Associations among polychronicity, goal orientation, and error orientation

Exploring the Effects of Interruptions in Different Phases of Complex Decision-Making Tasks

OBJECTIVE

The study aims to examine the effects of interruptions in major phases (i.e., problem-identification, alternative-development, and evaluation-and-selection) of complex decision-making tasks.

BACKGROUND

The ability to make complex decisions is of increasing importance in workplaces. Complex decision-making involves a multistage process and is likely to be interrupted, given the ubiquitous prevalence of interruptions in workplaces today.

METHOD

Sixty participants were recruited for the experiment to complete a procurement task, which required them to define goals, search for alternatives, and consider multiple attributes of alternatives to make decisions. Participants in the three experimental conditions were interrupted to respond to messages during one of these three phases, whereas participants in the control condition were not interrupted. The impacts of interruptions on performance, mental workload, and emotional states were measured through a combination of behavioral, physiological, and subjective evaluations.

RESULTS

Only participants who were interrupted in the evaluation-and-selection phase exhibited poorer task performance, despite their positive feelings toward interruptions and confidence. Participants who were interrupted in the problem-identification phase reported higher mental workload and more negative perceptions toward interruptions. Interruptions in the alternative-development phase led to more temporal changes in arousal and valence than interruptions in other phases.

CONCLUSION

Interruptions during the evaluation-and-selection phase undermine overall performance, and there is a discrepancy between behavioral outcomes and subjective perceptions of interruption effects.

APPLICATION

Interruptions should be avoided in the evaluation-and-selection phase in complex decision-making. This phase information can be either provided by users or inferred from coarse-grained interaction activities with decision-making information systems.

Towards Employee Creativity in the Healthcare Sector: Investigating the Role of Polychronicity, Job Engagement, and Functional Flexibility

Given the importance of individual level creativity, this paper investigates the influence of employee polychronicity on employee creativity among nurses in the healthcare sector. The current research also tests how job engagement acts as a mediator between employees' polychronicity and creativity. Finally, thepaper analyzes the role of functional flexibility as a moderator that enhances the influence of polychronicity on employee creativity. The current paper presents empirical research, and cross-sectional data were gathered from 457 nurses (Subordinate Staff) and 127 doctors (Supervisors) working in 37DHQ (District Head Quarters) hospitals in Pakistan. Descriptive statistics, correlation, and multiple-regression techniques were applied for analyzing the collected data. The findings proved that the nurses' polychronic attitude increases their creativity. Findings revealed that job commitment plays a mediating role between polychronicity and employee creativity. The findings proved that functional flexibility enhances the link between polychronicity and creativity. This research has contributed to both theory and managerial practice about the interplay of polychronicity, creativity, job engagement, and functional flexibility among nurses. The management in practice should focus on employee attitude, i.e., polychronicity, for improving their creativeness.

Dual-memory retrieval efficiency after practice: effects of strategy manipulations

The study investigated practice effects, instruction manipulations, and the associated cognitive architecture of dual-memory retrieval from a single cue. In two experiments, we tested predictions about the presence of learned parallelism in dual-memory retrieval within the framework of the set-cue bottleneck model. Both experiments included three experimental laboratory sessions and involved computerized assessments of dual-memory retrieval performance with strategy instruction manipulations. In Experiment 1, subjects were assigned to three distinct dual-task practice instruction groups: (1) a neutral instruction group without a specific direction on how to solve the task (i.e., neutral instruction), (2) an instruction to synchronize the responses (i.e., synchronize instruction), and (3) an instruction to use a sequential response style (i.e., immediate instruction). Results indicate that strategy instructions are able to effectively influence dual retrieval during practice. Mainly, the instruction to synchronize responses led to the presence of learned retrieval parallelism. Experiment 2 provided an assessment of the cognitive processing architecture of dual-memory retrieval. The results provide support for the presence of a structural bottleneck that cannot be eliminated by extensive practice and instruction manipulations. Further results are discussed with respect to the set-cue bottleneck model.

