BOARD OF CERTIFICATION INPROFESSIONAL ERGONOMICS

THEPROFESSIONALERGONOMISTThe Newsletter of the BCPEBoard of Certification in Professional Ergonomics • P.O. Box 2811 • Bellingham • Washington • USA • 98227-2811 •Phone (360) 671-7601 • Fax (360) 671-7681 • e-mail: BCPEHQ@aol.com • http://www.bcpe.org

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THE LIFE CYCLE OF A (PROFESSIONAL)ERGONOMISTby J. Brian Peacock, Ph.D., P.E., CPE

Some men (and women) are borngreat, some achieve greatness and othershave greatness thrust upon them.

The same can be said of ergonomists. An ergonomist at the peak of his/her

career understands the larger context ofergonomics, including basic science, thehealth, engineering and psychologyprofessions, the problem of populationsand probability, the tools and techniquesof physical, cognitive, environmental andmacro ergonomics, and the applicationopportunities. The ergonomist must beconfident in his / her own knowledgeand be sufficiently humble andgregarious to seek and use advice from awide variety of technical and domainsources.

How does an ergonomist rise to thislevel of self actualization?

Some ergonomists start from an earlyage to be interested in the relationshipbetween people and their environmentsand will pursue a career, under whatevername, that is aimed at designing ormodifying the environment to matcheither individual or populationrequirements. In this context, theinventors of the lever, wheel, chair andtable, automobile, sweater, printingpress, vaccine, umbrella, clock, lightbulb, telephone, planner, tax laws, team,computer and internet were bornergonomists. They solved general humanproblems of protection or enhancementof human capabilities.

But many would say that this view ofthe ergonomist is somewhatimperialistic. It confuses ergonomicswith invention, engineering, law,management and medicine. Ergonomists,on the other hand, claim that they wishto be “in” at the design stage. In reality,there are differences betweenergonomists, engineers and inventors,although a handful of people can claim

to be competent in all three areas. Ingeneral, the inventor sees theopportunity and communicates the ideato the engineer. The engineer, in turn,develops the product, with due referenceto many constraints of cost, materials,technology, volume, environmentalprotection, safety and ergonomics. Theergonomist works iteratively with theengineer, in the context of analysis,design and evaluation, using a plethoraof ergonomics tools and guidelines.

Over time, the ergonomist develops amutual respect with his / herprofessional colleagues and sufficientknowledge of a particular domain. Theergonomist has achieved greatness!

But how does an ergonomist rise tothis level?

Some have ergonomics thrust uponthem. They study all sorts of things incollege, go to work and end up beingmore interested in human interfaces thanthe underlying technology.

But is this sufficient? No!To be a competent and confident

ergonomist, one must:a. Acquire basic knowledge of

biological, psychological and engineeringscience;

b. Have a real interest in the humanimplications of design;

c. Be very cognizant of, andcompetent in, probability and statistics;

d. Acquire a thorough knowledge ofthe spectrum of ergonomics tools andtechniques;

e. Acquire sufficient knowledge oftechnology, engineering, design andbusiness processes;

f. Acquire sufficient domainknowledge to be able to have sensibleconversations with colleagues;

g. Be careful regarding the offering ofgratuitous or unfounded advice;

h. Be confident in offering precise,accurate, reliable and valid advice;

i. Be enthusiastic about his or herprofession;

j. Be qualified and certified by acompetent organization;

This then is the process of achievinggreatness as an ergonomist!

To be more specific regarding the lifecycle:

In reality, competent ergonomistsspring from many technical areas,notably engineering, health sciences orpsychology. However, they must achievesufficient formal education in the othersubject and support areas (such asstatistics). This is most usually achievedby taking a master’s course. Ergonomistswill naturally favor their foundationarea, but, if they do not study insufficient breadth they will inevitablymiss the point. For example,psychologists may forget that peoplehave bodies, which if they are hurting,will inevitably lead to degradedcognitive performance or behavioralaberrations. Similarly, health scientists,may forget that people have brains aswell as bodies and if both are notexercised or stimulated, both will decay.Engineers must realize that people arenot just like themselves, they come in allshapes and sizes, and they vary oninnumerable dimensions. Finally,psychologists, health scientists andengineers must realize that people havesouls; bodies and brains can be satisfiedwith technology, but when all is said anddone, the individual is a person withvery complex experiences andmotivations. The ergonomist must beable to take a macro view.

