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.

Students' Acceptance of Technology-Mediated Teaching - How It Was Influenced During the COVID-19 Pandemic in 2020: A Study From Germany.

In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring-summer 2020 semester. Our study focused on (1) the students' acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study's results and derive short- and long-term implications for science and practice.

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.