Facilitating and hindering factors for routine adaptations in manufacturing and effects on human performance- unexpected insights from three experimental studies in a special purpose setting.

Consumer behaviour changes and strategic management decisions are driving adaptations in manufacturing routines. Based on the theory of situational strength, we investigated how contextual and person-related factors influence workers' adaptation in a two-worker position routine. Contextual factors, like retrieval cues (Study 1), time pressure (Study 2), and convenience (Study 3), were varied. Person-related factors included retentivity, general and routine-specific self-efficacy, and perceived adaptation costs. Dependent variables included various error types and production time before and after adaptation. In each study, 148 participants were trained in a production routine at t1 and executed an adapted routine at t2, one week later. Repeated measures ANOVA for performance at t1 and t2, and MANOVA for performance at t2, revealed that time increased for all groups at t2. For participants in Studies 1 & 2, error rates remained consistent. Retentivity significantly impacted errors at both t1 and t2, emphasising that routine changes in a 'running business' take time, regardless of contextual factors. Workers with lower retentivity may require additional support.

When production routines are changed while daily business operations continue, and on-the-job training is the sole method, a slowdown in production speed should be anticipated. Workers, particularly those with low retentivity, require additional support and training to minimise errors when executing the adapted routine.

Defining human-AI teaming the human-centered way: a scoping review and network analysis.

Introduction: With the advancement of technology and the increasing utilization of AI, the nature of human work is evolving, requiring individuals to collaborate not only with other humans but also with AI technologies to accomplish complex goals. This requires a shift in perspective from technology-driven questions to a human-centered research and design agenda putting people and evolving teams in the center of attention. A socio-technical approach is needed to view AI as more than just a technological tool, but as a team member, leading to the emergence of human-AI teaming (HAIT). In this new form of work, humans and AI synergistically combine their respective capabilities to accomplish shared goals. Methods: The aim of our work is to uncover current research streams on HAIT and derive a unified understanding of the construct through a bibliometric network analysis, a scoping review and synthetization of a definition from a socio-technical point of view. In addition, antecedents and outcomes examined in the literature are extracted to guide future research in this field. Results: Through network analysis, five clusters with different research focuses on HAIT were identified. These clusters revolve around (1) human and (2) task-dependent variables, (3) AI explainability, (4) AI-driven robotic systems, and (5) the effects of AI performance on human perception. Despite these diverse research focuses, the current body of literature is predominantly driven by a technology-centric and engineering perspective, with no consistent definition or terminology of HAIT emerging to date. Discussion: We propose a unifying definition combining a human-centered and team-oriented perspective as well as summarize what is still needed in future research regarding HAIT. Thus, this work contributes to support the idea of the Frontiers Research Topic of a theoretical and conceptual basis for human work with AI systems.

Recent findings on organizational unlearning and intentional forgetting research (2019-2022).

This mini review aims at summarizing the current state-of-the-art of empirical unlearning and intentional forgetting (U/IF) research at the individual, team, and organizational level. It adds to an earlier review and incorporates 31 recent studies from 2019 to 2022. The review reveals that predictors based on the organization's adaptation context (e.g., competitive intensity), organization level (e.g., leadership exploration activities), individual task-related (e.g., features of the routines changed), and person-related level (e.g., cognitive control strategies) variables relate to process variables, such as the type of U/IF, the U/IF content (e.g., success beliefs or failure beliefs), and information processing variables (e.g., team information processing). The outcome variables are at the organizational level (e.g., cross-boundary innovation), team level performance level, the individual task performance level (e.g., errors), and person-related level (e.g., self-esteem). The analyzed studies at the team and organizational levels preferred cross-sectional study designs or in-depth qualitative methods, which severely limits the possibility of making causal statements. In contrast, at the individual-level studies use longitudinal designs as well to make temporal aspects of U/IF visible. But these individual level results are limited in terms of their generalizability to other levels. Even though all studies make valuable contribution to the understanding of antecedents and outcomes of U/IF, the temporal and process-related aspects of how U/IF unfolds at the different levels and subsequent options for its deliberate facilitation remain empirically little elaborated. It is proposed that in addition to studying the antecedents and consequences of U/IF in cross sectional designs, the topic needs more longitudinal designs to capture the nature of the U/IF processes in organizations.