So it is clear that the ergonomist mustembark on a process of life long learning.There is no way that all the aboveknowledge and skills can be achievedduring formal education.

There are two ways of assuring abasic competence of an individual

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ergonomist. First, graduation from anaccredited program in ergonomics, willassure an appropriate foundation.Following this, a period of a few yearspractice will hone the ergonomists skillsand assure the acquisition of domainknowledge and the limitations of thetools and techniques. During this periodof apprenticeship and/or increasingresponsibility, the ergonomist willrapidly learn his or her shortcomings.Undergraduate and graduate school isnot like, and should not be like, theoutside world. School is where oneshould learn the science and techniques,with a little bit of project or case studyexperience. Application and domainknowledge can only be acquired in theoutside world. That is how doctors andlawyers learn, why not ergonomists?

After a period of experience, thepracticing ergonomist should havesufficient projects under his/her belt tobe ready for a professional examination.It behooves the practitioner to obtainbroad application and techniqueexperience wherever possible. Only thenwill it be possible to reliably transfertraining to new domains. The BCPEprofessional examination contains areview of basic knowledge, techniquesand typical application scenarios. Thisexamination is complemented bydocumented evidence of formaleducation and experience, the former bypresentation of transcripts or equivalentand the latter by the presentation of aportfolio of projects worked on. Manypractitioners complain that they are

“paid to do” and not “to write reports”.A competent practitioner will generallyhave some documentary evidence oftheir activities or, if this is proprietary,they should generally be able toparaphrase their experience.Communication skills in written,graphical, quantitative and verbal formsare key qualities of the professionalergonomist.

The successful ergonomist has aresponsibility to become certified. Thisprotects the individual, the professionand the customer. After certification,practitioners must both practice andread, as well as take advantage of formaltraining in areas where they are lackingand/or areas in which they areinterested. One such area could behistory or archeology - this would givethe ergonomist a clear insight into theanthropological perspective of humaninteraction with technology. But suchpursuits are not for all. An alternativemay be computer literacy. Computers areboth the tools of ergonomics and theobjects of ergonomists’ attention. There isan infinity of broadening opportunity.

Ergonomists do not grow old, theygrow short sighted, weaker, forgetful andcantankerous. They search out the tails ofthe various capability distributions andfind them challenging. They then growhumble and wiser. Unthinking orunaware people will always createunergonomic situations for others, sothere will always be job security.Alphonse Chapanis, PhD, CHFP, the firstBCPE certificant, found the hospital to

be an ergonomic nightmare. Otherergonomists amongst the BCPE directorsand its certificant network are workingdiligently, productively, and competentlyto “humanize technology.” The life cycleexpands, and ergonomists must adaptfor the betterment of life throughout theworld and into space.

THE LIFESTYLE OF A (PROFESSIONAL) ERGONOMISTcontinued from page 1

Directors of the BCPE Board in transition at the 1998 Annual Business Meeting inChicago, Oct. 9th are from left to right: Dieter Jahns, MS, CPE, Executive Director;Andy Imada, PhD, CPE; Carol Stuart-Buttle, MS, CPE; Bob Smillie, PhD, CPE;Valerie Rice, PhD, CPE; Anna Wichanski, PhD, CPE; Brian Peacock, PhD, CPE; IanNoy, PhD, CPE; H. Harvey Cohen, PhD, CPE; David Alexander, MS, CPE; and HalHendrick, PhD, CPE.

BCPE ACTIVITIESIt’s been a busy, but productive, year

for the BCPE. Much of the BCPE’sBoard of Directors and headquartersstaff time and energy were devoted tothe continued development andimplementation of the new CertifiedErgonomics Associate (CEA) certification(see related article). Finalization of CEAcertification, however, wasn’t the onlyissue addressed by the directors this pastyear. Highlights of some of the issuesdiscussed at the Midyear and AnnualBusiness Meetings include:

1) Continuing education as it relatesto recertification. A CEU committee wasestablished at the midyear meeting forfurther exploration on the why and howof recertification. A proposal forrecertification was presented at theannual meeting and is presentlyundergoing further refinement.

