Workplace Studies

Analysis of practical management of information in a task management meeting

by Shinichiro Sakai

Co-authored with Norihisa Awamura and Nozomi Ikeya.
Accepted and will be published in the Proceedings of the Information Behaviour Conference (ISIC) 2012.

Introduction. Although many researchers have generally recognised the importance of understanding information use... more Introduction. Although many researchers have generally recognised the importance of understanding information use embedded in practices, many studies have nonetheless concentrated on the investigation of information behaviour rather than on the activities in which these behaviours appear. In this paper, an attempt is made to demonstrate a way to examine information activities as embedded in practice (practical management of information) through explicating how activities are organised as they are experienced by the participants.

Methods. We conducted fieldwork at the workplace of a group of Japanese IT hardware engineers to understand their practices. Audio and video recordings, as well as field notes and photos, were taken as part of the fieldwork.

Analysis. By taking an ethnomethodological approach, we tried to understand how the engineers went about carrying out task management on a daily basis through a morning meeting. We also examined how participants manage information through the morning meeting.

Conclusions. Some distinctive features of practical management of information have emerged from the analysis: information activities of various kinds are mutually elaborative to each other and to the overall activity, and these are developed in a contingent and ad hoc manner. All of these features are aspects of the embedded character of information activities that can be identified because the examination of practical organisation reveals the interactional, contingent development of activities.

The essence of interaction design research: a call for consistency

by Sam Ladner

Laptops in The Livingroom: Mobile Technologies and the Divide Between Work and Private Time Among Interactive Agency Workers

by Sam Ladner

This article examines how mobile technology use affects the division between private and work time among workers in... more This article examines how mobile technology use affects the division between private and work time among workers in interactive advertising agencies. These workers are frequent users of both personal and company-issued mobile technology. This article investigates the strategies workers use to restrict workplace access during their private time. Relying on the social construction of technology as a point of departure, this article investigates the impact of mobile technologies, as well as the organizational context in which they are used. Using a mixed-method approach, this article demonstrates that the use of mobile technologies does indeed render the home/work division more permeable, but it is not their use alone that determines this effect. Rather, it is the underlying social relations of workplaces that affect how individuals negotiate the use of these technologies in non-work time and space.

Google e o consumo simbólico do trabalho criativo

by Vander Casaqui

The object of this paper is to examine the ways through which Google Corporation gains media visibility and the... more The object of this paper is to examine the ways through which Google Corporation gains media visibility and the meanings of its work environment, when it is publicized in digital media. We analyse the communicational processes which produce Google´ s meaning of creative work, a meaning that is materialized in spaces, environments and human insertions within these scenarios, ruled by the logic of spectacularization and of the translation of the world of work to the sphere of consumption.

Speech-language pathologists' informal learning in healthcare settings: Behaviours and motivations

by Patrick Walden

Co-authored with Dr. Valerie C. Bryan from Florida Atlantic University. Published in the International Journal of Speech-Language Pathology.

The current research sought to identify the types of informal learning behaviours speech-language pathologists (SLPs)... more The current research sought to identify the types of informal learning behaviours speech-language pathologists (SLPs) working in healthcare settings engage in as well as SLPs’ motivations for engaging in informal learning. Twenty-four American Speech-Language-Hearing Association (ASHA)-certified SLPs participated in this qualitative study. Data collection consisted of computer-mediated interviews, online journaling, and a virtual focus group. These textual data were coded and collapsed into themes. All participant SLPs reported that they learned through collaboration (inter- and intra-disciplinary), worked with patients to learn through trial-and-error, and consulted non-peer-reviewed material on the internet as well as peer-reviewed research in order to learn informally in the workplace. Eighteen of the 24 participants reported being motivated to learn at work to meet a patient’s need to meet therapy goals. Five of the 24 participants reported meeting their own personal learning needs was a motivating factor and 10 of the 24 participants reported learning informally to meet the needs of the healthcare organisation/SLP profession. Results were compared to past research on SLPs’ information retrieval behaviours. It was concluded that SLPs acknowledge their personal work-related gaps in knowledge and skills and actively seek to develop their knowledge and skill base through informal means.

Integrating conflict resolution into EAPs

by Sherrill Hayes

Conflict resolution (CR) has been known by several different names, including conflict management, dispute resolution,... more Conflict resolution (CR) has been known by several different names, including conflict management, dispute resolution, and alternative dispute resolution. Regardless of the name, the core skills and interventions are the same, and some of them will be familiar to employee assistance professionals. Opportunities for collaboration between EA and CR professionals have expanded over the last few years (Margulies 2008; Porter and Sawyer-Harmon 2005; Wilburn 2006), in part because of the similarities between the two fields. Both seek to empower individuals to resolve their own problems, use similar skill sets, and encourage alternative means of resolving workplace disputes and conflicts. This article provides an overview of some of the basic skills and interventions used by conflict resolution professionals and lists CR-specific references and resources. It also offers examples of direct applications of CR skills to EA practices.