The Job Perception Inventory: considering human factors and needs in the design of human-AI work.

Introduction: Artificial intelligence (AI) is seen as a driver of change, especially in the context of business, due to its progressive development and increasing connectivity in operational practice. Although it changes businesses and organizations vastly, the impact of AI implementation on human workers with their needs, skills, and job identity is less considered in the development and implementation process. Focusing on humans, however, enables unlocking synergies as well as desirable individual and organizational outcomes. Methods: The objective of the present study is (a) to develop a survey-based inventory from the literature on work research and b) a first validation with employees encountering an AI application. The Job Perception Inventory (JOPI) functions as a work-analytical tool to support the human-centered implementation and application of intelligent technologies. It is composed of established and self-developed scales, measuring four sections of work characteristics, job identity, perception of the workplace, and the evaluation of the introduced AI. Results: Overall, the results from the first study from a series of studies presented in this article indicate a coherent survey inventory with reliable scales that can now be used for AI implementation projects. Discussion: Finally, the need and relevance of the JOPI are discussed against the background of the manufacturing industry.

Improvement of short-term outcomes with VR-based safety training for work at heights.

Serious games and virtual reality offer engaging learning opportunities and a cost-effective solution within an immersive and safe environment for safety training in construction. However, there have been few examples of safety training for work at heights developed using these technologies, especially commercial training. To fill this literature gap, a new VR-based safety training was developed and compared with lecture-based training across time. We conducted a quasi-experiment with a non-equivalent group design with 102 workers from six construction sites in Colombia. Learning objectives, observations from training centers, and national regulations were considered during the design of the training methods. Training outcomes were assessed using Kirkpatrick's model. We found that both training approaches were effective in improving knowledge test results and self-reported attitudes in the short-term; and risk-perception, self-reported behavior and safety climate in the long-term. In particular, participants of the VR-based training got significantly higher results in knowledge and reported higher attitudes (commitment and motivation) than participants of the lecture-based training. We suggest that safety managers and practitioners should invest in VR using serious games as an alternative to training programs based on short-term outcomes. Future work is needed to test VR for long-term outcomes.

Human-robot interaction: how worker influence in task allocation improves autonomy.

Task allocation research is often efficiency-focussed, but procedural and work-psychological perspectives are required to enable human-centred human-robot interaction (HRI). Hence, the motivational and cognitive outcomes of the degree of worker influence over task allocation are relevant to research objects for allocation process design. In a laboratory experiment, 87 participants manufactured goods in collaboration with a robot under three conditions: (1) a support system decided the allocation, (2) a support-system allocation could be revised, (3) the participant determined the allocation. Conditions affected mental effort, process control and autonomy, resulting in higher values when participants allocated tasks themselves. Satisfaction with the process appears lower with no worker influence. Trust in the support-system moderates the condition effect, with higher satisfaction depending on trust when a system is involved in allocation. An allocation made by the workers and adaptability is preferred. Results show the importance of worker influence over task allocation in HRI. Practitioner Summary: Our experiment on allocation processes seeks to satisfy the gap in human-centred psychological research on task allocation in human-robot interaction (HRI). For successful, ergonomic HRI, it is found that workers should be provided with influence over task allocation.

The effectiveness of virtual safety training in work at heights: A literature review.

Virtual environment techniques are technologies that can be used for safety training, and deliver significant advantages (e.g. risk-free, immersive learning). However, no studies have assessed the effectiveness of this training for work at heights (WAH). This paper aimed to synthesize the outcomes criteria for measuring the effectiveness of virtual safety training of WAH in different work sectors. A total of 658 records were identified through an explorative search of relevant citations from 2010 onwards. Only 21 documents were considered and classified according to the training goal: improvement of knowledge, skills or attitudes. Outcomes criteria of virtual safety training were analyzed according to Kirkpatrick's model. The results support practitioners and safety managers by providing an inventory of training methods, evaluation indicators and evaluation effects. Further recommendations are made for the design of an effective training assessment.

