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Human Factors IE 4511 > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Stressor def

A

things that cause stress

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2
Q

job stressors def

A

work related things that cause stress

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3
Q

job stress def

A

the outcome of having stressors at work

the harmful physical and emotional responses that occur when the requirements of the job do not match the capabilities, resources, or needs of the worker

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4
Q

strain def

A

general term explaining the outcome of being exposed to stressors

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5
Q

Job stress can lead to poor….

A

health and injury

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6
Q

NIOSH

A

National Institute of Occupational Safety and Health

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7
Q

Stress def

A

non specific response of the organism to any demand made upon it

occurs when there are perceived demands on the person that tax or exceed perceived resources

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8
Q

Job strain and CVD

A

CVD: cardiovascular disease

more consistent evidence in men

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9
Q

People with low job control were found to have __ times the risk of dying from heart disease

A

1.6-1.8

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10
Q

Likelihood of injury increases with:

A
  • low job control
  • life events
  • mental demands
  • low job satisfaction
  • frustration at work
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11
Q

Model of Job Stress and Health

A

look at it!

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12
Q

Work schedule job stress

A
  • rest breaks
  • shift work
  • longer shifts
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13
Q

job stressors (9)

A
  • Demands (workload, pace, pressure)
  • Content (cycle time, variety)
  • Control (task decisions, participation)
  • Organizational interface (supervision, policies, procedures)
  • Career (job loss, advancement/promotion)
  • Resources (adequate tools/materials)
  • Rewards (pay recognition)
  • Support (socialization, help)
  • Role (Responsibilities, contributions)
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14
Q

costs of job stress

A
  • absenteeism
  • turnover
  • poor morale
  • worker’s comp for stress/stress related injury/illness
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15
Q

Job Stress and Health Model

A

Job stress leads to acute reaction w/ the help of individual factors, non-worker factors, and buffer factors

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16
Q

Individual factors job stress and health model

A

age, gender, marital status, job tenure, title

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17
Q

Non-work factors job stress and health model

A

domestic/family demands

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18
Q

Buffer factors job stress and health model

A

Social support from supervisor, coworkers, and family

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19
Q

Demand-Control-Support Model (Karasek and Theorell)

A

Low strain Active
Passive High Strain

y - job decision
x - job demands

low strain -> high strain = higher risk of psychological strain and physical illness

passive -> active =
active learning, motivation to develop new behaviour patterns increases

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20
Q

Demand-Control-Support Model (Karasek and Theorell) Example jobs

A

low strain:
-forester, repairman, dentist

active:
- banker, physician, HS teacher

high strain:
-assembler, waiter, nurse aid

passive:
-janitor, watchman, clerk

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21
Q

Effort-Reward Imbalance Model (Siegrist)

A

Stress results from mismatched effort required and rewards received

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22
Q

Time ratio

A

time required/time available
measures workload and performance change

> 1 “red line” of workload

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23
Q

short term strain

A

psychological

  • emotional
  • cognitive

physiological
-increased heart rate and blood pressure

behavioral
-smoking, drinking, poor performance, acting out

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24
Q

Medium term strain

A

headaches
sleep disturbances
musculoskeletal pain
stomach aches

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25
Q

Long term strain

A

cardiovascular disorders
ulcers
depression
suicide

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26
Q

burnout

A

syndrome of emotional exhaustion and cynicism that occurs frequently among individuals who do “people work”

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27
Q

emotional exhaustion

A

comes from excessive personal/emotional demands made on people who help people

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28
Q

depersonalization

A

tendency to de-indivduate/ depersonalize clients/patients

treating people like objects

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29
Q

environmental stressors

A

physical sensory disruption

  • noise,lighting, etc
  • comfort issues

social environment
-work organization

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30
Q

dealing with stress

A
  • remove source of stress
  • modify individual/individual susceptibility
  • treat the symptoms
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31
Q

circadian rhythm def

A

body’s natural daily cycle ~ 25 hrs in absence of zeitgebers

32
Q

Rhythm Oscillations

A

body’s rhythms are controlled by internal clocks and by external time markers

33
Q

Zeitgebers

A

external time markers

social environment, awareness of clock time, mealtimes, light/dark

34
Q

Working at night’s effect on rhythm

A

internal clock out of sync with physiological rhythms and zeitgebers

35
Q

work injury/death risks of fatigue

A
  • possibly more accidents at night

- conflicting results

36
Q

systems approach/model

A

accidents occur because of interaction of system components. As they interact some factors are closely or directly involved in task performance and are causal factors in safety

37
Q

factors that contribute to accidents

A

age and gender
-more when young, more men

job experience
-most in first 3 years

stress and fatigue
drugs/alcohol
job characteristics
-high physical/mental workload 
-long work cycles
electrical hazards
mechanical hazards
substance hazards (toxic)
physical environment
social environment
38
Q

controlling hazards

A
  1. source
  2. path
  3. person
  4. administrative controls
39
Q

whose responsibility to control hazards

A 
engineering
manufacturing
quality
purchasing
maintenance
industrial engineer
40
Q

Swiss cheese model

A

underscores that multiple factors contribute to accidents

cheese represents barriers/protections

line represents hazards

holes represent weaknesses

41
Q

Error def

A

commission
-doing something that shouldn’t have been done

omission
-operator who fails to do something they should’ve

slip
-operator didn’t intend to do the action

lapse
-operator did not intend to not do the action

42
Q

mistake def

A

-action that was intended
-knowledge-based:
not adequate to support person’s understanding
-rule based:
human not aware of rules
-violation:
intentionally did the wrong thing