HOW TO LISTEN TO THE MULTIPLE VOICES OF THE ADULT LEARNERS? AN EXAMPLE.

by Evelin Tamm

An abstract

Contemporary adult educators emphasise the importance of the learners in the process of... more An abstract

Contemporary adult educators emphasise the importance of the learners in the process of learning (Jarvis, Holford, Griffin 2001). The information age has changed the role of the educators and the learner centred approaches have become dominant. Self-directed learning as a subject of research has been on the fore front for educational theorists starting from the 1960s (Hiemstra 1994; Jarvis, Holford, Griffin 2001).

Research shows that self-directed learner is more the aim than the starting point of adult education (Cranton 1994; Merriam 2004; Taylor 1997). Educator’s role is to facilitate the learner in the process of becoming critical, reflective and emancipated (Jarvis, Holford, Griffin 2001; Mezirow 2000).

Research in adult education outlines that there are differences in the participation in the lifelong learning between the groups of learners: some groups are excluded of the learning and for many the education provided is not motivating (Bhatti 2006; Preece 2001).

Muted groups are in many cases out of the focus of the provision of learning opportunities although should be on the contrary in the very centre of the interest of adult educators. One of the main issues of the adult educators of today is therefore the question of:
How to listen to the multiple voices of adult learners in order to understand their individual learning needs?

This paper aims at introducing my experience in implementing the voice-centred approach as a qualitative research method in the adult education (also look at the works of Balan 2005; Doucet & Mauthner 2001; Kiegelmann 2000; Woodcock 2005) to other practitioners and researchers. “The voice-centred relational method represents an attempt to translate relational ontology into methodology and into concrete methods of data analysis by exploring individual narrative accounts in terms of their relationships to the people around them and their relationships to the broader social, structural and cultural contexts within which they live. “ (Doucet & Mauthner 2001,5)

Using the voice listening approach I analysed the discourse of the adult learners to find out the supportive factors of transformative learning in the workplace. I conducted in depth interviews with 17 women working in the second biggest bank in Estonia. Using Listening Guide 4 steps (Gilligan 2003, after Kiegelmann 2000) the data was analysed accordingly.

The analyse shows that the working life has transformative influence on the working women and that most of the transformative learning takes place hidden of the formal training activities during informal social interaction and networking.

Based on the research I describe some of the activities to support the women in transformative learning processes at their workplaces and reflect on my experience in using the voice-centred relational method.

References
Baer, J. (1998). Muted Group Theory by Cheris Kramarae. [2008, January 2]. http://www.colorado.edu/communication/meta-discourses/Papers/App_Papers/Baer.htm
Balan, B. N. (2005). Multiple Voices and Methods: Listening to Women Who Are in Workplace Transition. [2006, March 22]. http://www.ualberta.ca/iiqm/backissues/4_4/PDF/BALAN.PDF.
Bhatti, G. (2006) Social justice and non-traditional participants in higher education: a tale of “border crossing”, instrumentalism and drift, in Vincent, C. (Ed.), Social Justice, Education and Identity, London: Routledge.
Cranton, P. (1994) Understanding and Promoting Transformative Learning. A Guide for Educators of Adults. San-Francisco. Josey-Bass.
Doucet, A. & Mauthner, N. (2001) Voice, reflexivity, and relationships in qualitative data analysis: Background paper for a workshop on "Voice in Qualitative Data Analysis. Data analysis: A neglected area?" , [2008, January 2], http://www.coe.uga.edu/quig/doucet_mauthner.html
Merriam, S. B. (2004). The Role of Cognitive Development in Mezirow's Transformational Learning Theory, [2006, February 22] , http://search.epnet.com/login.aspx?direct=true&db=aph&an=14744892 .
Hiemstra, R. (1994) Self-directed learning. In T. Husen & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education (second edition), Oxford: Pergamon Press.
Jarvis, P.; Holford, J.; Griffin, C. (2001) The Theory and Practice of Learning, London: Kogan Page.
Kiegelmann, M. (2000) Qualitative-Psychological Research Using the Voice-Approach. [2006, March 22]. http://www.qualitative-research.net/fqs-texte/2-00/2-00kiegelmann-e.htm.
Mezirow, J. (2000) Learning to Think Like an Adult: Core Concepts of Transformation Theory. In Learning as Transformation. Critical Perspectives on a Theory in Progress. Ed.Mezirow, J. and Associates. San Francisco: Josey-Bass.
Preece, J. (2001) Implications for including the socially excluded in the learning age. Jarvis, P. (ed.), The age of learning: education and knowledge society. London: Kogan Page.
Taylor, E. W. (1997) Building upon the Theoretical Debate: A Critical Review of the Empirical Studies of Mezirow`s Transformative Learning Theory, [2006, January 15], http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ555009.
Woodcock, C. (2005) The Silenced Voice in Literacy: Listening beyond Words to a “Struggling” Adolescent Girl, Journal of Authentic Learning, Volume II, Number 1, September 2005.

