scholarly journals Development and Initial Validation of a Scale to Measure Cognitive Demands of Flexible Work

2021 ◽  
Vol 12 ◽  
Author(s):  
Roman Prem ◽  
Bettina Kubicek ◽  
Lars Uhlig ◽  
Vera Baumgartner ◽  
Christian Korunka

With globalization, digitalization, and the spread of information and communication technologies, rules regulating work have been softened or completely abolished. Consequently, employees face additional cognitive demands to plan, structure, and coordinate their work. To capture these demands of contemporary work, we constructed and initially validated the Cognitive Demands of Flexible Work (CODE) scale. The scale comprises four subscales (i.e., structuring of work tasks, planning of working times, planning of working places, and coordinating with others). We initially validated the scale in three independent studies (overall N = 1,129) in German and English. Confirmatory factor analyses supported the four-factor structure, as well as scalar invariance, of the different language versions. Moreover, the subscales showed convergent and divergent validity with related constructs such as requirements for problem solving or autonomy. The criterion validity for emotional exhaustion, engagement, positive work rumination, negative work rumination, and problem-solving pondering suggested that cognitive demands of flexible work can be construed as challenge demands. However, relationships with emotional exhaustion were not significant. Overall, the CODE scale was shown to be a reliable and valid instrument to measure cognitive demands of flexible work.

2020 ◽  
Author(s):  
Roman Prem ◽  
Bettina Kubicek ◽  
Lars Uhlig ◽  
Vera C. Baumgartner ◽  
Christian Korunka

With globalization, digitalization, and the spread of information and communication technologies, rules regulating work have been softened or completely abolished. As a consequence, employees face additional cognitive demands to plan, structure, and coordinate their work. In order to capture these demands of contemporary work, we constructed and initially validated the Cognitive Demands of Flexible Work (CODE) scale. The scale comprises four subscales (i.e., structuring of work tasks, planning of working times, planning of working places, and coordinating with others). We validated the scale in three independent studies (overall N = 1129) in German and English. Confirmatory Factor Analyses supported the four-factor structure as well as the scalar invariance of the different language versions. Moreover, the subscales showed convergent validity with related constructs such as requirements for problem solving or autonomy. Criterion validity for emotional exhaustion, engagement, and positive work rumination, negative work rumination, and problem-solving pondering suggests that cognitive demands of flexible work can be construed as challenge stressors. However, relationships with emotional exhaustion were only significant for one of the four subscales. Overall, the CODE scale was shown to be a reliable and valid instrument to measure cognitive demands of flexible work.


Author(s):  
M. Finger

Two parallel evolutions are currently challenging the functioning and the legitimation of the traditional nation-state: globalization and the rapid development of the information and communication technologies (ICTs). Both come together in the new concept of “electronic governance” or “e-governance.” Indeed, globalization in all its forms (i.e., financial, economic, cultural, technological, and ecological globalizations) is increasingly putting pressure upon the nation-state. Collective problems, such as climate change or organized crime, can no longer be solved by nation-states only, let alone by one single nation-state. In fact, such problems require not only the supra-national approaches and institutions, but also the involvement of non-state actors, in particular of civil society and the private sector. Simultaneously, the ICTs are gradually penetrating all realms and all levels of society, and as such increasingly affect both production processes and state-society transactions. If “governance” can be defined as the growing involvement of non-state actors into collective problem-solving at all levels of society (i.e., from the local to the global levels) (e.g., Finger, 2004; Mayntz, 1999), “e-governance” then means the active usage of the ICTs for such collective problem solving. In this article we want to both offer an understanding what e-governance is and could be and outline of the different dimensions and forces which currently lead up to e-governance practices. Consequently, our article is structured as follows: in a first section, we will present and critically discuss the state of the literature on e-governance. In a second section, then, we will show how governance and the ICTs are currently coming together, and subsequently propose a definition of electronic governance.Two parallel evolutions are currently challenging the functioning and the legitimation of the traditional nation-state: globalization and the rapid development of the information and communication technologies (ICTs). Both come together in the new concept of “electronic governance” or “e-governance.” Indeed, globalization in all its forms (i.e., financial, economic, cultural, technological, and ecological globalizations) is increasingly putting pressure upon the nation-state. Collective problems, such as climate change or organized crime, can no longer be solved by nation-states only, let alone by one single nation-state. In fact, such problems require not only the supra-national approaches and institutions, but also the involvement of non-state actors, in particular of civil society and the private sector. Simultaneously, the ICTs are gradually penetrating all realms and all levels of society, and as such increasingly affect both production processes and state-society transactions. If “governance” can be defined as the growing involvement of non-state actors into collective problem-solving at all levels of society (i.e., from the local to the global levels) (e.g., Finger, 2004; Mayntz, 1999), “e-governance” then means the active usage of the ICTs for such collective problem solving. In this article we want to both offer an understanding what e-governance is and could be and outline of the different dimensions and forces which currently lead up to e-governance practices. Consequently, our article is structured as follows: in a first section, we will present and critically discuss the state of the literature on e-governance. In a second section, then, we will show how governance and the ICTs are currently coming together, and subsequently propose a definition of electronic governance.