Psychological Effects of the Allocation Process in Human-Robot Interaction - A Model for Research on ad hoc Task Allocation.

Task allocation is immensely important when it comes to designing human-robot interaction (HRI), but although it is the shaping part of the interaction, it is merely regarded as a process with its own effects on human thinking and behavior. This study aims at linking research from different fields like psychological theory, HRI and allocation optimization to create a new process model of ad hoc task allocation in human-robot interaction. It addresses the process characteristics and psychological outcomes of a real-time allocation process that integrates the worker. To achieve this, we structured the process into steps and identified relevant psychological constructs associated with them. The model is a first step toward ergonomic research on the self-organized allocation of tasks in HRI, but may also be an inspiration for practitioners designing HRI systems. To create successful work in HRI, designing the technology is an important foundation, but a participative, thought-out process for allotting tasks could be the key to adequate autonomy, work satisfaction and successful cooperation.

Does simulation-based training in medical education need additional stressors? An experimental study.

The increased curricular integration of simulation-based training (SBT) in medical education is accompanied by researchers' calls to examine the effectiveness of SBT. We address conflicting results regarding effects of an added stressor on learning outcomes. In an experimental setting, one group of medical students (N = 20) performed cardiopulmonary resuscitation on a patient simulator. For a second group (N = 21) the scenario differed in that they encountered a defect defibrillator. We found participants of both groups to show increased biological stress-levels, independent of group allocation. Paradoxically, participants who encountered the equipment failure subjectively reported less stress. We discuss the implications of the comparable high stress levels in both groups with regards to future studies. We further discuss the result regarding subjective stress levels within the framework of attribution theory. Practitioner summary: The results of our experimental study underline the need for evidence-based choices of additional stressors for the design of simulation scenarios. We describe the choice of stimuli and setting in detail to maximise practical value for the construction of simulation-based medical trainings.

Retention of a standard operating procedure under the influence of social stress and refresher training in a simulated process control task.

In a simulated process control task, we investigated the effects of refresher training and acute social stress on performing a standard operating procedure (SOP) containing a production and monitoring task and knowledge recall after a retention interval of two weeks. In a 2 × 2 between-group design (Factor 1: induced social stress, Factor 2: refresher training), 76 engineering students performed an SOP at t1 in week 1 and at t2 in week 3. A MANOVA in week three (t2) indicated a main effect of the refresher training for the SOP execution containing a production and a monitoring task and an impairing effect of stress on the monitoring task. That means that after a retention interval, stress mainly affects the SOP's monitoring task. An additional correlational analysis showed that knowledge test performance is negatively associated with cortisol level and that retentivity is a strong predictor for knowledge test performance and production task performance, too. Practitioner Summary: We investigated effects of social stress and refresher training on performing a standard operating procedure (SOP) after a retention interval of two weeks. The impact of social stress reduced the monitoring task performance as part of the SOP, but not the production outcome. Without refresher training, performance is significantly worse. Abbreviation: SOP: Standard Operating Procedure; MANOVA: Multivariate Analysis of Variance; CSB: Chemical Safety and Hazard Investigation Board; TSST: Trierer Social Stress Test; P-TSST: Placebo Trierer Social Stress Test; WaTrSim: Water Treatment Simulation; HPA axis: hypothalamic pituitary adrenal axis; WIT-2: Wilde Intelligenztest - 2; SPSS: Statistical Package for the Social Sciences; ANOVA: Analysis of Variance.

Intentional Forgetting in Organizations: The Importance of Eliminating Retrieval Cues for Implementing New Routines.