2) Election of new directors. K. RonLaughery Jr., PhD, CPE was elected tofulfill the term left by the resignation ofDoug Harris, PhD, CPE while CarolStuart-Buttle, MS, CPE was re-elected toserve a second, consecutive, three-yearterm. Andrew Imada, PhD, CPE andAnna Wichansky, PhD, CPE were electedto fill the positions of outgoing directorsHal Hendrick, PhD, CPE and H. HarveyCohen, PhD, CPE. Carol, Andy andAnna will serve from 1998 to 2001.

3) Election of officers. Byacclamation, the current slate of officerswas elected for the 1998-1999 year. Theyare: President-Col. Valerie Rice, CPE;Vice President-Brian Peacock, CPE;Treasurer-Dave Alexander, CPE; andSecretary-Robert Smillie, CPE.

4) Marketing strategic planning. Anoutline for a potential strategicmarketing plan will be presented at the1999 midyear meeting. Parts of thestrategic plan involves reaching out toget new certificants and the retention ofcurrent certificants.

5) Various administrative motions,including corporate restructuring, wereaddressed.

The BCPE directors will meet again inApril 1999 to review and address theseand other issues at hand. If you haveany concerns, comments and/orsuggestions for how the BCPE shouldaddress growth or service strategies, wewould appreciate hearing from you.

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BCPE LAUNCHES A NEW LEVEL OF CERTIFICATION:THE CERTIFIED ERGONOMICS ASSOCIATE (CEA)

After two years of development,spearheaded by BCPE past-presidentJerry R. Duncan, PhD, CPE andcontinuously moved forward by theBCPE directors under the managementof current BCPE President Valerie J. RicePhD, CPE, the BCPE launched animportant new technician level ofcertification. The need for thiscertification was identified from marketsurveys of employers, and fromergonomics practitioner job and taskanalyses. This certification provides anassessment process enabling individualsto demonstrate entry-level practitionerknowledge, experience and skills. TheCertified Ergonomics Associate (CEA),the BCPE designation for this level ofergonomics practice, uses commonlyaccepted tools and methods (thoseextensively used, widely reported in theliterature, or having establishedprotocols) to analyze and support humanperformance requirements in operationalsystems. The CEA credential recognizesa person for achieving the followinglevels of knowledge, skills, andexperience in ergonomics practice: (1) aBachelor’s degree from a recognizeduniversity, (2) at least 200 hours ofergonomics training, (3) at least two fullyears practicing ergonomics, and (4)obtaining a satisfactory score on theBCPE four-hour, two-part, multiple-choice examination on ergonomicsfoundations and ergonomics practicemethods. The CEA certification willserve, among others, people with aBachelor’s degree in disciplines such asengineering, health care/rehabilitation,industrial hygiene, and psychology.

The CEA designation should not beconfused with the “professional-in-training” category which putsergonomists on the path to achievingCPE/CHFP certification. ImplementedJanuary 1, 1996, the AEP (AssociateErgonomics Professional) or AHFP(Associate Human Factors Professional)designation is awarded to an individualwho has recently graduated from aMaster’s degree program accredited byan International Ergonomics Associationfederated society, or, if graduated from anon-accredited program, after receiving apassing score on the BCPE AEP/AHFPwritten two-hour examination. An AEPor AHFP is considered an “ergonomist-in-training” and is expected to apply forthe designation of CPE/CHFP afterachieving four years of ergonomicsexperience.

The CEA, on the other hand, canfunction at this level of ergonomicsthroughout his/her career. In this regarda comparison to other career fields may

be helpful:

CEA CPEnurse medical doctorparalegal lawyertechnician engineerbookkeeper accountantVFR-pilot IFR-pilot

All these people are expected toperform “professionally” in theiroccupations, but those on the right sidewill have greater responsibility based onmore education/training and deeper,

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broader work domains. Thus, the“scope of practice” of CEAs will mostlikely differ from that of AEPs/CPEs asoutlined in Tables 1 and 2 below. Finally,Table 3 differentiates between the CPEand CEA on the basis of the ErgonomistFormation Model (EFM) as applied todifferences in education/training. Whileall the categories and subtopicsdescribed are required of CPEcandidates within the contact hoursdistribution shown, the CEA contacthours are fewer, and requirements arenarrower in topics covered.

CEA

• Conducts basic workstations analyses

• Applies widely-established techniquesto address conventional problems.

• Works within the “interventionmodel”, i.e., ergonomics-relatedproblems identified at an existingworkstation.

Table 1. Comparative chart of the scope of practice of a CEA and CPE

CPE

• In addition to conventional problems,addresses more complex and non-conventional problems.