2021 ◽  
Vol 1 (1) ◽  
pp. 45-52
Author(s):  
Mukhtar Mukhtar ◽  
R. Ahmad Zaky El Islami ◽  
Damanhuri Damanhuri ◽  
Ferdinand Murni Hamundu

Information and communication technologies can support learning of geometry through geogebra software. This study aimed to investigate the effectiveness of dynamic mathematics software geogebra towards problem solving and self-efficacy. Seventy-four university students divided to one class assigned as geogebra assisted learning and the other as using conventional learning. The results showed a significant difference of problem solving between these two groups statistically. Additionally, The results showed that there is a significant difference of self-efficacy between these two groups statistically. The results indicates that the problem solving and sef-efficacy of the university students using geogebra assisted better than using conventional learning. We can conclude that the dynamic mathematics software geogebra is effective to improve problem solving and self-efficacy


Author(s):  
Gonzalo Villarreal Farah

Este artículo se desarrolló en el marco de una investigación del Programa de Doctorado de “Multimedia Educativo” de la Universidad de Barcelona. España, y fue financiado por FONDEF (número proyecto DOOI1073 “Aprender Matemática Creando Soluciones”)  y el Centro Comenius de la Universidad de Santiago de Chile.   Tanto los resultados nacionales como internacionales muestran los bajos resultados de los estudiantes chilenos en matemática, principalmente en niveles secundarios. Existe consenso mundial, respecto a la importancia de esta disciplina, en la formación de las personas, tanto para su desenvolvimiento en la sociedad como en su  desempeño personal y laboral. Por otra parte, los distintos currículum e instituciones de numerosos países, señalan el uso de la estrategia de resolución de problemas como una metodología didáctica que permite no solo trabajar el logro de aprendizajes del área, sino que también de habilidades y competencias de interés para el desarrollo de las personas. Adicionalmente, hay investigaciones sobre el uso de los recursos  provenientes  de las  tecnologías  de  la  información  y  comunicación  -TIC-, que han presentado resultados positivos, como elemento de apoyo al logro de aprendizajes, en particular  de la matemática, cuando se usan las TIC como un elemento integrado en un marco de desarrollo curricular que hace uso de estrategias de resolución de problemas.  Este artículo presenta un estudio realizado a partir de un cuestionario tomada a profesores de matemática de niveles secundarios -grados 9 a 12- del sistema educacional chileno, referente al uso de estrategias de resolución de problemas y las TIC. Adicionalmente se presentan los resultados de observaciones realizadas a clases, en la cual un profesor con sus alumnos trabajaron en la sala de computación, haciendo uso de materiales que proponían problemas para que los alumnos los desarrollaran.  Los principales resultados presentan la alta valoración que tienen los profesores por el uso de la estrategia de resolución de problemas y las TIC, sin embargo esta valoración no se ve reflejada en el uso que los profesores hacen de ella, como apoyo al trabajo de la estrategia didáctica en estudio. Respecto a las observaciones en terreno, permitió ver el escaso uso de los alumnos sobre estrategias de resolución de problemas, junto a un uso principalmente instrumental de las TIC. Problem Solving in Mathematicas and the use of ITC: Results from a study in Chilean SchoolsAbstractThis article was written as a part of the research dissertation work of the Doctoral ProgarmcEducational Multimedia" al University of Barcelona, Spain, and was partially funded by FONDEF (proyect number DOOI1073 "Aprender Matemática Creando Soluciones") and Centro Comenius Universidad de Santo Domingo. National as well as international learning results show low achievement in mathematics among Chilean students. This situation is more significant at the high school level. There is an agreement regarding to the importance of the mathematics knowledge in the people’spreparation for the work and life and their social involvement and development as well. In addition, the use of problem solving as a pedagogical strategy is mentioned by a number of countries and institutions as a very good way for teaching. This allows not only teachmathematical contents but also skills and abilities needed for personal development. Also, there are research findings about the use of Information and Communication Technologies (ICT) resources that show positive learning results, particularly in mathematics, whenthey are integrated coherently in a general curricular framework where problem solving strategies are used.This article presents a study carried out in Chilean Schools working in grades 9 to 12. Data were collected from a survey answered for teachers regarding problem solving strategies and use of ICT resources that they were using in their classes. Additionally, results fromdirect class observations are presented and discussed. In those classes, the teacher worked with the students in a computer laboratory using problem solving strategies through teaching material specifically designed to accomplish that task.The results show the high value that teachers give to the use of problem solving strategies and the ICT resources as well. However, this high value is not necessarily reflected through the use of problem solving strategies by the teachers in regular classroom activities. As a result, the students do a scarce use of the problem solving strategies and show an incipient and mainly instrumental use of the ICT resources.  


Author(s):  
Mikel Sorli ◽  
Dragan Stokic

Managing of knowledge for innovation in an extended enterprise (EE) environment is a key issue. This in turn requires effective utilization of information and communication technologies (ICT). This chapter addresses the application of ICT for knowledge management (KM) needed for innovation in industry. An ICT-based KM system to support innovation process in EE environment (i.e., to support mastering of the innovation process) is presented. The main objective of the new AIM system is to provide the means of stimulating the creation of innovative ideas in general, and specifically on potential product/process improvements and on problem solving. The AIM system supports collection of such ideas throughout EE from people involved with the products and processes, as well as a development of the collected ideas into innovations.


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