Technik und kollektive Identität. Die Wartungstechniker von Roissy <2001>

by Joerg Potthast

book chapter

eds. Werner Rammert et al., Kollektive Identitäten und kulturelle Innovationen, Leipzig: Universitätsverlag, 197-217

Click! Work, Play and Lego

by Robert Willim

Published in: Reflexioner 1/2002.

WORK STRESS SCALE FOR CORRECTIONAL OFFICERS

by Mithat Durak

Work Overload
2. Insufficient division of labor in the work place
3. Work overload
6. Having to control... more Work Overload
2. Insufficient division of labor in the work place
3. Work overload
6. Having to control prisoners’ inappropriate behaviors
26. Being inspected by various committees in the work place
29. Night shifts leading to additional workload
35. Excessive responsibilities of my position


Role Conflict and Role Ambiguity
4. Intentions of the personnel’s, prisoners’, and visitors’ breaking down the rules of prison
9. The prison managers’ ignorance of the needs and ideas of the personnel
11. Being held responsible for someone else’s misconduct at work
14. Not being able to work in the area that I’m proficient in
15. Prisoners, visitors, and lawyers not agreeing with the correctional officers’ body search
19. Arbitrary decisions and frequent changes of decision
21. Ambiguity of instructions at
22. Not being able to declare my opinions anywhere work
27. Managers’ differences in their attitudes and behaviors towards prisoners
31. Obstruction of performing my routine work by the commands of the prison authorities


Inadequacies in Physical Conditions of Prison
7. Insufficiency of the working environment to meet such needs as drinking, eating, etc
24. Insufficiency of the physical conditions (e.g. ventilation, lightening, heating) in the work place
25. Feeling myself as a prisoner
34. Insufficient communication means (e.g. TV, radio) in the work place


Threat Perception
8. The risk of being threatened particularly due to my position
12. Being involved in arguments and fights with prisoners
16. Fearing crime report about myself
18. Being under suspicion on a misconduct
23. Having to be cautious all the time at work
30. In the community, my job is referred to as “key keeper” rather than “prison guard” (implying the applications of harsh discipline)
32. Encountering unusual events (e.g. run away, rebellion, fire) in the work place


General Problems
1. Economic problems
5. Not being able to participate in social activities (e.g. sports, reading, cinema) due to my work
10. Not having enough quality time with family due to my work
13. Having health problems due to my work
17. Ignoring the needs of my family due to my work
20. Reflecting my work problems on my family
28. Transportation problems when commuting to and from my work
33. Having insufficient time with my friends and relatives due to my work



Reference

Şenol-Durak, Emre, Durak, Mithat, & Gençöz, Tülin. (2006). Development of work stress scale for correctional officers. Journal of Occupational Rehabilitation, 16(1), 153-164. doi: 10.1007/s10926-005-9006-z

Social networking for membership engagement in nonprofit organisations: a trade union study

by Panos Panagiotopoulos

Americas Conference on Information Systems AMCIS 2011

Similar to the majority of public authorities internationally, many non-profit organisations are considering using Web... more Similar to the majority of public authorities internationally, many non-profit organisations are considering using Web 2.0tools to establish online interactions with their members. However, such organisations encounter practical difficulties withassessing the impact of Web 2.0 tools and aligning them with the expectations of their audience. The limited availability ofrelevant empirical work provides the motivation to reflect on the findings of a research survey conducted with the membersof a Greek trade union organisation. Guided by the survey results, union officials are able to better consider an onlineengagement strategy. For example, contrasting preliminary expectations, most union members did anticipate benefits fromthe union’s presence on Facebook and appeared willing not to draw fixed boundaries between their personal and workinglife. The study illustrates how research and continuous monitoring can contribute to realising the value of networkingtechnologies within the naturally complicated socio-political environment of such organisations.

