Industrial Engineering for Science Consuming Industry. Part 1. Tutorial
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Tasks and topics: Psychological tests on the study of personality Form of control: Testing
Form CDS: Preparing test interpretation
Tasks and topics: Topic thesis (p. 6 of this work program) Form of control: Thesis presentation at a seminar
CDS form: Preparation of the thesis in the form of presentation Tasks and topics: Projects on the topics:
1.Determination of psycho-physiological characteristics of the person (reaction time), the interpretation of the results and drawing of conclusions
2.Evaluation of the possibility of using a person in some form of professional activity (student's choice).
3.Formation of a package of psychological tests to identify personality characteristics on risk inclination.
4.Prepare a psychological portrait of the person on the aspect of the stress endurance.
5.Efficiency improvement strategyof human resources of a particular region.
Form of control: presentation and deliverance of the project Form CDS: Project developing
Tasks and topics: Questions of the final test Form of control: Testing
Form CDS: Study of theoretical and practical material
8.Final measuring materials for the ongoing monitoring
of progress, interim certification on the basis of the development of the discipline
Essay Topics:
1.History of occurrence of human factors engineering
2.Anthropological characterization of human
3.Concepts of the properties of the nervous system by I.P. Pavlov
4.The classification of types of GNI
5.Parameters of psychophysiological system of professional
selection
6.Stages of performance
7.Characteristics of cognitive adaptation strategies
8.Psychophysiological functional states
9.The behavior in uncertain environment
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10.How do the settings in electroencephalography change under various external influences?
11.The value of inter-hemispheric asymmetry in human adaptation to different climatic zones
12.Stress resistance of a human
13.Adaptation capabilities of a human
14.Psychophysiological characteristics of risk inclination Requirements for the content of the thesis:
- The definition of goals and objectives; - Presenting the theme of the thesis;
- Visual aids, use of illustrations for the confirmation of statements; -Use of statistics on the topic;
- Draw conclusions on the topic;
- Presentation of work for 5-7 minutes.
9.Rating system of schoolwork evaluation of master students
When evaluating the performance of the students the rating system
is used. Rating assessment is formed on the basis of the current, mid-term and final evaluation.
The maximum and minimum number of points for various types of training activities are estimated as follows:
The maximum rating of the student - 60 points, minimum - 36 points, the minimum value for credit - 36 points, including:
Current evaluation is performed by means of:
1.A written essay in the form of presentation: maximum score - 10, minimum - 0;
2.The result of the seminars (answers to questions for the workshop, presentation of prepared materials at round tables and organization of brainstorming and discussions, accomplishment of all test methods on a given subject ): maximum - 10, minimum - 0.
Mid-term evaluation by means of:
1.Implementation of the project (in the form of a written report): the maximum score - 10, minimum - 0.
The final evaluation is carried out by means of:
Testing: maximum score - 20, minimum - 10 («satisfactory» mark for the execution of tests).
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10. Educational technologies, including interactive ones
Teamwork, brainstorming - a joint activity of students in the group under the guidance of a leader, aimed at solving the general problem (analysis of the role-playing situation, the analysis of the case) by adding the individual performance of team members with the distribution of powers and responsibilities.
Using the case method -Analysis of real problem situations that occurred in the relevant field of professional activity, and exploration of options for the best solutions.
Business game - simulation of real professional work students with the functions of professionals in different jobs.
Problem-based learning - encouraging students to educate themselves to acquire knowledge needed to solve a specific problem.
Interactive technologies are used during lectures and seminars.
