate data into CREAM
◼ Largest cost
Recycling Example
Data Collection
recycling
◼ May not accurately respond to surveys
quality and

57. accessibility of their program
◼ Bias can be reduced by bringing in an outside evaluator
analyst results
…