“Cyberloafing” in workplace and educational contexts refers to the uses of computer-related applications and devices in ways or at times that are not directly sanctioned by employers, managers, or teachers. It has often been considered as a kind of “time theft” on the part of employees, possibly decreasing workplace and educational productivity by consuming attention, energies, and resources designated for organizational operations. In contrast, many employees and students have construed cyberloafing as a stress reliever and as support for personal wellbeing, often with the rationale that they are able to engage effectively in alternating or multitasking between and among their various work and off-work endeavors. “Constructive recreation,” in contrast with cyberloafing, comprises online recreation and gamification initiatives designed by employees along with managers; these initiatives are designed to be in sync with productive efforts and support the wellbeing of all organizational participants. The chapter analyzes research trends and public discourse related to both to cyberloafing and to constructive recreation.
Personal and Job-Level Predictors of Employee Time Banditry Behavior
