|
|
|
|
Honor Thy User |
|
There are Always Tradeoffs |
|
|
|
|
|
|
Roll Call |
|
Review Syllabus |
|
http://psychlab1.hanover.edu/Classes/HumanFactors/2001/psy330.html |
|
Meeting Times (MTWRF 9-12 most days) |
|
Office Hours (Class will pick) |
|
Assignments - Depends on final number in class |
|
One Test 100 points |
|
Two Presentations 200 points |
|
Two Short Papers 100 points |
|
Class and Homework Problems 50 Points |
|
Active Participation 150 Points |
|
Total 600 points |
|
Grading - 10% for each letter grade |
|
|
|
|
|
|
4:00 am, March 28, 1979 |
|
Main feedwater pump stops due to a polisher
blocking coolant flow |
|
due to resin build up. |
|
Resulting Hardware Effects and Actions: |
|
Electrical generators and turbines shut down. |
|
Temperature of water in the reactor rises. |
|
Pressure in reactor water builds and escapes
from relief valve. |
|
control rods automatically drop stopping the
nuclear reactions. |
|
emergency feedwater pump starts |
|
This should have been a mild failure - unworthy
of news attention. |
|
|
|
|
|
|
Mechanical Failure |
|
NO water was getting to the emergency pump - the
lines were closed |
|
one light signaling that lines were closed was
covered by a maintenance tag. |
|
other light - who knows? |
|
The relief valve did not close |
|
With valve open, radioactive water escaped to
drain tank. |
|
|
|
Human Factors Issue |
|
Visibility of alerts |
|
Placement is also an issue |
|
|
|
|
|
|
|
|
|
|
|
Relief valve lights indicated commanded state
not actual state - that they were switched to close that that they did
close |
|
|
|
|
|
|
Action |
|
Over 100 alarms went off in two minutes |
|
Computer printer was hopelessly behind the times
- 1 item every 4 seconds. |
|
Human Factors Issue |
|
Limits of Short-term memory |
|
Limits of attention |
|
Response selection |
|
|
|
|
|
When the steam generators boiled dry standby
pumps began to operate, as they should |
|
Operators turned down the flow thinking enough
coolant was available - kept problem growing. |
|
Practically an accidental turning on of the
standby pumps by a supervisor averted the accident. |
|
|
|
|
|
Human intervention was primary cause of accident |
|
But the reasons for the errors by the operators
predate the building of the plant |
|
The Human Error was principally due to design of
the control room |
|
Note: While there was human error, it was not
the operators fault |
|
A recent change in shift may also have played a
role. |
|
|
|
|
|
Background |
|
Oven controls are not standard - off on
different ovens are different directions. |
|
The previous oven control turned
counter-clockwise for off. |
|
The oven under consideration turned clockwise
for off. |
|
The Event |
|
A very nice apple crisp was being made. |
|
It had completed it before supper. |
|
It got very crisp - turned on broiler instead. |
|
The nonstandardized controls between units led
to proactive interference. |
|
|
|
|
Human error occurred. |
|
The equipment acted as designed. |
|
But did the design have a role in the error? |
|
What features of human psychology might have
played a role? |
|
Might a knowledge of psychology have helped
avert these errors? How? |
|
|
|
|
The design of equipment that people use
intentionally taking into account how people operate. (Syllabus) |
|
The field of human factors engineering uses
scientific knowledge about human behavior in specifying the design and use
of a human-machine system. (Adams,
1989). |
|
Human factors discovers and applies information
about human behaviors, abilities, limitations, and other characteristics to
the design of tools, machines, systems, tasks, jobs, and environment for
productive, safe, comfortable and effective human use. Chapanis (1985) |
|
|
|
|
|
|
Measurements of Human Performance |
|
Weber's Law: DI/I=k |
|
Gives ability to discriminate, that is tell
differences |
|
Reading numbers off a display in various
lighting situations |
|
Knowing what color is being seen |
|
|
|
|
|
|
|
|
|
|
|
Steven’s Law: S=cIb |
|
Deals not with discrimination but perception of
size of differences when they are easy to perceive |
|
How much louder is one sound than another |
|
How far away is the oncoming train |
|
|
|
|
|
Human Information Processing |
|
Sees us as acquiring and transforming