To cope with the already large, and ever increasing, amount of information stored in organizational memory, "forgetting," as an important human memory process, might be transferred to the organizational context. Especially in intentionally planned change processes (e.g., change management), forgetting is an important precondition to impede the recall of obsolete routines and adapt to new strategic objectives accompanied by new organizational routines. We first comprehensively review the literature on the need for organizational forgetting and particularly on accidental vs. intentional forgetting. We discuss the current state of the art of theory and empirical evidence on forgetting from cognitive psychology in order to infer mechanisms applicable to the organizational context. In this respect, we emphasize retrieval theories and the relevance of retrieval cues important for forgetting. Subsequently, we transfer the empirical evidence that the elimination of retrieval cues leads to faster forgetting to the forgetting of organizational routines, as routines are part of organizational memory. We then propose a classification of cues (context, sensory, business process-related cues) that are relevant in the forgetting of routines, and discuss a meta-cue called the "situational strength" cue, which is relevant if cues of an old and a new routine are present simultaneously. Based on the classification as business process-related cues (information, team, task, object cues), we propose mechanisms to accelerate forgetting by eliminating specific cues based on the empirical and theoretical state of the art. We conclude that in intentional organizational change processes, the elimination of cues to accelerate forgetting should be used in change management practices.

Complex Problem Solving in Teams: The Impact of Collective Orientation on Team Process Demands.

Complex problem solving is challenging and a high-level cognitive process for individuals. When analyzing complex problem solving in teams, an additional, new dimension has to be considered, as teamwork processes increase the requirements already put on individual team members. After introducing an idealized teamwork process model, that complex problem solving teams pass through, and integrating the relevant teamwork skills for interdependently working teams into the model and combining it with the four kinds of team processes (transition, action, interpersonal, and learning processes), the paper demonstrates the importance of fulfilling team process demands for successful complex problem solving within teams. Therefore, results from a controlled team study within complex situations are presented. The study focused on factors that influence action processes, like coordination, such as emergent states like collective orientation, cohesion, and trust and that dynamically enable effective teamwork in complex situations. Before conducting the experiments, participants were divided by median split into two-person teams with either high (n = 58) or low (n = 58) collective orientation values. The study was conducted with the microworld C3Fire, simulating dynamic decision making, and acting in complex situations within a teamwork context. The microworld includes interdependent tasks such as extinguishing forest fires or protecting houses. Two firefighting scenarios had been developed, which takes a maximum of 15 min each. All teams worked on these two scenarios. Coordination within the team and the resulting team performance were calculated based on a log-file analysis. The results show that no relationships between trust and action processes and team performance exist. Likewise, no relationships were found for cohesion. Only collective orientation of team members positively influences team performance in complex environments mediated by action processes such as coordination within the team. The results are discussed in relation to previous empirical findings and to learning processes within the team with a focus on feedback strategies.

Does teaching non-technical skills to medical students improve those skills and simulated patient outcome?

Objectives: The purpose of this study is to evaluate the effects of a tailor-made, non-technical skills seminar on medical student's behaviour, attitudes, and performance during simulated patient treatment. Methods: Seventy-seven students were randomized to either a non-technical skills seminar (NTS group, n=43) or a medical seminar (control group, n=34). The human patient simulation was used as an evaluation tool. Before the seminars, all students performed the same simulated emergency scenario to provide baseline measurements. After the seminars, all students were exposed to a second scenario, and behavioural markers for evaluating their non-technical skills were rated. Furthermore, teamwork-relevant attitudes were measured before and after the scenarios, and perceived stress was measured following each simulation. All simulations were also evaluated for various medical endpoints. Results: Non-technical skills concerning situation awareness (p<.01, r=0.5) and teamwork (p<.01, r=0.45) improved from simulation I to II in the NTS group. Decision making improved in both groups (NTS: p<.01, r=0.39; control: p<.01, r=0.46). The attitude 'handling errors' improved significantly in the NTS group (p<.05, r=0.34). Perceived stress decreased from simulation I to II in both groups. Medical endpoints and patients´ outcome did not differ significantly between the groups in simulation II. Conclusions: This study highlights the effectiveness of a single brief seminar on non-technical skills to improve student's non-technical skills. In a next step, to improve student's handling of emergencies and patient outcomes, non-technical skills seminars should be accompanied by exercises and more broadly embedded in the medical school curriculum.

