Preparing Human Factors Graduate Students to Be Human Factors Professionals

Abstract

The multi-disciplinary nature of human factors requires a range of knowledge and skills concerning academic theories and methodologies to be acquired by students in human factors programs. Universities develop these academic and technical skills and knowledge but is this set of competencies all that is needed for the students’ success as human factors professionals? In the Master of Science Human Factors program at California State University, Long Beach, students are placed in professional settings as human factors interns in paid or non-paid positions, practicing being a professional. Students wrote weekly reflections on the important lessons they are learning in their practicum. The total of 182 essays were subjected to a qualitative analysis to identify the emergent concepts which were essential for their success in their professional placements. Eleven (11) concepts of the skills and knowledge emerged from their essays with ten (10) related to project management in dynamic situations and career planning and growth. Only one was focused specific to human factors methods. Experiencing the changing and unexpected demands within the workplace enables students to practice their problem-solving and project management skills as well as developing resilience in maintaining a positive outlook within dynamic and often challenging circumstances. Providing regular opportunities for students to reflect on their professional employment skills helps them recognize and prepare for the challenges they will face in their early careers.

Keywords: Human factors curriculum, practicum, internships, workplace skills, human factors professional competencies

DOI: 10.54941/ahfe1006944