Trans RINA, Vol 157, Part C1, Intl J Marine Design, Jan - Dec 2015
addition the assistant moderator provided general help and guidance for the workshop participants.
The questionnaire distributed to the participants was contained eight questions including total of eight open ended and closed ended questions. Among those there were four questions, where two questions were used to determine the knowledge students received through the workshop and two to identify
whether students
appreciate the possible benefits of HCD implementation for the seafarers. The first two questions had rating scales from 0 to 10 (with no verbal anchors) to indicate the students’ CoU knowledge before and after the workshop. The
other two questions contained Likert 2.1 PROCEDURE OF THE WORKSHOP scales
ascending from 1 to 6 and with verbal anchors from Strongly agree to Strongly disagree. In addition there was a question to indicate their undergraduate course and one to indicate their personal HCD awareness. Furthermore there was a question to identify how the students were planning to eliminate HF issues on board ships. The final question was an open-ended question, which asked about the student’s opinion of the survey activity.
Table 1: Subject matter expert team Team member
Master Mariner, Cognitive Science Ph.D holder
Master Mariner, Marine Science Ph.D holder
Master Mariner, Marine Education Ph.D holder
Class 1 Marine Engineer
Safety and Survival Instructor
Master Mariner, Ph.D. student
Workshop role
Main moderator, End-user representative, HF advisory,
End-user representative
End-user representative
End-user representative
End-user representative
End-user representative
Assigned context
01, 04 01, 03 03, 04 02 05 01,04
Table 2: Selected work contexts onboard ships No
Work context on a ship
01 Ship Bridge when arriving in a port 02
Ship Engine room (ER) /Engine control room (ECR) before departure
03 Ship mooring station preparing for arrival 04
Ship mess/galley preparing for the Captains Birthday
05 Ship life boat station is doing lifeboat drill
Before the selected work contexts were introduced, a briefing was done on how the workshop would be conducted. Though the plan was to have 15 groups, matching the number of design projects in the Design Project unit, some groups had to join together due to lower participation than was anticipated leading to 11 groups. These groups were named in the alphabetical order from A to K. A box that contained paper slips with the workshop topics (as listed in Table 2) was used to let each team pick a topic randomly. Since there were 11 groups, some topics were chosen by more than one group (see Table 3).
Table 3: Work context assigned to each group Work context on a ship
Ship Bridge when arriving in a port Ship ER /ECR before departure
Ship mooring station preparing for arrival
Ship mess/galley preparing for the Captain’s Birthday
Ship life boat station is doing lifeboat drill
Team
D, G, K B, C A, F
H, I E, J
The workshop was conducted in four different stages as shown in Table 4. Factors such as the number of project teams, number of team members, selected work contexts and scenarios, availability of subject matter experts and the time period given for the workshop were taken into account when allocating the time for the stages of the workshop and arranging the workshop facilities.
Table 4: Workshop stages and time frame Stage
Activity
1 Introduction 2
2.1 2.2 2.3
CoU activity in selected work contexts
Plan and research Build lo-fi prototype Make a video
3 Feedback session 3.1 3.2
4
30 mins 40 mins 10 mins
Present video to expert team 45 mins Feedback from expert team
Questionnaire and HF booklet distribution
40 mins 05 mins
Following instructions were given to the students regarding their task:
Assume one of your overseas based design project clients wants to see an overview of a work situation of one area of your design;
Time 10 mins
© 2015: The Royal Institution of Naval Architects
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