Meetings as a positive boost? How and when meeting satisfaction impacts employee empowerment

Meetings constitute an important context for understanding organizational behavior and employee attitudes. Employees spend ever-increasing time in meetings and often complain about their meetings. In contrast, we explore the positive side of meetings and argue that satisfying meetings can empower rather than deplete individual employees. We gathered time-lagged data from an online sample of working adults in the U.S. As hypothesized, meeting satisfaction predicted employee empowerment, and information availability partially mediated this effect. Moreover, we found that these effects were stronger when employees participated in more meetings: Meeting demands moderated the link between meeting satisfaction and information availability as well as the positive, indirect effect of meeting satisfaction (through information availability) on psychological empowerment. Our findings underscore the relevance of workplace meetings for managing and promoting positive employee attitudes. We discuss implications for meeting science and the value of satisfying meetings as a managerial tool for promoting empowerment

Bridging a Bridge: Bringing Two HCI Communities Together

ACM SIGCHI is the largest association for professionals in HCI that bridges computer science, information science, as well as the social and psychological sciences. Meanwhile, a parallel HCI community was formed in 2001 within the Association of Information Systems (AIS SIGHCI) community. While some researchers have already bridged these two HCI subdisciplines, the history and core values of these respective fields are quite different, offering new insights for how we can move forward together to sustain the future of HCI research. The main goal of this workshop is to begin building a bridge between these two communities to maximize the relevance, rigor, and generalizability of HCI research.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/140402/1/wks0159-djamasbi CHI 2018.pdfDescription of wks0159-djamasbi CHI 2018.pdf : Main Fil

Interlocutors-Related and Hearer-Specific Causes of Misunderstanding: Processing Strategy, Confirmation Bias and Weak Vigilance

Noises, similarities between words, slips of the tongue, ambiguities, wrong or false beliefs, lexical deficits, inappropriate inferences, cognitive overload, non-shared knowledge, topic organisation or focusing problems, among others, may cause misunderstanding. While some of these are structural factors, others pertain to the speaker or to both the speaker and the hearer. In addition to stable factors connected with the interlocutors′ communicative abilities, cultural knowledge or patterns of thinking, other less stable factors, such as their personal relationships, psychological states or actions motivated by physiological functions, may also result in communicative problems. This paper considers a series of further factors that may eventually lead to misunderstanding, and which solely pertain to the hearer: processing strategy, confirmation bias and weak vigilance

Pirate stealth or inattentional blindness?:the effects of target relevance and sustained attention on security monitoring for experienced and naïve operators

Closed Circuit Television (CCTV) operators are responsible for maintaining security in various applied settings. However, research has largely ignored human factors that may contribute to CCTV operator error. One important source of error is inattentional blindness--the failure to detect unexpected but clearly visible stimuli when attending to a scene. We compared inattentional blindness rates for experienced (84 infantry personnel) and naïve (87 civilians) operators in a CCTV monitoring task. The task-relevance of the unexpected stimulus and the length of the monitoring period were manipulated between participants. Inattentional blindness rates were measured using typical post-event questionnaires, and participants' real-time descriptions of the monitored event. Based on the post-event measure, 66% of the participants failed to detect salient, ongoing stimuli appearing in the spatial field of their attentional focus. The unexpected task-irrelevant stimulus was significantly more likely to go undetected (79%) than the unexpected task-relevant stimulus (55%). Prior task experience did not inoculate operators against inattentional blindness effects. Participants' real-time descriptions revealed similar patterns, ruling out inattentional amnesia accounts

On Cognitive Preferences and the Plausibility of Rule-based Models

It is conventional wisdom in machine learning and data mining that logical models such as rule sets are more interpretable than other models, and that among such rule-based models, simpler models are more interpretable than more complex ones. In this position paper, we question this latter assumption by focusing on one particular aspect of interpretability, namely the plausibility of models. Roughly speaking, we equate the plausibility of a model with the likeliness that a user accepts it as an explanation for a prediction. In particular, we argue that, all other things being equal, longer explanations may be more convincing than shorter ones, and that the predominant bias for shorter models, which is typically necessary for learning powerful discriminative models, may not be suitable when it comes to user acceptance of the learned models. To that end, we first recapitulate evidence for and against this postulate, and then report the results of an evaluation in a crowd-sourcing study based on about 3.000 judgments. The results do not reveal a strong preference for simple rules, whereas we can observe a weak preference for longer rules in some domains. We then relate these results to well-known cognitive biases such as the conjunction fallacy, the representative heuristic, or the recogition heuristic, and investigate their relation to rule length and plausibility.Comment: V4: Another rewrite of section on interpretability to clarify focus on plausibility and relation to interpretability, comprehensibility, and justifiabilit

The Most Influential Paper Gerard Salton Never Wrote

Gerard Salton is often credited with developing the vector space model (VSM) for information retrieval (IR). Citations to Salton give the impression that the VSM must have been articulated as an IR model sometime between 1970 and 1975. However, the VSM as it is understood today evolved over a longer time period than is usually acknowledged, and an articulation of the model and its assumptions did not appear in print until several years after those assumptions had been criticized and alternative models proposed. An often cited overview paper titled ???A Vector Space Model for Information Retrieval??? (alleged to have been published in 1975) does not exist, and citations to it represent a confusion of two 1975 articles, neither of which were overviews of the VSM as a model of information retrieval. Until the late 1970s, Salton did not present vector spaces as models of IR generally but rather as models of specifi c computations. Citations to the phantom paper refl ect an apparently widely held misconception that the operational features and explanatory devices now associated with the VSM must have been introduced at the same time it was fi rst proposed as an IR model.published or submitted for publicatio

Attainable and Relevant Moral Exemplars Are More Effective than Extraordinary Exemplars in Promoting Voluntary Service Engagement

The present study aimed to develop effective moral educational interventions based on social psychology by using stories of moral exemplars. We tested whether motivation to engage in voluntary service as a form of moral behavior was better promoted by attainable and relevant exemplars or by unattainable and irrelevant exemplars. First, experiment 1, conducted in a lab, showed that stories of attainable exemplars more effectively promoted voluntary service activity engagement among undergraduate students compared with stories of unattainable exemplars and non-moral stories. Second, experiment 2, a middle school classroom-level experiment with a quasi-experimental design, demonstrated that peer exemplars, who are perceived to be attainable and relevant to students, better promoted service engagement compared with historic figures in moral education classes