• Develops and applies advancedmethodologies, mathematical modelsand/or simulations.

• Works within the broader “systemdesign model” in which interventionmay be one particular strategy amongothers.

• Determines design criteria andspecifications to new design andextensive redesign.

Table 2. Illustrations of the scope of practice of a CEA

ANALYSIS AND ASSESSMENT

Examples of scope of practice.

CEA

SYSTEM• Conducts basic analysis of a facility to

identify problem areas using widelyrecognized methods such as:– reviewing the workers

compensation records to identify thethree jobs with the highest incidentsof musculoskeletal disorders in aplant.

– conducting a walkthrough surveyusing a checklist.

• Recognizes musculoskeletal andperformance problems related toorganizational and management factorssuch as:

In addition to performing CEAfunctions, the CPE is competent to dothe following:

CPE

• Conducts basic to complex analyses(multiple facilities, national andinternational, diverse products,unconventional organizationalstructures) using existing to novelmethods such as:– developing the survey and analysis

method to identify multiple factors toprioritize ergonomics-relatedproblems.

– developing a unique survey whichcompares production bottlenecks andturnover, with injuries to prioritizeergonomic projects within a facility

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Table 2. Illustrations of the scope of practice of a CEA (continued)

– increased injuries related to downsizing, change ofsupervision, department restructuring and changes thatincorporate new policies.

TASK• Conducts basic task analyses using tools such as checklists,

questionnaires, videotaping and force measurement.– investigating 50 person office workplace using standard VDT

checklist

• Uses commonly accepted tools and techniques1 for analysis.– assessing manual transfer of chemical bags into a mixing bin

using a standard lifting equation.

• Recognizes basic mismatches between the job requirements andhuman capabilities including physical, cognitive, psychosocialand environmental.– identifying worker injuries that result from workload and

deadline pressures rather than from workstation layout.– recognizing that a quality problem results from excessive noise

levels.

• Identifies obvious sources of error such as violations ofoccupational stereotypes, inconsistent displays, controls, control-display arrangements and poor coding design.

• Bases analysis decision on widely recognized design criteria andergonomics principles.

• Uses simple statistical techniques such as descriptive statistics andperforms simple statistical analyses such as t-tests andcorrelations.

• Recognizes when a sophisticated level of analysis is required

INTERVENTION (DESIGN/RE-DESIGN)

• Applies ergonomics principles at the workstation level.– modifying a packaging station by replacing a lift motion with a

slide motion resulting in fewer risk factors and enhancedproductivity.

– rearranging displays on a control panel based on ergonomicsprinciples of importance and frequency of use.

• Makes basic recommendations for improvement, or existingsystems, encompassing engineering, administrative and workpractice modifications, for example:– rearranging a workplace fixture to eliminate an awkward

posture.

• Analyzes the organizational and management structure andprocesses to identify the root causes of injury and performancedecrements.

• Analyzes work system structure and processes to determineappropriateness in light of key sociotechnical systems, such as:– reviewing organizational structure to develop and implement

rule-based procedures to spread decision making.– altering organizational culture to achieve quality management

implementation.

• Develops and applies advanced analytical methods, mathematicalmodels and simulation.– using a simulation model to review stairs in new stadium

design.– using a CAD model to determine adequacy of maintenance

accesses.

• Designs and conducts analytical studies.– recognizing that multiple workplace changes within a

manufacturing cell warrant pilot studies and mock-ups toverify changes

– determining a safe workload based on workload analysis bybody part, force requirements, pace and work duration.

• Develops and applies theoretical constructs.– developing a diagnostic tool for incorporating a knowledge-

based system for scientists and rule-based system fortechnicians.

• Conducts error analysis.– reviewing five years of operational data to determine human

error likelihood for a refinery.

• Interprets study results to determine design requirements. – reviewing literature to specify design for a new road grader

utilizing either an integrated control stalk or separate controls.

• Uses advanced statistical techniques such as multi-variate analysisand regression analysis. – using multi-variate analysis to predict service call rates based

on interaction of overtime requirements and shift assignment.

• Recognizes when the analysis requires a level of expertise in aspecialty area at a level that exceeds ones own.

In addition to performing CEA functions the CPE is competent todo the following:

• Applies ergonomics principles at the work system level:– specifying methods and tools for different types of terrain for

tree harvesting to optimize efficiency and safety.– specifying resources for enhanced situation awareness in

transportation systems.