information. |
|
Human Performance in Applied Settings |
|
Babbage and Economy of Machinery and
Manufactures |
|
Emphasizes productivity |
|
Biomechanics and Physiology |
|
Examines mechanical nature of human movement |
|
|
|
|
|
Honor Thy User! |
|
It is our job to take the user’s perspective |
|
We are the users advocate with the designers and
producers of the system under consideration. |
|
There are always tradeoffs! |
|
Differing goals will always conflict and need to
be balanced. |
|
To enhance one feature of a system will minimize
others. |
|
It is possible and likely that both features of
the system are important and desirable. |
|
|
|
|
|
|
Gain Background in Human Factors |
|
Review or relevant knowledge - First 2 weeks |
|
Culminates in an examination on second Thursday
of term |
|
Readings for other assignments. |
|
Apply Human Factors Knowledge |
|
This can be accomplished in three common types
of tasks: |
|
Design of a new system |
|
Evaluation of an existing system. |
|
Data collection and analysis |
|
|
|
|
|
|
The Task or Job |
|
DEFINITION: Any behavior with a goal. |
|
For example: |
|
What are the tasks of a car? |
|
What are the tasks of a word processing program? |
|
What are the tasks of a computer? |
|
|
|
|
|
The System |
|
DEFINITION: a set of connected things or parts
that form a whole or work together. (Oxford American Dictionary) |
|
A system is what performs the task or job |
|
|
|
|
|
|
The user or operator is part of the system |
|
The system goals are superordinate |
|
Know the purpose of the system. |
|
Systems are usually hierarchical |
|
Both systems and components have inputs and
outputs |
|
Know the structure of the system |
|
Deficiencies in system performance is the result
of deficiencies of one or more components. |
|
The system is part of the larger environment |
|
|
|
|
|
1.
Person supplies power and control |
|
For example a shovel |
|
system lies dormant without person using it |
|
(Kantowitz and Sorkin, 1983) |
|
|
|
|
|
|
|
2.
Machine supplies power; person control |
|
For example welding |
|
equipment can operate without human but will not
accomplish anything |
|
In fact they are often very dangerous because
the lack control |
|
(Kantowitz and Sorkin, 1983) |
|
|
|
|
|
|
|
3.
Machine supplies power and information; person still controls |
|
For example most factories |
|
System can work to a some extent on own. Needs constant monitoring since cannot
control |
|
Thus, a low level of automation |
|
(Kantowitz and Sorkin, 1983) |
|
|
|
|
|
|
|
4.
Machine supplies power, information and control; person monitors |
|
For example Boeing 757/767 and other advanced
aircraft when autopilot is engaged |
|
These are highly automated systems |
|
Human in many cases are primarily error
detectors |
|
If role is too small human may feel irrelevant
or uninvolved |
|
(Kantowitz and Sorkin, 1983) |
|
|
|
|
|
|
|
|
Types of control |
|
open-loop: feedback is not in time to alter
action, error cannot be corrected during the act - Typing |
|
closed loop: feedback occur such that error can
be corrected during the task - Driving |
|
Elements of a Control System |
|
A control system is closed loop |
|
Uses negative feedback |
|
The thermostat is an example |
|
|
|
|
|
|
|
|
Training (Survey of membership of Human Factors
Society in 1986.) |
|
49% trained in psychology - most have Ph.D.s. |
|
14.5% trained in engineering. |
|
6.8% trained in specialized Human Factors
Programs. |
|
37% overall have Ph.D.s. |
|
|
|
|
|
Where do human factors engineers work |
|
Industry: 39% (Aerospace and
Computer/Software were largest percentage). |
|
Business: 19% |
|
Government: 20% |
|
Academia: 18% |
|
|
|
|
|
Common Activities of human factors engineers. |
|
Write Reports - most commonly listed item. |
|
Formal briefings and presentations. |
|
Schedule project activities/manage others. |
|
Determine system requirements. |
|
Verify system designs meets human factors
standards. |
|
Write system goals and objectives. |
|
Develop experiments to test theories or systems. |
|
Examples |
|
|
|
|
|
Project (From Syllabus): |
|
Interface for CD-ROM version of Dr. Barlow’s new
book. |
|
Interface in book and computer for my in
development Sensation and Perception Text |
|
Not sure order yet. |
|