Problem solving in everyday office work—a diary study on differences between experts and novices

Rausch, Andreas; Schley, Thomas; Warwas, Julia

doi:10.1080/02601370.2015.1060023

Cited by 25 publications

(22 citation statements)

References 22 publications

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“…Two papers further stress negative emotions, such as anxiety, at the start of a new job (McNally et al 2009) or emotional suffering amid tightened government policies in public service work (Colley 2012). Two papers by Rausch et al (2015Rausch et al ( , 2017 describe emotions as emotional states; they refer to the common circumplex model of emotion (e.g. Russell 1980) and present the notions of valence, representing negative to positive emotions, and arousal, signifying the intensity of the experienced emotion.…”

Section: The Understanding Of Emotionsmentioning

confidence: 99%

“…All papers in the category of emotional experiences describe emotions slightly differently; however, they share the notion of emotions as primarily individually experienced feelings or emotional states that might lead to emotionally embedded reactions. Another common factor in the papers is that when explicitly describing the concept of emotion, all but two (Rausch et al 2015;Owen 2016) focus on negative emotions, such as fear, anxiety, or insecurity. However, the papers in this category are not completely internally coherent in describing the concept of emotion.…”

Section: The Understanding Of Emotionsmentioning

confidence: 99%

“…The common feature in these papers is an emphasis on work communities as prerequisites and resources for learning the emotional rules of the workplace (Seymour and Sandiford 2005) or for supporting positive feelings and wellbeing at work (Owen 2016). Rausch et al (2015) uncover how emotional experiences are influenced by problem-solving situations at work. Their results show that problem detection resulted in negative emotional states, such as nervousness and fear, but also positive emotional states, such as feeling motivated and glad.…”

Section: Emotions Influenced By Learning At Workmentioning

confidence: 99%

“…Karlsen (2012);Dolev and Leshem (2016);Hareli et al (2005);Owen (2016);Rausch et al (2017);Rausch et al (2015);Saunders (2012);Scott and Sutton (2008);Webb (2012) Table 6 Overview of the studies in different domains Teaching and science 11 Cripps Clark and Groves(2012); Dolev and Leshem (2016); Geijsel and Meijers (2005); Jakhelln (2010); Jokikokko and Uitto (2016); McNally et al (2009); Owen (2016); Saunders (2012); Scott and Sutton (2008); Shepherd et al (2011); Trehan and Rigg (2015) Healthcare and social work 7 Bailey et al (2011); Clarke (2007); Colley (2012); Falkenström et al (2016); Rager (2013); Sargeant et al (2008); Sebrant (2008) Service sector 4 Mirchandani (2012); Reio and Callahan (2004); Seymour and Sandiford (2005); Webb (2012) Technology and industry 4 Pradhan et al (2017); Rausch et al (2017); Rausch et al (2015); Shan (2012) General or several domains 5 Berg and Karlsen (2012); Hareli et al (2005); Meijers (2002); Nesbit (2012); Vince (2002)…”

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confidence: 99%

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Emotions in Learning at Work: a Literature Review

Hökkä

Vähäsantanen

Paloniemi

2019

Vocations and Learning

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The research elaborating emotions in organizational settings has increased considerably in recent years. However, we lack a comprehensive understanding of the role of emotions in learning at work. This review aimed to elaborate how emotions and learning are understood in the field of workplace studies, and how emotions and learning at work are related. For the review, 31 scientific articles were selected and analysed. We found that emotions and learning were understood in a range of ways in the articles. Emotions were mainly defined as emotional experiences and responses, and learning at work mainly referred to learning through participatory practices. In addition, the review illustrates the relationship between emotions and learning at work. Most of the studies focused on the active role of emotions in supporting and/or hindering learning at work, but some indicated the contrary direction of influence, with emotions at work being influenced by learning. The review further illustrates trends and gaps in this research field, and suggests some theoretical underpinnings, with recommendations for future research.

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Section: The Understanding Of Emotionsmentioning

confidence: 99%

Section: The Understanding Of Emotionsmentioning

confidence: 99%

Section: Emotions Influenced By Learning At Workmentioning

confidence: 99%

mentioning

confidence: 99%

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Emotions in Learning at Work: a Literature Review

Hökkä

Vähäsantanen

Paloniemi

2019

Vocations and Learning

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“…In the vocational context, for instance, everyday problem solving in back-office departments has been identified as a main source of everyday work-related stress as vocational problems provoke states of high psychological arousal and negative emotional states (Rausch et al 2015). Whether a vocational task is perceived as an easy job or as a complex challenge mainly depends on the individual's competence as determined by, among other things, prior experience, domain-specific knowledge, skills, and self-efficacy beliefs (Bandura 1994;Dörner 1996;Dörner and Wearing 1995;Goode and Beckmann 2010;Haerem and Rau 2007;Mayer 1994).…”

Section: Introductionmentioning

confidence: 99%

A mixed-methods study of physiological reactivity to domain-specific problem solving: methodological perspectives for process-accompanying research in VET

Kärner

2017

Empirical Res Voc Ed Train

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Background:The study aims to investigate stress-inducing potentials of problemsolving activities (e.g., goal elaboration, decision making, and information seeking) within an authentic problem-solving task from the business administration domain. Furthermore, the study aims to investigate stress-reducing potentials of personal characteristics (e.g., self-efficacy beliefs, vocational experience). Methods:A mixed-methods design was chosen to investigate in-depth processes during domain-specific problem solving, using a computer-based office simulation. Personal characteristics were assessed by questionnaires and tests before the task. Cardiovascular and electrodermal reactivity were measured continuously during the task. Problem-solving activities were coded on the basis of screencasts and think-aloud recordings. Changes in physiological reactivity were estimated on the basis of problemsolving activities and personal characteristics via multilevel regression analyses. Results:The problem-solving task in general was associated with stress reactions. There were no significant main effects of self-efficacy beliefs, vocational experience, and general intelligence. However, changes in heart rate depended on an interaction between vocational experience and activities including goal elaboration and definition. Furthermore, problem-solving activities including decision making were significantly associated with an increase of amplitudes of detected skin conductance responses. A negative correlation found between the problem-solving score and the LF/HF ratio indicates that higher physiological arousal during the problem-solving task was accompanied by lower problem-solving performance.

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