• Makes recommendations for the improvement of existingsophisticated systems:– replacing a small motor assembly line with a manufacturing

cell to control labor costs, enrich jobs and provide just-in-timeoutput.

CEA CPE

1Commonly accepted tools and techniques include those which have extensive use, are widely reportedin the literature, have established protocols, and which are broadly accepted by practicing CPEs.

CEA CPE

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Table 2. Illustrations of the scope of practice of a CEA (continued)

– rearranging a sequence of work tasks to reduce cycle times.– using anthropometric data to determine the height of an

overhead control valve for 5th percentile female workers.– recommending off-the-shelf hardware such as lift tables,

hoists, conveyors.– recommending job rotation on an assembly line to control

overuse injuries.

• Trains employees in ergonomics principles and task techniques.– training office workers on how to adjust workplaces.– training employees to include ergonomics in Job Safety

Analyses.

• Recognizes when the scale or complexity of intervention requiresa CPE.

EVALUATIONRecommends conventional, widely accepted interventions:

• Uses simple structured evaluation tools and methods to measureeffectiveness of ergonomic interventions. – administering before and after discomfort surveys to ensure a

raised packing station height reduced back discomfort.– administering work environment survey to evaluate employee

satisfaction with the new work station.– conducting a survey to elicit employee preferences for

laboratory stools.– using structured interviews to gather feedback on the

employee acceptance of a semi-automated ticketing system atan apparel assembly workstation.

• Uses simple statistical evaluation such as means and standarddeviations.– calculating average area roofed per shift by construction

workers and standard deviation for manual nailing versususing nailing guns.

• Performs cost justification of simple and relatively inexpensiveprojects.– as part of cost justification, calculating changes in annual lost

time accidents and injuries following ergonomic redesign ofshoe assembly work stations and determining savings inworker’s compensation costs.

• Recognizes when a sophisticated level of evaluation is required.

– restructuring departmental jobs by revising human roles andauthority to better distribute work loads and enhance output.

– redesigning a shift schedule to reduce vigilance decrement ofradar surveillance operators.

– adding test functions to electronic sub-assembly in order toprovide knowledge of results, thus enhancing motivation andreducing rework.

– designing cognitive aids, such as a procedural storyboard forpacking medical instruments, or air traffic managementdecision support systems.

• Develops training programs and materials.– training people in ergonomics analysis, interventions, and

evaluation, such as training ergonomics teams or designengineers.

– using the training system development process to determinetraining requirements for computer maintenance personnel.

– specifying use of whole versus part task simulators fortraining pilots.

• Tailoring conventional intervention methods for new or uniqueopportunities– using aviation crew resource management procedures to

optimize decision making in a chemical control room.• Designing and developing new systems or systems requiring

major revision by determining design criteria and applying thosespecifications to the design.– designing a new software package.– designing a nuclear power plant control room.– revising the manufacturing line to shift from conventional

CRT monitors to flat panel displays.

• Recognizes when the intervention requires a level of expertise ina specialty area at a level that exceeds one’s own.

In addition to performing CEA functions the CPE is competent todo the following:

• Designs and develops evaluation tools and methods to measureeffectiveness of ergonomic interventions.– evaluating effects of introducing robotic packing of television

sets, by developing a program which includes determiningevaluation requirements and designing or selecting evaluationtools.

– specifies human performance measures suitable for measuringvehicle guidance with cell-phone task sharing.

• Conducts sophisticated evaluations including multivariatestatistical analysis.– evaluating the interaction effects of increasing lighting and

reducing noise on error rate of pill dispensing in pharmacies.– evaluating effectiveness of 12 hour versus 8 hour work shifts

in a rotating shift chemical plant.

• Performs cost benefit analyses, especially of complex andexpensive projects.– justifying the cost of modifying a harvesting machine cab to

improve visibility in terms of savings from increasedharvesting rate and reduced equipment damage fromaccidents.

• Recognizes when the evaluation requires a level of expertise in aspecialty area at a level that exceeds one’s own.

