Interference between switched tasks

Cellier, Jean-Marie; Eyrolle, Hélène

doi:10.1080/00140139208967795

Cited by 119 publications

(97 citation statements)

References 22 publications

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“…Other research has shown that training can reduce the disruptiveness of notifications [9], as can familiarity with the primary task [10] which may support their conclusion. This would suggest that common methods of notification (such as an audio beep) should be less disruptive than uncommon methods (such as an olfactory notification).…”

Section: Related Worksupporting

confidence: 65%

“…If a notification interrupts the user it could create stress [11,20], generate annoyance and anxiety [3], cause the user to make mistakes in the interrupted activity [17], alter the perceived difficulty of a task [3] and cause a person to speed up their activities [8,10,20]. Monk et al [24] found that interruptions as short as 0.25 of a second were just as disruptive as interruption 5 seconds long.…”

Section: Related Workmentioning

confidence: 99%

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The Role of Modality in Notification Performance

Warnock

McGee‐Lennon

Brewster

2011

Lecture Notes in Computer Science

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Abstract. The primary users of home care technology often have significant sensory impairments. Multimodal interaction can make home care technology more accessible and appropriate, yet most research in the field of multimodal notifications is not aimed at the home but at office or high-pressure environments. This paper presents an experiment that compared the disruptiveness and effectiveness of visual, auditory, tactile and olfactory notifications. The results showed that disruption in the primary task was the same regardless of the notification modality. It was also found that differences in notification effectiveness were due to the inherent traits of a modality, e.g.olfactory notifications were slowest to deliver. The results of this experiment allow researchers and developers to capitalize on the different properties of multimodal techniques, with significant implications for home care technology and technology targeted at users with sensory impairments.

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Section: Related Worksupporting

confidence: 65%

Section: Related Workmentioning

confidence: 99%

The Role of Modality in Notification Performance

Warnock

McGee‐Lennon

Brewster

2011

Lecture Notes in Computer Science

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“…This reacquaintment effect is similar to a setup for a machine, and results in decreased productivity. Laboratory studies find that switching tasks worsens performance (Cellier and Eyrolle 1992;Allport, Styles and Hsieh 1994;Schultz et al 2003).…”

Section: Specialization and Variety During A Daymentioning

confidence: 99%

“…When a worker completes many tasks during a day, specialization helps the worker quickly complete the focal task (Newell and Rosenbloom 1981;Argote 1999) and limits costly changeovers (Cellier and Eyrolle 1992;Schultz, McClain and Thomas 2003). Additionally, over the course of a day, variety may be sufficiently distracting that mixing the two strategies negatively impacts workers' current productivity.…”

Section: Introductionmentioning

confidence: 99%

Specialization and Variety in Repetitive Tasks: Evidence from a Japanese Bank

2012

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Sustaining operational productivity in the completion of repetitive tasks is critical to many organizations' success. Yet research points to two different work-design-related strategies for accomplishing this goal: specialization to capture the benefits of repetition and variety (i.e., working on different tasks) to keep workers motivated and provide them opportunities to learn. In this paper, we investigate how these two strategies may bring different productivity benefits over time. For our empirical analyses, we use two and a half years of transaction data from a Japanese bank's home loan application-processing line. We find that over the course of a single day, specialization, as compared to variety, is related to improved worker productivity. However, when we examine workers' experience across a number of days, we find that variety helps improve worker productivity. Additionally, we show that part of this benefit results from workers' cumulative experience with changeovers. Our results highlight the need for organizations to transform specialization and variety into mutually reinforcing strategies rather than treating them as mutually exclusive. Overall, our paper identifies new ways to improve operational performance through the effective allocation of work. Specialization and Variety in Repetitive Tasks-1 - AbstractSustaining operational productivity in the completion of repetitive tasks is critical to many organizations' success. Yet research points to two different work-design related strategies for accomplishing this goal: specialization to capture the benefits of repetition or variety to keep workers motivated and allow them to learn. In this paper, we investigate how these two strategies may bring different benefits within the same day and across days. Additionally, we examine the impact of these strategies on both worker productivity and workers' likelihood of staying at a firm. For our empirical analyses, we use two and a half years of transaction data from a Japanese bank's home loan application processing line. We find that over the course of a single day, specialization, as compared to variety, is related to improved worker productivity. However, when we examine workers' experience across days we find that variety, or working on different tasks, helps improve worker productivity. We also find that workers with higher variety are more likely to stay at the firm. Our results identify new ways to improve operational performance through the effective allocation of work.

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“…This depletes resources that could have been devoted to the primary task, and the effect is exacerbated when the interruption is unexpected (Rogelberg, Leach, Warr, & Technical Difficulties 6 Burnfield, 2006). Indeed, research examining the effects of interruptions on performance suggests that interruptions decrease task efficiency by increasing processing time and errors (Cellier & Eyrolle, 1992;Gillie & Broadbent, 1989;Monk, Boehm-Davis, & Trafton, 2004;Zijlstra, Roe, Leonora, & Krediet, 1999).…”

Section: An Overview Of Technical Difficulties and Workplace Interrupmentioning

confidence: 99%

The effects of technical difficulties on learning and attrition during online training.

Sitzmann¹,

Ely²,

Bell³

et al. 2010

Journal of Experimental Psychology: Applied

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Although online instruction has many potential benefits, technical difficulties are one drawback to the increased use of this medium. A repeated measures design was used to examine the effect that technical difficulties have on learning and attrition from voluntary online training. Adult learners (N = 530) were recruited online and volunteered to participate in a four-hour training program on using computer spreadsheets. Technical difficulties were inserted in some of the training modules in the form of error messages. Using multilevel modeling, the results indicated that the presence of these technical difficulties impaired learning, such that test scores were lower in modules where trainees encountered technical difficulties than in modules where they did not encounter technical difficulties. Furthermore, the effect on learning was greater among trainees who eventually withdrew from the course than among trainees who completed the course. With regards to attrition, pretraining motivation provided a buffer against dropping out, especially when trainees encountered technical difficulties. Learning also predicted attrition from the subsequent module, such that attrition was higher among trainees with low test scores in the previous module. The current study disentangles some of the implications of technical difficulties and suggests that organizations should provide trainees with the technical support required to overcome technical difficulties in training. Furthermore, the findings contribute to our theoretical understanding of the implications of interruptions on performance in online training. Although online instruction has many potential benefits, technical difficulties are one drawback to the increased use of this medium. A repeated measures design was used to examine the effect that technical difficulties have on learning and attrition from voluntary online training. Adult learners (N = 530) were recruited online and volunteered to participate in a four-hour training program on using computer spreadsheets. Technical difficulties were inserted in some of the training modules in the form of error messages. Using multilevel modeling, the results indicated that the presence of these technical difficulties impaired learning, such that test scores were lower in modules where trainees encountered technical difficulties than in modules where they did not encounter technical difficulties. Furthermore, the effect on learning was greater among trainees who eventually withdrew from the course than among trainees who completed the course. With regards to attrition, pretraining motivation provided a buffer against dropping out, especially when trainees encountered technical difficulties. Learning also predicted attrition from the subsequent module, such that attrition was higher among trainees with low test scores in the previous module. The current study disentangles some of the implications of technical difficulties and suggests that organizations should provide trainees with the technical support required to ...

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Interference between switched tasks

Cited by 119 publications

References 22 publications

The Role of Modality in Notification Performance

The Role of Modality in Notification Performance

Specialization and Variety in Repetitive Tasks: Evidence from a Japanese Bank

The effects of technical difficulties on learning and attrition during online training.

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