Investigating relationships among polychronicity, work-family conflict, job satisfaction, and work engagement

Purpose

The purpose of this paper is twofold: first, to examine whether polychronicity, an individual difference variable that involves a preference for multitasking, moderates the relationships between work-family conflict (WFC) and two work criteria, job satisfaction and work engagement; second, to examine two measures of polychronicity (the multitasking preference inventory (MPI) and the inventory of polychronic values (IPV)) and investigate whether polychronicity moderates the relationships between WFC and work criteria differently when measured by the MPI or the IPV.

Design/methodology/approach

The study’s sample included 257 respondents from the Amazon Mechanical Turk service who completed an online survey. Multiple regression analyses were conducted to test whether polychronicity moderated the relationships between WFC and two work criteria, job satisfaction and work engagement.

Findings

Polychronicity was found to significantly moderate the relationship between the work engagement and WFC. Follow-up analyses indicated that those who were lower in polychronicity had a significant decrease in work engagement as WFC increased, whereas those who were higher in polychronicity had relatively the same work engagement level regardless of changes in WFC. The results suggest that individuals higher in polychronicity have more personal resources and may be more resilient than those lower in polychronicity when it comes to not letting conflicts between their work and family lives affect how engaged they feel in their work.

Originality/value

This study extends the application of polychronicity to new domains of WFC and work engagement. The current study also contributed to the literature by investigating two measures of polychronicity (MPI and IPV) and finding that the MPI significantly moderated the relationship between WFC and work engagement, but the IPV did not. These findings indicate that there are important differences between the MPI and the IPV, and additional research is needed in comparing these two polychronicity measures.

Unterrichtsbezogene Fehlerorientierung von Lehrkräften – Adaption und Validierung eines Fragebogens

Zusammenfassung. Fehlerorientierung gilt als zentrale individuelle Bedingung des Lernens aus Fehlern. Beim Lernen aus Fehlern werden Lernprozesse durch die Reflexion dysfunktionaler Handlungsroutinen provoziert. Der vorliegende Beitrag eröffnet den Blick auf eine Nutzbarmachung des Konzepts der Fehlerorientierung für die Analyse des Handelns von Lehrkräften im Unterricht. Vorgestellt wird ein adaptiertes, domänenspezifisches Instrument zur Erfassung der unterrichtsbezogenen Fehlerorientierung von Lehrkräften, das durch Expertenbeurteilungen inhaltlich validiert wurde. 959 Lehrpersonen aus drei Substichproben unterschiedlicher Expertisestufen (Lehramtsstudierende, Referendare, Lehrkräfte) bearbeiteten das adaptierte Instrument. Konfirmatorische Mehrgruppen-Faktorenanalysen ergaben (1) eine konsistente sechsdimensionale Struktur für alle drei Stichproben, (2) überzeugende Modellkennwerte hinsichtlich vorliegender metrischer und partieller skalarer Messinvarianz und (3) theoriegerechte Zusammenhänge mit beruflicher Zielorientierung und Lehrerselbstwirksamkeit. Trotz einiger Limitationen der Studie gibt es erste Belege dafür, dass mit dem adaptierten Instrument eine valide und domänenspezifische Messung der unterrichtsbezogenen Fehlerorientierung von Lehrkräften möglich ist.

Proximal antecedents and correlates of adopted error approach: a self-regulatory perspective

The current study aims to further investigate earlier established advantages of an error mastery approach over an error aversion approach. The two main purposes of the study relate to (1) self-regulatory traits (i.e., goal orientation and action-state orientation) that may predict which error approach (mastery or aversion) is adopted, and (2) proximal, psychological processes (i.e., self-focused attention and failure attribution) that relate to adopted error approach. In the current study participants' goal orientation and action-state orientation were assessed, after which they worked on an error-prone task. Results show that learning goal orientation related to error mastery, while state orientation related to error aversion. Under a mastery approach, error occurrence did not result in cognitive resources "wasted" on self-consciousness. Rather, attention went to internal-unstable, thus controllable, improvement oriented causes of error. Participants that had adopted an aversion approach, in contrast, experienced heightened self-consciousness and attributed failure to internal-stable or external causes. These results imply that when working on an error-prone task, people should be stimulated to take on a mastery rather than an aversion approach towards errors.