Humans in Work System Environment - Fundamentals and Assessment Tools for Occupational Ergonomics - page 109

5.5.9.4 Phase of Termination
Experience shows that cross-plant cooperations often run out without a defined ending. According
to this, the “phase of termination” of a cross-plant cooperation usually does not take place structured
and often only refers to parts of the cooperation project. In this context, common investments and or

the benefits and disprofits are divided between the individual organizations. Thereby, important
hints for future cooperation projects can be identified through the analysis of the reasons for the
ending of a cooperation. Moreover, it is often not apparent to the involved employees why the collab-
oration failed. Thus,

/

it becomes difficult to win these employees for future inter-organizational

projects.

5.6 Conclusion

The realizations of systems theory particularly were introduced into ergonomics via the work system
approach. This conception acts as an analysis framework. It is conducive to systemic thinking,
because it does not regard individual elements in isolation, but considers the various interdependences
between the elements. Besides, the application of this analysis framework forces the ergonomist to draw
up a system limitation and, thus, make a clear problem definition.
The focus of the application of the work system concept is in operational practice at levels S3 and S4 of
the ordering model. The work system approach can also be applied to the other levels, which are shown
in the project examples in the previous sections. The following example of a professor reveals that the
system borderlines shift from one level to another.
A professor performs his lectures usually standing or walking, while the students follow while sitting.
The professor's physical load during the lecture is, therefore, higher than that of his students. The pro-
fessor uses, in addition, media during his lecture like an overhead projector, which produces heat.
Thus, the professor's core body temperature possibly increases, so that his “physiological systems”
require a lower room temperature compared to his students (level S1). During his lecture, the professor
performs a series of coordinated movements. For example, he moves the mouse of a computer to begin
his presentation or writes formulas on the board with chalk. The more these coordinations are
performed, the less is the time taken and the quality of the movement (e.g., better typeface on the
board) increases to a certain level. Work resources are also considered at level S2 (operation
systems), as well as psychological and physical functions like the coordination of movements.
Referring to the example of the professor, this means, for example, that the height of desk in the
lecture room is to be designed corresponding to anthropometric measures. Considering the teaching
work order of a professor, or the redefined task of teaching (“task system,” level S3), it does not
consist of only performing lectures. The professor has to prepare his lectures, for example, to read
up on the adequate literature. Furthermore, the professor applies the continuous improvement
process to the concept of teaching, in integrating the latest research results and takes out the dated
contents. As well as the teaching tasks, further tasks belong to the “job system” of a professor (level
S4); primarily, the research and tasks, which result from the leadership of an institute. Referring to
the leadership, the professor has scientific and nonscientific coworkers at his disposal, in order to
cope with the various activities and subtasks, which are related to the “job system” of a professor.
These employees work together in “group systems” (level S5). The individual groups represent the
main research fields of the institute. The members of the individual groups work together, so that
the typical group characteristics like role differentiation and sense of togetherness are developed.
Besides, an institute can be compared to a “company system” (level S6). The professor takes on the
role of a manager, for example, in setting goals, formulating strategies, and coordinating the research
processes. In doing so, the professor interacts with his employees and represents the institute. There-
fore, his tasks and activities are imbedded in a “societal system” (level S7). In this context the rough
contents of public research are worked out by the ministries. Furthermore, the institute, for instance, is
imbedded in a legal framework (e.g., industrial law, salary law, university law).