Instructor: Jim Clauson

How to Contact me:

The standard mode of communication for this course is the postings of assignments to the discussion board. Routine questions are best handled in this manner.

Outside that, you are free to contact me directly via e-mail. I monitor and respond to e-mails on a daily basis. "Back channel" communications are kept between the participant and myself except where the response is of general interest and its posting of the class discussion list or web board will prove of value to the entire class.

Phone: +1.865.717.0250 (East Tennessee) (GMT -5)
NB: My work day is unconventional and I am seldom at this number during "normal" work hours.

E-mail:

• Personal account: jim at jclauson dot com
  

Web Sites:

• Personal MSQA site: http://jclauson.com/msqa
• Deming Electronic Network: http://deming-network.org

Course Description:

A comprehensive survey of Human Factors Engineering (HFE) and ergonomics applications which are of particular relevance to quality improvement activities in the workplace. A systems framework will be utilized, emphasizing feedback on interrelationships among system components, including the human operator. Emphasis will be placed on the analysis of and improvements in the design of work processes, workplaces, and instrumentation.

The relevance and intent of this course are based on the "missing link" in quality improvement activities - the interface between the individual in the process and the process itself. We improve the mechanics of the process and we train the individual; but we often fail to analyze the entire system.

Part One of the course concentrates on human physiology and brain functions in order to better understand the systemic needs of the human body in the workplace.

Part Two builds on Part One and addresses a variety of specific HFE issues in the work place in specific and the human body in motion in general.

Learning Objectives:

At the successful completion of this course the student will:

• Describe functions of human physiology in the context of HFE improvements
• Understand the impact of brain functions and psychology on work processes
• Recognize physical and mental symptoms in the analysis of work practices and processes.
• Distinguish between human variables and system variables in process improvement.
• Classify work tasks to improve range of motion issues.
• Create new work processes to promote effective load handling.
• Assess a set of workplace symptoms and recommend effective countermeasures (midterm).
• Design processes and products for special populations.
• Analyse a specific workplace problem, then develop and propose an appropriate HFE countermeasure. (term paper)

Required Text:

Ergonomics - How to Design for Ease and Efficiency, Second Edition, 2001
by Kroemer, Kroemer, and Kroemer-Elbert
ISBN 0-13-752478-1
http://www.prenhall.com

Highy Suggested Text:

Publication Manual of the American Psychological Association, 6th Edition
American Psychological Association
978-1-4338-0561-5 (soft cover)

The course is divided into fifteen sections or "units." Two of these are the Midterm and Final. Each unit corresponds to one week in the University semester.

• Part One: The Ergonomic Knowledge Base:
  • The Anatomical and Mechanical Structure of the Body
  • How the Body Does its Work
  • How the Mind Works
  • Human Senses
  • How the Body Interacts with the Environment
  • Body Rhythms, Work Schedules, and the Effects of Alcohol
• Part Two: Design Applications:
  • Ergonomic Models, Methods, and Measurement
  • Designing to Fit the Moving Body
  • The Computer Office & Workstation
  • Selection, Design, and Arrangement of Controls and Displays
  • Handling Loads
  • Designing for Special Populations
  • What and How to Do Ergonomics

Course Requirements:

Successful completion of this course will require the participant to:

• become familiar with format and layout of course,
• prepare and complete all assignments on a timely basis,
• read chapters assigned,
• make the connection between coursework and your job or profession
• actively participate in course e-comm tools,
• respond to discussion questions and case studies, and
• actively participate in ongoing PDSA of the course.

Attendance Requirements:
This is not a correspondence course -- but a course delivered in a virtual classroom. Attendance = CMC Participation. This course relies totally on Computer Mediated Communications (CMC), so participants must actively participate and contribute on a near-daily basis. This virtual environment may be new to some participants, but it is becoming a standard communications medium in business and industry. "Lurkers" will find themselves left behind in this environment.

Schedule of Examinations:

There will be a Mid-term and a Final examination for this course.

The Mid-term exam occurs during the 7th week of class. I will e-mail you the mid-term and you will have 168 hours +/- to complete it. This exercise is an involved case study and requires your serious attention. It is open book, open-browser. Send your responses as a zipped Word & PowerPoint attachment to the Digital Drop Box and to me at jim at jclauson dot com.

The Final exam occurs during Unit 15, usually Saturday thru Tuesday of Week 13. This is an online, proctored exam and is an open-book, open-notes, closed-browser exam. You will have 3 hours to complete the exam and will need a constant-on, internet connection during this time. Full instructions and password are emailed to your proctor just before your scheduled exam. Submission of the MSQA Proctor Agreement to the MSQA officer is required and it is critical that you provide the email address for your MSQA office approved proctor in a timely manner. The MSQA office will provide details via email and there will be a forum in this course.

Proctor Selection: You are singularly responsible for selection of your proctor and for the notification of the MSQA office by the stated deadline. Period. Detailed instructions will be provided later in the course.

Grading Policy:

Participants in this learning process begin with a 100% customer service level, which would equate to a high A. Like any quality relationship, the participant's customer service level may go up or down based on specific performance against the predetermined expectations of the customer. Using this model, the instructor is the customer -- the one who is setting the primary set of expectations to be met in this quality relationship.

Typical Grading Breakdown:

• 20% Participation and quizzes
• 30% Mid-Term Exam
• 30% Term Paper
• 20% Final Exam

Grading Scale

Grade	Performance	Final Score (%)
A	Excellent	93%-100%
A-		90%-92%
B+		87%-89%
B	Very Good	83%-86%
B-		80%-82%
C+		77%-79%
C	Satisfactory	73%-76%
C-		70%-72%

Grading Scale (prior to 20DEC06)

• A = 90-100
• B = 80- 89
• C = 70- 79

For details on grading, see the current University Regulations -or- the University Grading Policy.

NB:
This is a masters program. High standards and high expectations.

The bell curve lives. For any population or sample population, one will typically find a normal distribution. By extension, for any population weights, heights, scores, grades... will be normally distributed. Simply put... 50% will be above the mean (average) and 50% will be below the mean. More specifically, we can apply the 68-95-99.7 Rule. Not familiar with the 68-95-99.7 Rule? Check the following YouTube video [here]

"OK... ", you are thinking, "what is Dr. Clauson trying to say here?"

For every class - there will be a mean. 50% will be above and 50% will be below. Statistically, not everyone in class will be an "A student."

Policy on Due Dates and Make-up Work:
Reality runs on a tight clock - as do most jobs. This course is no different. A due date is just that. As in business, true emergencies will be taken into consideration. Advance notice is critical, where possible.

For the midterm and project paper specifically, there is a 10% per day penalty for late papers.

Jim Clauson