Situation awareness measurement: A review of applicability for C4i environments

The construct of situation awareness (SA) has become a core theme within the human factors (HF) research community. Consequently, there have been numerous attempts to develop reliable and valid measures of SA but there is a lack of techniques developed specifically for the assessment of SA in command, control, communication, computers and intelligence (C4i) environments. During the design, development and evaluation of novel systems, technology and procedures, valid and reliable situation awareness measurement techniques are required for the assessment of individual and team SA, in order to determine the improvements (or in some cases decrements) resulting from proposed design and technological interventions. The paper presents a review of existing situation awareness measurement techniques for their suitability for use in the assessment of SA in C4i environments. Seventeen SA measures were evaluated against a set of HF methods criteria. It was concluded that current SA measurement techniques are inadequate by themselves for use in the assessment of SA in C4i environments, and a multiple-measure approach utilising different approaches is recommended

Job and Life Attitudes of Male Executives

Despite executives\u27 important positions in organizations, their attitute have not received much research attention. In an attempt to remedy this deficiency, the present study tested a hypothesized model of executive attitudes involving job satisfaction, life satisfaction, job stress, and work-family conflict. Using data gathered from a large, representative sample of male executives (due to the small number of female executives in the study, the analyses were confined to males only), LISREL results indicated support for the overall model and the specific relationships within the model. These results are the first to simultaneously consider job and life satisfaction, job stress, and work-family conflict, and also constitute the most comprehensive evidence to date on executive attitudes. The meaning and contributions of the findings are discussed

Team Learning: A Theoretical Integration and Review

With the increasing emphasis on work teams as the primary architecture of organizational structure, scholars have begun to focus attention on team learning, the processes that support it, and the important outcomes that depend on it. Although the literature addressing learning in teams is broad, it is also messy and fraught with conceptual confusion. This chapter presents a theoretical integration and review. The goal is to organize theory and research on team learning, identify actionable frameworks and findings, and emphasize promising targets for future research. We emphasize three theoretical foci in our examination of team learning, treating it as multilevel (individual and team, not individual or team), dynamic (iterative and progressive; a process not an outcome), and emergent (outcomes of team learning can manifest in different ways over time). The integrative theoretical heuristic distinguishes team learning process theories, supporting emergent states, team knowledge representations, and respective influences on team performance and effectiveness. Promising directions for theory development and research are discussed

Screening and assessment tools for gaming disorder: A comprehensive systematic review

The inclusion of gaming disorder (GD) as an official diagnosis in the ICD-11 was a significant milestone for the field. However, the optimal measurement approaches for GD are currently unclear. This comprehensive systematic review aimed to identify and evaluate all available English-language GD tools and their corresponding evidence. A search of PsychINFO, PsychArticles, ScienceDirect, Scopus, Web of Science, and Google Scholar identified 32 tools employed in 320 studies (N = 462,249 participants). The evaluation framework examined tools in relation to: (1) conceptual and practical considerations; (2) alignment with DSM-5 and ICD-11 criteria; (3) type and quantity of studies and samples; and (4) psychometric properties. The evaluation showed that GD instrumentation has proliferated, with 2.5 tools, on average, published annually since 2013. Coverage of DSM-5 and ICD-11 criteria was inconsistent, especially for the criterion of continued use despite harm. Tools converge on the importance of screening for impaired control over gaming and functional impairment. Overall, no single tool was found to be clearly superior, but the AICA-Sgaming, GAS-7, IGDT-10, IGDS9-SF, and Lemmens IGD-9 scales had greater evidential support for their psychometric properties. The GD field would benefit from a standard international tool to identify gaming-related harms across the spectrum of maladaptive gaming behaviors.Peer reviewedFinal Accepted Versio