11.Internet resources
1.www.cool4ed.org
2.www.oapen.org
3.www.collegeopentextbooks.org
4.www.oercommons.org
5.www.doabooks.org
6.www.coursera.org
7.www.edx.org
8.www.khanacademy.org
9.www.futurelearn.com
10.http://ocw.mit.edu
12.Teaching materials and assignments to students for study
of a discipline
Practical situations, case study and tasks Situation 1: «A newcomer in the team»
Leonid Kovshov, a graduate of the vocational school, came to the factory «Stroydetal» half an hour before the shift. The day before that the personnel department gave him the phone number of the master of the rebar
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shop, where he’d be working. He’d been calling for 10 minutes at the entrance, until he finally saw the master there. «Did they send you? – he asked.- Come in about 10 minutes after the meeting» - and hung up. The plant was large and unfamiliar. In 15 minutes Kovshov found the shop and his workplace. All the workers have already got the job, and he heard only as the master was getting everyone ready to perform urgent work, asking and at times threatening. When everyone had gone, the master noticed a newcomer, «Oh, is that you? Let's go to the machine». «They have been making their way for a long time through the shop until they finally came to the machine, which stood somewhat apart». The shavings around it had not been removed, the tools were scattered, but the machine (it was visible) was new.
-Have you ever worked on this?
-No ...
-Brand new, just three months as received. You see, we trust you. The worker who worked here before you was out of luck. The day before yesterday he went to lunch, and then - to hospital. You’ll replace him for now and we’ll see when he comes back. Stay here for awhile, prepare the machine, and I'll run off to the head of department for 20 minutes and we’ll talk after that.
The newcomer has readily started the work, collected the shavings and spread out the tools. But when he was sweeping the floor, his was startled by the loud whistle: an electric car nearly ran him over. After that Kovshov kept looking around warily all the time. He has already noticed that it was necessary to look out not only for the electric car, but also the crane, which was often scurried over his head. The master returned half an hour later.
-So, you say, you’ve never worked on this type of machine? Then
listen.
And he began to tell what good car it was, on what principle its action was besed, what were the parameters and characteristics, how to care for the machine, periodically asking, «Is that clear? Understand?!»- Kovshov timidly knodded. Satisfied with such a thorough and easy to understand, in his opinion, conversation, the master patted on the newcomer’s shoulder: «Well, you can start now. You have enough of projects, ask Terentich about the tools». The newcomer wanted to ask who Terentich was and wher he could be found, but did not dare, but the master couldn’t hear him anyway. The work was fine, but nonetheless he’s cut his
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finger. He wanted to ask where you could get a bandage, but again did not dare: everyone was focused on the urgent task. Someone put a handkerchief over his finger and went back to work again. Suddenly he looked away from the machine and noticed that it became less noisy. Judging by the time the dinner has started, all but him gone were gone. While he was looking for the dining room, the had dinner ended. At 4pm Kovshov was going to give in the job (as a teenager, he worked for an hour less), but the master was not there. The master came to him only at the end of the day, checked his work, praised him and immediately hurried away, saying: «Your shift is over, and I have an irregular day». Kovshova had a lot of questions: how much he’s earned, what work will be like tomorrow – but he didn’t want to bother the master with these trifle things, distract the master from more important tasks, especially since he was already far away, and all the workers had gone home. There nothing else to do but go home with his questions. And what will happen tomorrow?
questions:
1.Analyze the behavior and actions of the master in relation to the young worker.
2.Give a psychological evaluation of the first working day of the beginner.
3.Determine the necessary and appropriate behavior of the master in the analyzed production situation.
Situation 2 «Adaptation systems of Ernst & Young» company
«Ernst & Young» is one of a «big five» companies providing
professional services in audit, tax, and financial management, together with the firms «Arthur Andersen», «Deloitte & Touche», «Price Waterhouse Cooper End», KPMG.
The structure of the company. All departments of the company can be divided into two categories: departments, working directly with customers (Department of Audit, Tax, Corporate Finance) and support units (financial and marketing departments, department of information technologies, human resources and training department for the management of intellectual resources).
Departments, working directly with customers, practice a strict hierarchical structure: partner; manager; Senior Specialist; consultant or expert; junior consultant or expert. This structure is common to all offices of «Ernst & Young» around the world.
