Trust and distrust in information systems at the workplace

Digitalization of work processes is advancing, and this is increasingly supported by complex information systems (IS). However, whether such systems are used by employees largely depends on users’ trust in these IS. Because there are few systematic studies on this topic, this research provides an initial exploration and validation of preconditions for trust in work-related IS. In Study 1, N = 30 professionals were asked to describe occupational incidents in which they had highly trusted or distrusted an IS. Content analysis of 111 critical incidents described in the in-depth interviews led to 12 predictors of trust and distrust in IS, which partly correspond to the structure of the established IS success model (Delone & McLean, 2003) but also exceed this structure. The resulting integrative model of trust in IS at work was validated in Study 2 using an online questionnaire with N = 179 professionals. Based on regression analyses, reliability (system quality) and credibility (information quality) of IS were identified as the most important predictors for both trust and distrust in IS at work. Contrasting analyses revealed diverging qualities of trust and distrust in IS : whereas well-being and performance were rated higher in trust events, experienced strain was rated higher in distrust events. Together, this study offers a first comprehensive model of trust in IS at work based on systematic empirical research. In addition to implications for theory advancement, we suggest practical implications for how to support trust and to avoid distrust in IS at work

Evaluationsbericht Psychologie 2008:gemeinsamer Bericht über die Evaluationen der Lehrveranstaltungen, des B.Sc.-Studiengangs, der B.Sc.-Klausuren und der Auslandsaufenthalte im Fach Psychologie im WS 07/08 und SoSe 08

Dieser Bericht verknüpft alle am Fach Psychologie durchgeführten Evaluationen miteinander. Er enthält neben die Daten zur Lehrveranstaltungsevaluation, auch Ergebnisse der ersten Studiengangs- und Prüfungsevaluationen im B.Sc.-Studiengang, sowie eine Umfrage zu geplanten Auslandsaufenthalten. Diesen allen ist gemein, dass sie relevante Bereiche abdecken, in denen Studierende in unserem Fach Kompetenzen sammeln. Die Vernetzung dieser bisher teilweise eigenständigen, teilweise auch neuen Evaluationsbereiche soll kurzfristig dazu führen diese verschiedenen Quellen sichtbarer zu machen. Mittelfristig soll dadurch die Qualität der gesammelten Information erhöht werden. Wir erhoffen uns durch die Bündelung der Informationen auch einen einfacheren Überblick für Steuerung und Fortentwicklung im Fach Psychologie geben zu können

Evaluationsbericht Psychologie 2011:gemeinsamer Bericht über die Evaluationen im Fach Psychologie im WiSe 10/11 und SoSe 11

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Evaluationsbericht Psychologie 2012:gemeinsamer Bericht über die Evaluationen im Fach Psychologie im WiSe 11/12 und SoSe 12

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Evaluationsbericht Psychologie 2010:gemeinsamer Bericht über die Evaluationen im Fach Psychologie im WiSe 09/10 und SoSe 10

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Evaluationsbericht Psychologie 2009:gemeinsamer Bericht über die Evaluationen im Fach Psychologie im WiSe 08/09 und SoSe 09 ; öffentliche Berichtsversion ohne Anhänge

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Evaluation of Basic Trainings for Rescue Forces

Since members of rescue forces such as firefighters have to deal with sometimes extreme and dangerous situations, high-quality basic trainings are indispensable for their professional success. There is therefore an obvious need for standardized tools assessing the training quality. This paper aims to develop and validate such an evaluation instrument. In Study 1, a qualitative analysis (N = 21) was used to identify core characteristics of good firefighter basic trainings and served as theoretical basis for the generation of corresponding items. In Study 2 (N = 257), the item set was piloted and reduced, its structure was assessed in exploratory factor analyses, and first validations were conducted. Study 3 (N = 451) tested the proposed factor structure via confirmatory analyses and validated the questionnaire comprehensively. Factor analyses showed a six-factor structure. The scales of the newly created Feedback Instrument for Rescue forces Education – Basic education (FIRE-B) are to be judged as reliable. Moreover, there are several clear indications of validity. Thus, the present research contributes to the understanding of critical factors and processes of basic trainings. Furthermore, the FIRE-B has a high practical relevance, both in the assessment of training quality and in the identification of opportunities for improvement

Evaluation of Fire Service Command Unit Trainings

The lack of routine and training of command units and emergency managers is among the main causes of suboptimal decisions and could lead to serious consequences. To ensure optimal standards of emergency management training, specific and valid evaluation tools are needed—but are lacking. Thus, the present study’s purpose is to validate instruments for the evaluation of tactical and strategic leader trainings, in particular command unit trainings, based on survey data of n = 288 German Command Unit members. Resulting questionnaires were named “FIRE-CU” (Feedback Instrument for Rescue forces Education – Command Unit) and “FIRE-CPX” (Feedback Instrument for Rescue forces Education – Command Post eXercise scale). Results of confirmatory factor analyses show a good fit for the postulated four-dimensional structure of process scales in the FIRE-CU (trainer’s behavior, structure, overextension, group), for the two-dimensional structure of outcome scales in the FIRE-CU (self-rated competence, transfer), and for the one-dimensional structure of the FIRE-CPX. Further, strong evidence is found for reliability as well as for convergent, divergent, and concurrent validity of both the FIRE-CU and FIRE-CPX. Implications for research and practical application are also discussed to enable broad applicability in various educational programs for public security and crisis management