Continuous Improvement Through Knowledge-Guided Analysis in Experience Feedback

Continuous improvement in industrial processes is increasingly a key element of competitiveness for industrial systems. The management of experience feedback in this framework is designed to build, analyze and facilitate the knowledge sharing among problem solving practitioners of an organization in order to improve processes and products achievement. During Problem Solving Processes, the intellectual investment of experts is often considerable and the opportunities for expert knowledge exploitation are numerous: decision making, problem solving under uncertainty, and expert configuration. In this paper, our contribution relates to the structuring of a cognitive experience feedback framework, which allows a flexible exploitation of expert knowledge during Problem Solving Processes and a reuse such collected experience. To that purpose, the proposed approach uses the general principles of root cause analysis for identifying the root causes of problems or events, the conceptual graphs formalism for the semantic conceptualization of the domain vocabulary and the Transferable Belief Model for the fusion of information from different sources. The underlying formal reasoning mechanisms (logic-based semantics) in conceptual graphs enable intelligent information retrieval for the effective exploitation of lessons learned from past projects. An example will illustrate the application of the proposed approach of experience feedback processes formalization in the transport industry sector

An Ecological Risk Model for Early Childhood Anxiety: The Importance of Early Child Symptoms and Temperament

Childhood anxiety is impairing and associated with later emotional disorders. Studying risk factors for child anxiety may allow earlier identification of at-risk children for prevention efforts. This study applied an ecological risk model to address how early childhood anxiety symptoms, child temperament, maternal anxiety and depression symptoms, violence exposure, and sociodemographic risk factors predict school-aged anxiety symptoms. This longitudinal, prospective study was conducted in a representative birth cohort (n=1109). Structural equation modeling was used to examine hypothesized associations between risk factors measured in toddlerhood/preschool (age=3.0 years) and anxiety symptoms measured in kindergarten (age=6.0 years) and second grade (age= 8.0 years). Early child risk factors (anxiety symptoms and temperament) emerged as the most robust predictor for both parent-and child-reported anxiety outcomes and mediated the effects of maternal and family risk factors. Implications for early intervention and prevention studies are discussed

Co-worker Social Support and Organisational Identification: does ethnic self-identification matter?

© 2019, Emerald Publishing Limited. This accepted manuscript is deposited under the Creative Commons Attribution Non-commercial International Licence 4.0 (CC BY-NC 4.0). Any reuse is allowed in accordance with the terms outlined by the licence, here: https://creativecommons.org/licenses/by-nc/4.0/. To reuse the AAM for commercial purposes, permission should be sought by contacting [email protected] purpose of this paper is to investigate the role of socially supportive relationships between co-workers in fostering organisational identification (OID). Adopting a Social Identity Theory perspective, the study investigates how employees’ ethnic self-identification (ESI) may influence co-worker social support (CWSS)–OID relationship depending on whether they are indigenes or non-indigenes.Design/methodology/approachRegression analysis was used to examine the relationship between CWSS (independent variable) and OID (dependent variable) at different levels of ESI (moderator variable). Data were collected from 1,525 employees from public and private employers in Nigeria.FindingsFindings supported a positive relationship between CWSS and OID that is moderated by an employee’s ESI. Specifically, the study finds that ESI matters in the strength of CWSS–OID relationship such that the relationship is weaker for indigenes compared to non-indigenes.Practical implicationsAs organisations develop policies that increase the representation of various ethnic groups or other forms of social identities at work, there is need to create an environment that fosters socially supportive relationships among co-workers.Originality/valueThis study contributes to the literature by adding a level of boundary conditions to the overall findings that workplace relationships are important for OID. The study also addresses how employees of different ethnic groups are influenced by the ethnicity of the context prevailing where an organisation is located.Peer reviewedFinal Accepted Versio

Virtual Collaboration in the Online Educational Setting: A Concept Analysis

This study was designed to explore the concept of virtual collaboration within the context of an online learning environment in an academic setting. Rodgers’ method of evolutionary concept analysis was used to provide a contextual view of the concept to identify attributes, antecedents, and consequences of virtual collaboration. Commonly used terms to describe virtual collaboration are collaborative and cooperative learning, group work, group interaction, group learning and teamwork. A constructivist pedagogy, group-based process with a shared purpose, support and web-based technology are required for virtual collaboration to take place. Consequences of virtual collaboration are higher order thinking and learning to work with others. A comprehensive definition of virtual collaboration is offered as an outcome of this analysis. Clarification of virtual collaboration prior to using it as a pedagogic tool in the online learning environment will enhance nursing education with the changes in nursing curriculum being implemented today. Further research is recommended to describe the developmental stages of the collaborative process among nursing students in online education and how virtual collaboration facilitates collaboration in practice