The company's policy. The company focuses on the development
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and «growing» of their own personnel. Recruitment is done only at the initial position leves (staff) among the graduates of the financial institutions (Moscow State University, State University of Management, Academy of Finance), with a certain amount of expertise and a high level of proficiency in English. The Company does not count on people with experience, and seeks to instill in employees the skills needed for work in the process of working and learning. Recruitment of graduates is carried out twice a year. The first recruitment takes place in December and January, when the students of 4-5 courses are invited to take part in the competition. Prior to that, during the fall semester in Moscow's leading economic institutions of higher education the staff of «Ernst & Young» teach courses in Western accounting, and simultaneously the company is involved in all sorts of «career days», «open door» events, «hot line» on the Internet . All resumes are viewed, the best candidates and graduates of the courses offered by the company, are asked to pass a written examination on Russian and Western accounting, and English, in the company’ office. For the exam and interviews with the staff of personnel department about 30 students are invited. During the interview teamwork skills and compliance with the corporate culture of the company are evaluated. The main method of evaluation is proposing to the candidates work or real life situations to which they somehow must respond, explaining their possible behavior. Psychological testing «Ernst & Young» is not used. According to the results of the exam and the interview, the best candidates are selected and then are invited for a meeting with the managers; the candidates who most successfully passed those interviews are invited for an interview with the partners. These are the stages of selection for the practice in the company «Ernst & Young». 5-6 people are invited annually to the Moscow office of the company for practice and 1-2 people are invited annually to the offices located in the CIS countries: the practice takes place in the midst of the business season, and the company needs labor force; students, in turn, need to apply for an internship to complete training at the institute. Duration of work as a trainee lasts for three months, after which students go to present a diploma. To outstanding students the company offers a permanent job with the beginning of a new business season with a preliminary training for adaptation programs. An additional recruitment is held in June. HR staff browses trough students’ resumes from the same sources. However, these candidates do not go through practice.
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The reason for the two-step recruitment is that both methods of assessing potential candidates (an internship in the company and analysis of presented diplomas) allow you to choose the best. No employee of the company can skip over to another step of the hierarchy. To advance to the next level it is necessary to observe a number of conditions:
-while working on a previous position: one must work at least 1 year before moving to the next level, an additional 1 year is required in order to become a senior technician. To gain the necessary experience and knowledge required for the project management, one will need 3-4 years, after this period the senior expert, having demonstrated good performance, moves to a managerial position. After working for six years, the manager becomes a partner. Staying at that position is not limited in time;
-mandatory training for this position;
-the results of the annual assessment.
System adaptation. The company has several types of adaptation programs of new employees, designed for different categories of:
college graduates; this is the most significant and resourceful program, as this category of employees is the main driving labor force;
employees who already have an experience in other companies; they originally come either to a department or the chief departments, but not to the lower positions;
foreign employees who come to Moscow and the CIS offices, as a rule, in the framework of staff exchange programs between departments and offices of «Ernst & Young».
The adaptation program for college graduates has a number of
unique features. Adaptation of employees traditionally begins very early, when in fact they are not yet members of «Ernst & Young». After 3-4 days after the start of practice the first phase of adaptation programs is carried out for trainees, which lasts 3-4 days. It can be divided into two phases: teaching technical knowledge of the Western accounting and teaching the basic information about the «Ernst & Young».
After the end of the summer recruitment, the uniting of employees who have had practice, and the new staff who have been accepted in the summer, takes place for entering of the second phase of adaptation programs. New employees go to a country house to study those aspects that they found most difficult in the written exam in the winter. The main focus
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in curriculum is kept on activities aimed at developing teamwork skills, and communication skills. After two months, during which employees have the opportunity to decide on the continuation of cooperation with the «Ernst & Young», they again go to the country house. One week is devoted entirely to the orientation: the staff is explained what the company understands under the term «confidential information», how to work in a computer system, what the characteristics of telephone communications are, they are shown educational films, business games. The second week is devoted entirely to the peculiarities of work in a particular department. At this stage, the adaptation program transitions into the development program and the ongoing assessment of staff. The employees who already have experience in other companies do not undergo such multistage and longterm training. The main part is a one-day training, during which the maximum emphasis is made on corporate culture, the mission of the company, development strategies, responsibilities of functional units and the people who lead them, privacy issues. Representatives of each department are required to introduce new employees with the activities of the units.
