Autonome Technik als Herausforderung der soziologischen Handlungstheorie / Autonomous Technology as a Challenge to the Sociological Theory of Action

Fink, Robin D.; Weyer, Johannes

doi:10.1515/zfsoz-2011-0201

Cited by 12 publications

(2 citation statements)

References 24 publications

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“…However, transferring the responsibility for the correct process flow to digital assistance systems can also lead to a loss of process knowledge and accountability in the long term. Fink and Weyer (2011) showed that through the “involvement” of technology in a process, users ascribe a responsibility to the technology for action in the work process. This could lead to employees concentrating more on the area of action assigned to them (manual activity) and, thus, also relieving themselves of responsibility for the actions ascribed to technology.…”

Section: Research Context and Objectivesmentioning

confidence: 99%

Learning via assistance systems in industrial manufacturing. An experimental study in an Industry 4.0 environment

Wotschack,

Vladova,

de Paiva Lareiro

et al. 2023

JWL

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Purpose The purpose of this paper is to investigate how learning solely via an assistance system influences work performance compared with learning with a combination of an assistance system and additional training. While the training literature has widely emphasised the positive role of on-the-job training, particularly for groups that are often underrepresented in formalised learning situations, organisational studies have stressed the risks that emerge when holistic process knowledge is lacking and how this negatively affects work performance. This study aims at testing these negative effects within an experimental design. Design/methodology/approach This paper uses a laboratory experimental design to investigate how assistance-system-guided learning influences the individuals’ work performance and work satisfaction compared with assistance-system-guided learning combined with theoretical learning of holistic process knowledge. Subjects were divided into two groups and assigned to two different settings. In the first setting, the participants used the assistance systems as an orientation and support tool right at the beginning and learned the production steps exclusively in this way. In the second setting, subjects received an additional 10-min introduction (treatment) at the beginning of the experiment, including detailed information regarding the entire work process. Findings This study provides evidence that learners provided with prior process knowledge achieve a better understanding of the work process leading to higher levels of productivity, quality and work satisfaction. At the same time, the authors found evidence for differences among workers’ ability to process and apply this additional information. Subjects with lower productivity levels faced more difficulties processing and applying additional process information. Research limitations/implications Methodologically, this study goes beyond existing research on assistance systems by using a laboratory experimental design. Though the external validity of this method is limited by the artificial setting, it is a solid way of studying the impact of different usages of digital assistance systems in terms of training. Further research is required, however, including laboratory experiments with larger case numbers, company-level case studies and analyses of survey data, to further confirm the external validity of the findings of this study for the workplace. Practical implications This study provides some first evidence that holistic process knowledge, even in low-skill tasks, has an added value for the production process. This study contributes to firms' training policies by exploring new, digitalised ways of guided on-the-job training and demonstrates possible training benefits for people with lower levels of (initial) abilities and motivation. Social implications This study indicates the advantage for companies and societies to invest in additional skills and training and points at the limitations of assistance systems. This paper also contributes to training policies by exploring new, digitalised ways of guided on-the-job training and demonstrates possible training benefits for people with lower levels of (initial) abilities and motivation. Originality/value This study extends existing research on digital assistance systems by investigating their role in job-related-training. This paper contributes to labour sociology and organisational research by confirming the importance of holistic process knowledge as opposed to a solely task-oriented digital introduction.

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Section: Research Context and Objectivesmentioning

confidence: 99%

Learning via assistance systems in industrial manufacturing. An experimental study in an Industry 4.0 environment

Wotschack,

Vladova,

de Paiva Lareiro

et al. 2023

JWL

View full text Add to dashboard Cite

show abstract

“…Wird bei Fertigungsprozessen die Verantwortlichkeit für den korrekten Prozessablauf auf kognitive AS übertragen, kann dies langfristig zu einem Verlust von Prozesswissen und Verantwortlichkeit führen. Durch das "Mithandeln" von Technik, wird dieser von den Beschäftigten für den Arbeitsprozess eine Handlungsträgerschaft zugeschrieben, was dazu führt, dass sich Beschäftigte vermehrt auf den ihnen zugewiesenen Handlungsbereich konzentrieren und sich damit der Zuständigkeit für die der Technik zugeschriebenen Handlungen (Prozesswissen und -planung) entledigen [8].…”

Section: Einsatz Von As -Die Risiken Im Neulandunclassified

Lernen mit Assistenzsystemen - Vor lauter Aufgaben den Prozess nicht sehen?

Vladova¹,

Wotschack²,

Lareiro³

et al. 2020

I40M

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Ist der Mensch ein Subjekt? Ist das Subjekt ein Mensch? Über Diskrepanzen zwischen Doxa und Episteme

Hitzler¹

2014

Wer Oder Was Handelt?

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Autonome Technik als Herausforderung der soziologischen Handlungstheorie / Autonomous Technology as a Challenge to the Sociological Theory of Action

Cited by 12 publications

References 24 publications

Learning via assistance systems in industrial manufacturing. An experimental study in an Industry 4.0 environment

Learning via assistance systems in industrial manufacturing. An experimental study in an Industry 4.0 environment

Lernen mit Assistenzsystemen - Vor lauter Aufgaben den Prozess nicht sehen?

Ist der Mensch ein Subjekt? Ist das Subjekt ein Mensch? Über Diskrepanzen zwischen Doxa und Episteme

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