Methodologies in workpace research: relevant paradigms for reform from the inside

by Gavin Melles

HERDSA International Conference 1999

Conducting applied research in workplace settings on/with colleagues brings with it a whole host of ethical and... more Conducting applied research in workplace settings on/with colleagues brings with it a whole host of ethical and procedural issues about research. Empiricist, interpretive, and critical approaches all have a place in understanding, describing and changing curriculum perceptions and as one moves from one paradigm to the other the voices of the agents in the curriculum process become increasingly prominent. With reference to some of my own workplace research under the three paradigms above, I describe ways in which educational research in workplace settings represents curriculum reality and can act as an engine of change

What are workplace studies for?

by Lydia Plowman

Plowman L., Rogers Y. & Ramage M. (1995). What are workplace studies for? Proceedings of European Conference on Computer Supported Cooperative Work (ECSCW ‘95), Stockholm, Sept. 1995, eds. H. Marmolin, Y. Sundblad & K. Schmidt, pp. 309-324. Kluwer, Dordrecht.

We have considered the role of workplace studies in the CSCW literature which are intended to inform system design and... more We have considered the role of workplace studies in the CSCW literature which are intended to inform system design and implementation. We present a critique of these studies, categorised according to which phase of the design process they most inform, and discuss the tensions between providing explanatory accounts and usable design recommendations, the pressures on fieldworkers to provide both, the purposes different approaches serve, and the transition from fieldwork to system design.

Contract feudalism: A critique of employer power over employees

by Kevin Carson

"Do you have another Johan?" Negotiating meaning in the operating theatre

by Jeff Bezemer

Jeff Bezemer, Alexandra Cope, Gunther Kress and Roger Kneebone

This paper discusses language use at a workplace in a context of instability and diversity. Its focus is on the... more This paper discusses language use at a workplace in a context of instability and diversity. Its focus is on the operating theatre, where communication is an integral part of complex, collaborative tasks, impacting on patient-safety, staff well-being and overall quality of health care. In the operating theatre health care professionals gather to work on the recurring task of surgical operations, in teams that exist only for the duration or parts of the task. Not only do the members of these unstable teams have different professional backgrounds, such as surgery and nursing, they also draw on different, social, cultural and linguistic resources. The paper shows how this instability and diversity which is so characteristic of contemporary society plays out in the moment-by-moment use of language at the operating table. On the basis of prolonged fieldwork in a London hospital and a unique set of audio- and video-recordings we show how surgeons formulate requests and how nurses and surgical trainees disambiguate these requests on the basis of their prior experiences with surgical instruments and equipment, the surgical procedure, and, crucially, the surgeon’s ‘idiolect’. We analyze instances where this process of disambiguation is highly successful, as well as examples where it is not. We tease out the strategies that nurses and surgeons deploy to deal with this ambiguity and explore ways to deal with instability and diversity in professional communication.

Aesthetic expressions: punk dress and the workplace.

by Monica Sklar

Men at work: using dress to communicate identities

by Monica Sklar

Rediscovering Radiology: New Technologies and Remedial Action at the Worksite

by Jonas Ivarsson

Rystedt, H., Ivarsson, J., Asplund, S., Johnsson, Å. A., & Båth, M. (2011). Social studies of science, 41(6), 101-125.

This study contributes to social studies of imaging and visualization practices within scientific and medical... more This study contributes to social studies of imaging and visualization practices within scientific and medical settings. The focus is on practices in radiology, which are bound up with visual records known as radiographs. The study addresses work following the introduction of a new imaging technology, tomosynthesis. Since it was a novel technology, there was limited knowledge of how to correctly analyse tomosynthesis images. To address this problem, a collective review session was arranged. The purpose of the present study was to uncover the practical work that took place during that session and to show how, and on what basis, new methods, interpretations and understandings were being generated. The analysis displays how the diagnostic work on patients’ bodies was grounded in two sets of technologically produced renderings. This shows how expertise is not simply a matter of providing correct explanations, but also involves discovery work in which visual renderings are made transparent. Furthermore, the results point to how the disciplinary knowledge is intertwined with timely actions, which in turn, partly rely on established practices of manipulating and comparing images. The embodied and situated reasoning that enabled radiologists to discern objects in the images thus display expertise as inherently practical and domain-specific.

Selected labor market factors and employment rates of individuals with disabilities from 1981 to 2002

by Ilana Lehmann

Veiled barriers: Pre-employment Testing and Individuals with Disabilities

by Ilana Lehmann