A lot of attention is paid to the evaluation system of employees, because it reflects and defines many of the elements of corporate culture. This training is carried out when a company takes 3-4 newcomers. If one of them starts to work before the others, personnel officers help him deal with the system of work, provide all printed documents, explain preferences in clothing, behavior, explain the issue of information confidentiality.
Mentoring. After starting on a new job, new employees work as junior consultants or experts are sent to work on a specific project, each of them gets a mentor - experienced staff member who will advise and evaluate it. Mentoring is a process in which a superior officer is responsible for the promotion and development of the newcomer outside the ordinary relations of a manager and a subordinate. Managersconsultants are employees who have reached the level of a senior specialist. One mentor may have be up to five subordinates. This activity is quite structured and constitutes part of the organization's policy on human resource development. Mentoring on the following issues: personal and professional development; issues and problems related to work; issues related to the management; issues associated with the company.
Well-designed and properly prepared mentoring program enhances the effectiveness of programs for human resource development and allows
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objectively and comprehensively evaluate all employees. In order to avoid bias estimates advising managers can rotate; Also, the second level of assessment is a must and is performed by high ranking staff member, standing in the hierarchy somewhat higher than mentor. Twice a year there is a mandatory meeting of the mentor and the subordinate , during which they discuss the achieved results, difficulties encountered, how to solve them (of course, if they have any questions they may meet outside the schedule). Because mentoring is a process that develops and motivates not only beginner employees, but also the mentors, every employee who has reached the level of senior specialist, is to be sure to become a mentor. All mentors are interested in having their subordinates show good results, because it is one of the criteria that influences the bonus system. Annually held training for mentors, which teaches how to hold meetings with clients, how to ask questions, how to convey the least pleasant news to the subordinate, and so on. Over time, a mentor can be a different manager and consultant, which should be higher on the hierarchical level.
questions:
What are the characteristics of adaptation of employees in the organization?
What adaptation measures are considered traditional?
What aspects of adaptation (professional, social, psychological, organizational, economic, psycho-physiological) the existing program is aimed at?
A business game «Analyzers»
The group is divided into teams and the jury is summoned. Information block, «Actualization of knowledge»
the teams answer questions on the subjects covered: 1. What is the analyzer?
What types of analyzers do you know? Who has studied the structure of analyzers?
What are the similarities of all analyzers? What is the difference? Indeed, analyzers are specific –they respond only to certain stimuli, but still part of the information can get be received from both analyzers. What kind of information we receive through the senses? (4 min)
Role-playing game «Answers»
After mastering the concepts of aggressive, passive, persistent and manipulative behavior, we can offer students to describe specific situations, in each of which they have to demonstrate the answers of 4 listed types
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Approximate situations:
-The doorbell ring and the neighbor asks you to reduce the volume of the TV
• You are asked to lend the thing that you need
You are stopped in the street and are offered to buy unnecessary
items
•You got stepped on the foot in the bus
•You came home and found there a noisy company of colleagues of your husband (wife)
•Someone is speaking to you, and you need to leave
•You got a denial
•Your co-worker suggested a proposalthat you has been invented and developed by you
And etc__________________________________________________
In each situation it is necessary to demonstrate a passive, manipulative, aggressive and persistent behavior not only by words but also expression, tone of voice, etc. Analyze what answers were the easiest for you. You can go beyond one answer and roleplay the dialogue.
13. The examples of tests
Module 1:
1.Sensations are -
1.The reflection of past experience or impression, preservation and storage of an experience
2.The reflection of individual properties of objects that are directly affecting our senses
3.The reflection of the future, creation of a new image based on past experience
Reflection of objects and phenomena that are directly impacting the senses as a whole, and as a sum result of the properties and attributes of these objects.
2.Name the concept, which is not a kind of sensation:
1.proprioceptive
2.exteroceptive
3.interoceptive
4.communicative
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