Ranking and analyzing key motivation factors of engineers in the construction industry

There is no doubt that human resources have a significant role in running any successful business. The literature indicates that this role is almost neglected in the construction industry. One of the important factors to increase productivity in various industries is to increase the productivity of human resources. Human resource productivity is a function of various factors where motivation is one of the most important factors. Considering the effect of motivation on innovation and the necessity of innovation in construction design firms, studying motivational factors of Architects and Engineers (AE) is of great importance. In this research, the most critical factors affecting Architects’ and Engineers’ motivation were recognized through literature review. These factors were classified into five main categories including Leadership and management, service compensation system, organizational atmosphere, social status, and job nature (current tasks – immediate situation and job development). Then, the factors were ranked by the industry experts through online questionnaires. Learning opportunity, distributive, procedural & interactional justice, and job promotion opportunity were ranked as the top critical motivational factors. However, it must be noted that important factors may differ considering the demographic properties of the interviewees. As a result, factors were ranked considering demographic factors including gender, marital status, age, educations, years of experience, and profession (civil engineer and architect). Finally, it should be noted that motivation of engineers and architects depends on several factors that must be considered in the design of human resource subsystems such as job analysis, performance appraisal and service compensation, training systems, and promotion to improve performance and increase productivity. In addition, motivation is one of the most important factors affecting personnel retention. Therefore, human resource management experts are advised to provide necessary grounds to increase the motivation of construction industry employees by designing appropriate human resource systems

Selbstorganisation in komplexen digitalen Arbeitswelten

In digital transformierten Arbeitswelten organisieren die Mitarbeitenden ihre Arbeitszeit, ihren Arbeitsort und die Art und Weise, wie sie Aufgaben erledigen, in größerem Umfang selbst. Unternehmen, die im Zuge des Transformationsprozesses den Grad der Selbstorganisation erhöhen möchten, stehen vor einer komplexen Herausforderung. Selbstorganisation betrifft zahlreiche Elemente der Organisation wie Arbeitsaufgaben und Rollen, Führung, Regeln und Kompetenzen. Auf Basis eines empirisch entwickelten Bezugsrahmens, dem Digitalisierungsatlas, können die verschiedenen Elemente integrativ betrachtet und die Wechselwirkungen zwischen den Dimensionen in den Blick genommen werden. Wird Selbstorganisation ausgehend von der Autonomie der Beschäftigten, Arbeitsaufgaben und die eigene Rolle in der Organisation selbst zu beeinflussen, in den Blick genommen, sind insbesondere die Wechselwirkungen zwischen den organisationalen Dimensionen sowie Führung relevant. Die Spannungen zwischen diesen Dimensionen werden näher fokussiert. Insgesamt zeigt der Beitrag auf, dass Selbstorganisation nicht als ein unabhängiges Phänomen verstanden werden kann, sondern stets in Wechselwirkung mit anderen Dimensionen steht

Cyberloafing in IT classrooms: exploring the role of the psycho-social environment in the classroom, attitude to computers and computing courses, motivation and learning strategies

The purpose of this study is to find out the level of cyberloafing behaviors of the students in information technologies (IT) classrooms; and to examine the relationship between cyberloafing behaviors and the psycho-social perceptions, attitudes and motivation for the courses and learning strategies. Correlational method was utilized; and structural equation modelling is applied to analyze the data. The study was carried out with the students who take Computing I course in the IT classroom. Data were collected from 607 university students by utilizing five self-report instruments: demographic information form', cyberloafing activities scale', what is happening in this class? questionnaire', attitude to computers and computing courses questionnaire' and motivated strategies for learning questionnaire'. The results demonstrate that students' cyberloafing behaviors are influenced by their psycho-social perceptions, attitudes and learning strategies. However, the results demonstrate that students' cyberloafing behaviors aren't influenced by their motivation for the courses. Further research studies and implications are presented and discussed