Human-centered design (HCD) of a fault-finding application for mobile devices and its impact on the reduction of time in fault diagnosis in the manufacturing industry.

The present article describes the design process of a fault-finding application for mobile devices, which was built to support workers' performance by guiding them through a systematic strategy to stay focused during a fault-finding process. In collaboration with a project partner in the manufacturing industry, a fault diagnosis application was conceptualized based on a human-centered design approach (ISO 9241-210:2010). A field study with 42 maintenance workers was conducted for the purpose of evaluating the performance enhancement of fault finding in three different scenarios as well as for assessing the workers' acceptance of the technology. Workers using the mobile device application were twice as fast at fault finding as the control group without the application and perceived the application as very useful. The results indicate a vast potential of the mobile application for fault diagnosis in contemporary manufacturing systems.

Stress influences decisions to break a safety rule in a complex simulation task in females.

The current study examines the effects of acutely induced laboratory stress on a complex decision-making task, the Waste Water Treatment Simulation. Participants are instructed to follow a certain decision rule according to safety guidelines. Violations of this rule are associated with potential high rewards (working faster and earning more money) but also with the risk of a catastrophe (an explosion). Stress was induced with the Trier Social Stress Test while control participants underwent a non-stress condition. In the simulation task, stressed females broke the safety rule more often than unstressed females: χ(2) (1, N=24)=10.36, p<0.001, V=0.66. In males, no difference between stressed and unstressed participants was observed. We conclude that stress increased the decisions to break the safety rule because stressed female participants focused on the potential high gains while they neglected the risk of potential negative consequences.

Does skill retention benefit from retentivity and symbolic rehearsal? - two studies with a simulated process control task.

Two experiments were designed to compare two symbolic rehearsal refresher interventions (imaginary practice, a hidden introspective process) and investigate the role of retentivity in skill retention. Retentivity is investigated as the ability to memorise and reproduce information and associations that were learned a short time ago. Both experiments comprised initial training (week 1), a symbolic rehearsal for the experimental group (week 2) and a retention assessment (week 3). In the first study, the experimental group received a symbolic rehearsal, while the control group received no rehearsal. In the second study, the experimental group received the same symbolic rehearsal used in study 1, enhanced with rehearsal tasks addressing human-computer interaction. The results showed that both symbolic rehearsal interventions were equally likely to mitigate skill decay. The retentivity showed medium to high correlations with skill retention in both studies, and the results suggest that subjects high in retentivity benefit more from a symbolic rehearsal refresher intervention. Practitioner Summary: Skill decay becomes a problem in situations in which jobs require the correct mastery of non-routine situations. Two experimental studies with simulated process control tasks showed that symbolic rehearsal and retentivity can significantly mitigate skill decay and that subjects higher in retentivity benefit more from refresher interventions.

Counteracting skill decay: four refresher interventions and their effect on skill and knowledge retention in a simulated process control task.

In process automation, skill decay has not been investigated systematically. In two experimental studies, refresher interventions (RIs) were compared to support skill and knowledge retention of a start-up procedure on a simulated process control task. Based on theories of proceduralisation, the 'testing-effect' and mental practice, four different RIs were designed. In Study 1 (N = 68), two experimental groups (EGs) received either an RI called 'Practice' or an RI called 'Skill Demonstration'. Both RIs support skill retention, but the Skill Demonstration-RI performed with a higher mental workload. In Study 2 (N = 68), two EGs received an RI called 'Symbolic Rehearsal' or an RI called 'Procedural Knowledge Test', and aimed at supporting knowledge retention. Both EGs supported knowledge retention but showed moderate skill decay. Results imply that RIs affect skill and knowledge retention differently and should be applied in accordance with the task requirements and their dependence on accurate skill or knowledge maintenance.