BCPE 1999 CALENDAR OF EVENTSMarch 8, 1999 BCPE Exam-Houston TX at IIE’s 2nd Annual Applied

Ergonomics ConferencePostmark deadline for application: January 8, 1999

April 12, 1999 BCPE Exam-Various sites throughout the US and CanadaPostmark deadline for application: February 12, 1999

April 17, 1999 BCPE CEA Exam-Indianapolis, IN at the 1999 AOTAAnnual Conference & Exposition

Postmark deadline for application: February 17, 1999

April 23-25, 1999 BCPE MidYear Business Meeting-Denver CO

September 26, 1999 BCPE Exam-Houston TX preceding HFES 43rd AnnualMeeting

Postmark deadline for application: July 26, 1999

October 1-2, 1999 BCPE 10th Annual Meeting-Houston TX

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Reprinted from the Report (newsletter ofPeace Health: St. Joseph Hospital,Bellingham WA , June 5, 1998) bypermission of the Bureau of BusinessPractice, 24 Rope Ferry Road, Waterford,CT 06368.

IN MEMORIAMIt is with condolences to their families that we report the passing of the following

colleagues:

Julien M. Christensen PhD CPE on 7/10/98

Stephen W. Meagher MD CHFP on 5/31/97

Table 3. The ergonomist formation model as applied to education/training

EDUCATION/TRAINING*

CATEGORY & SUBTOPICS CPE (MS/PhD) CEA (BS)

A. Ergonomic Principles 20 hours 15 hours1. Ergonomics Approach Required2. Systems Theory Elective

B. Human Characteristics 80 hours 50 hours1. Anatomy, Demographics and Physiology Required2. Human Psychology Required3. Social and Organizational Aspects Elective4. Physical Environments Required

C. Work Analysis and Measurement 100 hours 65 hours1. Statistics and Experimental Design Elective2. Computation and Information Technology Elective3. Instrumentation Elective4. Methods of Measurement and Investigation Required5. Work Analysis Required

D. People and Technology 100 hours 65 hours1. Technology Required2. Human Reliability Elective3. Health, Safety and Well-Being Elective4. Training and Instruction Required5. Occupational Hygiene Elective6. Workplace Design*** Elective7. Information Design*** Elective8. Work Organization Design*** Elective

E. Applications (projects pursued by the 6 weeks Part of OJTindividual during education/training)

F. Professional Issues (ethics, practice standards, 20 hours 5 hoursmarketing, business practice, legal liabilities)

G. On-the-Job Experience 4 years 2 years

* All hours specified are “clock hours” of contact and/or studies*** CPEs must be competent in at least one design domain

Forty candidates sat for the BCPEspring and fall 1998 certification exams.Twenty-eight ergonomists successfullypassed the exam to earn the CPE/CHFPcredential. Three candidates weresuccessful in earning the AEP/AHFPcredential.

Those passing the 1998 exams were:

Craig M. Arndt PhD CHFPMarie L. Bellegarde MA CPEJohn W. Boyle MS Eng CPELisa A. Buescher MS CPEChristopher S. Calhoun MS CPERamon J. Ceron MS CPEShea Dismukes MS CPEChad A. Doyle BSc AEPMichael B. Fleming BS CPEPatrick L. Hauge MSME CPEArno C. Huang MS CPEBruce P. Hunn MS CPEHarold Josephs MSME CPECarter J. Kerk PhD CPEGeorge J. Khoury II PhD CPEEllen A. Lackey MPH CPEBarbara L. Lee MA CPESteven K. MacNeil BSc AEPRonald A. Maitland MSIE CPEJohn S. Pentikis MSIE CPEKevin A.Quaid MS CPEGeorge M. Samaras DSc PhD CPESteven J. Schneider MEng CPEEric Swensen PhD CPESubhash C. Vaidya MS CPEHolly S. Wick MS AEP

Steven M. Krile BSHFE CPE, WilliamA. Mecham MS CPE, William L. MergenJr. MA CPE, Lisa A. Orr MSIE CPE, andGuido Romagnoli MSc CPE transitionedfrom AEP to CPE as a result of passing

the exam and fulfillment of the four yearwork experience requirement.

The first new Certified ErgonomicsAssociates are: Ann M. Dale MS CEA,William Doggette BS CEA, Susan KFinkam MS CEA, John W. Hill Jr. MACEA, Ashwanikumar L. Muppasani MSCEA, Terri L. Ogle-Shine MS CEA, J.Thomas Pierce PhD CEA and Marcus T.Whitehead MS CEA.

