Recommendations for Teaching Team Behavior to Human Factors/Ergonomics Students

Abstract

Many Human Factors/Ergonomics specialists are members of work teams. To prepare students for teamwork, the students' education should include team building exercises and experiences. During both the 2004 and 2005 HFES meetings panel sessions were held on teaching team behavior to human factors/ergonomics students. The first panel identified general approaches and areas requiring study, whereas the second panel focused on how to form and develop effective teams and how to collect and use peer ratings. This document integrates the information obtained from these panels, teaching resources, and audience input. Teaching outcomes, various forms used to effectively teach with teams, and additional references are provided. These complete recommendations are posted at: http://etg.hfes.org.

Undergraduate student perceptions of teamwork and use of teams in the classroom

“…Simply put, cooperative learning has been repeatedly shown to have positive effects on almost every learning outcome (Oakley et al, 2004). Stone et al (2006) provide recommendations for teaching effective team behavior to human factors/ergonomics students.…”

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The Human Factors and Ergonomics Society has recognized that, in order to properly prepare students for teamwork in the workplace, team-building experiences are an indispensable part of education (Stone, Moroney, & Wortham, 2006). Panels held at previous HFES meetings have identified approaches to instructing student teams, developing effective teams, and utilizing peer ratings.

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“…Collaborative work environments are commonplace within a marketplace looking to capitalize on diverse expertise. The Human Factors and Ergonomics Society has recognized that team-building experiences are an indispensable part of education (Stone, Moroney, & Wortham, 2006). Panels held at previous HFES meetings have identified approaches for instructing student teams (Moroney, Stone, Caldwell, Drury, & Salas, 2004) and methods for team development and peer rating (Stone, Moroney, Burke, Caldwell, & Chaffin, 2005).…”

“…Panels held at previous HFES meetings have identified approaches for instructing student teams (Moroney, Stone, Caldwell, Drury, & Salas, 2004) and methods for team development and peer rating (Stone, Moroney, Burke, Caldwell, & Chaffin, 2005). Reasons cited for utilizing teams in the classrooms emerged from related literature and the aforementioned panels, and included better preparation for the workforce, increased real-world complexity, and facilitation of creativity (Stone et al, 2006).…”