43
Q

active error

A

human errors at the point of operation

ex. navigation errors

44
Q

latent errors

A

pre-existing conditions
environmental conditions
fatigue
poor training

45
Q

crash factors

A
  • distracted driving
  • seat belt use
  • alcohol
  • speeding
  • passengers
46
Q

social norming

A

if exaggerated beliefs about the practices of others exists, social norming may help to shift perspectives

47
Q

culture def

A

a pattern of basic assumptions invented, discovered or developed by a given group, taught to new members as the correct way to perceive, think, and feel in relation to those problems

48
Q

strong and healthy workplace culture components

A
  • positive attitude
  • involvement
  • safety and health improvement goals
  • policies/procedures
  • personnel training
  • responsibility and accountability
49
Q

basic elements of safe and healthy culture

A
  • all individuals w/i org believe they have the right to safe/healthy workplace
  • accepts personal responsibility for ensuring personal safety
  • everyone believes they have a duty to protect the safety and health of others
50
Q

support ___ over ____? regarding transportation

A

safety over efficiency

51
Q

increase in transportation productivity results in:

A
  • higher throughput
  • more efficiency
  • less congestion
  • more access
  • lower cost
52
Q

increase in transportation safety results in:

A
  • less crashes
  • less noise
  • less pollution
  • less citations
53
Q

bad job selection methods

A
  • interviews
  • reference checks
  • credit checks
54
Q

solid job selection methods

A
  • test of skills and abilities

- job related work samples

55
Q

selection tests

A
  • measures of cognitive ability
  • measures of physical ability and psychomotor skills
  • personality assessment
  • work samples and job knowledge
  • structured interviews
56
Q

measures of cognitive ability

A
  • include general ability or intelligence, verbal ability, perceptual ability, numerical ability, reasoning or analytical ability, perceptual speed, memory, spatial mechanical abilities
  • valid predictors of job performance, usually more valid than other assessment procedures
57
Q

measures of physical ability and psychomotor skills

A

-some jobs require physical strength in particular muscle groups, physical endurance, manual dexterity, psychomotor skills

58
Q

work samples and job knowledge

A
  • work samples typically require applicants to complete a set of tasks that would normally perform in the targeted job
  • internships
59
Q

structured interviews

A
  • poor choice due to racial, gender, and disability biases that influence interviewers’ judgments
  • interviews can be valuable as a recruitment tool for an applicant who is already selected based on other criteria
60
Q

examples of measures of ability and skills

A

General IQ (complex job w/ good working memory)

motor coordination/manual dexterity (low job complexity)

verbal & numerical ability (high job complexity)

selective attention (driving and flying)

battery series of tests (jobs that require complex combination of skills)

physical ability test (requires strength and physical skills)

61
Q

personality assessments

A
  • not reliable or predictive of job performance

- clinical assessment tools (MMPI) not appropriate nor predictive of job performance

62
Q

Myers-Briggs Type Indicator

A
  • widely used in business world
  • poor reliability
  • poor validity
63
Q

Big Five Personality Factors

A
  • Neuroticism (cluster of traits such as anxiety, depression, impulsiveness, and vulnerability)
  • extroversion (cluster of traits such as warmth, gregariousness, activity, and positive emotions)
  • openness (feelings, actions, ideas, and values)
  • agreeableness (cluster of traits including trust, altruism, compliance, and straight-forwardness)
  • conscientiousness (competence, order, dutifulness, achievement striving, self-discipline)
64
Q

job assessments by job requirements

A

performance requirements are important because they include the characteristics to be possessed by the training program from an instructional design and human factors standpoint

65
Q

knowledge requirements for effective teams

A
  • shared task models; cue/strategy associations; situation assessment
  • teammate characteristics; familiarity
  • knowledge of team mission; objectives; norms; resources
  • roles and expectations
  • individual-task proficiency
66
Q

skill requirements for effective teams

A
  • mutual performance monitoring
  • supporting/back-up behavior
  • team leadership
  • task related assertiveness
  • conflict resolution
  • closed loop communication
67
Q

Types of trainers

A
  • expert trainer (knows how to train)

- subject matter expert (SME)

68
Q

team def

A

small number of people with complementary skills and specific roles or functions, who interact dynamically toward a common purpose or goal for which they hold themselves mutually accountable

69
Q

team characteristics

A
  • perception of the team as a work unit by members and nonmembers
  • interdependence among members with respect to shared outcomes and goals
  • production of team-level output
  • role differentiation among members
  • interdependent relations with other teams and/or their representatives
70
Q

teams are more common when

A

there’s increasing job complexity and the associated cognitive demands placed on workers

71
Q

Three aspects of team design

A
  • Input (team size, knowledge, skills, abilities, diversity, role specialization)
  • Process (cognitive mental model, motivational, psychological safety, behavioral adaptation)
  • Output (composition performance, compilation performance, satisfaction, viability)
72
Q

Disadvantages of teams

A
  • time
  • consensus process
  • leadership w/i team
  • roles and responsibilities
73
Q

Teams are best when

A

skills are complimentary, roles are highly defined, members are mutually accountable to each other and need each other to succeed

74
Q

Groups def

A

aggregations of people w/ limited role differentiation and decision making depends primarily on indiv contributions

75
Q

Examples of groups

A

jury, board of directors, college entrance committee

76
Q

Basic training guide

A
  • determine if training is needed
  • identify training needs
  • specify goals and objectives
  • develop learning activities
  • conduct the training
  • evaluate program effectiveness
  • revise program

Human Factors IE 4511 (2 decks)

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