Proctors for the BCPE exams deservea special “thank you”; these CPEsprovide a proper environment and carefor exam candidates while maintainingtest security and coordination with theBCPE headquarters staff during a fullday in their busy work schedules.Procotors for 1998: David Alexander MSCPE, Charles K. Anderson PhD CPE,Peter Budnick PhD CPE, Joseph DavisPhD CPE, Jerry Duncan PhD CPE, IlaJean Elson PhD CPE, Dieter W. Jahns MSCPE, Tom B. Leamon PhD CPE, MaryLopez PhD CPE, William S. Marras PhDCPE, Ian Noy PhD CPE, Brian Peacock,PhD CPE, Valerie Rice PhD CPE, RobertSmillie PhD CPE, Jack W. Stuster PhDCPE, Sheryl Ulin PhD CPE, and Ms.Leslie Wright of HFAC/ACE.

Jefferson Koonce PhD CPE andDennis Kolar PhD CHFP were certifiedin the special category.

Qualifying for Associate certificationby waiver of part one of the exam thisyear were:

Steven G. Chervak MS AEPMartha P. Craig MS AEPAaron J. Gannon MA AEPJennifer J. Hohne MA AEPJiun-Yin Jian MS AHFP

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Past BCPE president (1995-96) anddirector (1990-96) Jerry Duncan, PhD,CPE (left) awarded the service-appreciation plaque to H. HarveyCohen, PhD, CPE in 1996. Now Harveyhas completed his term as director(1990-’98) and treasurer (1990-94).

Former BCPE director (1990-96) Steve Casey, PhD, CPE (right) awards the service-appreciation plaque to Doug Harris, PhD, CPE. As director (1994-98), Doug wasinstrumental in revamping the website and in advancing the certification criteria,publications, and examination.

CERTIFICANT ROSTER WINTER 1998Brian D. Lowe PhD AEPAlbert W. Moore II MS AEPJerry P. Purswell PhD AEPShane D. Sidebottom MS AEPJohn J. Winters MS AHFP

These certificants bring current totalsof BCPE certificants to 747 CPE/CHFPsand 65 AEP/AHFPs and eight CEAs.

James Hawley PhD, Joyce MaddenMA, Daniel McCrobie PhD, and JohnSchlyer MS are no longer activecertificants.

KEEPING BCPEINFORMED

BCPE certificants have an obligationto keep BCPE informed of their currentaddress. BCPE cannot know whensomeone moves or changes employment.Reporting address changes minimizesstaff time and costs. For certificants withaccess to the internet, the BCPE hasfacilitated this process by developing anon-line version of our Update ofCertificant Information form available athttp://www.bcpe.org/update.htmAddress changes can also be made byphone, fax, e-mail or by returning theUpdate of Certificant Information forminserted in this issue of the newsletter.

CORRECTIONAn error was made in the last

newsletter regarding Tamara Smolar’sdegree. It should have read Tamara J.Smolar MS AEP. We apologize for theerror.

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THEPROFESSIONALERGONOMISTThe Newsletter of the BCPE

Board of Certification inProfessional ErgonomicsP.O. Box 2811Bellingham, WA 98227-2811USA

Winter 1998/99Editor: Dieter W. Jahns, MS, CPEOffice Manager: Karel JahnsAdministrative Assistant: Kris Alvord

BCPE Directors: Valerie B. Rice, PhD, CPE, PresidentDavid C. Alexander, MS, CPE, TreasurerRobert J. Smillie, PhD, CPE, SecretaryAndrew Imada, PhD, CPEK. Ron Laughery Jr. PhD, CPEIan Noy, PhD, CPEJ. Brian Peacock, PhD, CPECarol Stuart-Buttle, MS, CPEAnna M. Wichansky, PhD, CPE

Copyright ©1998, The Board ofCertification in Professional Ergonomics(BCPE), P. O. Box 2811, Bellingham,WA,98227-2811,USA; (fax: 360-671-7681;e-mail: bcpehq@aol.com;http://www.bcpe.org). Inquiriesregarding editorial content, advertisingand subscriptions may be directed to thisaddress. The Professional Ergonomist ispublished quarterly (Spring, Summer,Fall, Winter)

“Only rarely is a discipline privileged to have someone with theexperience, insight, and willingness to capture its gestalt in a compositeseries of essays that challenge one to truly think about their science andpractice. David Meister’s ‘The Practice of Ergonomics’ eloquently succeedsin providing the human factors/ergonomics profession with just such astimulating perspective.”

- - Hal HendrickPast President

International Ergonomics Association