Prof. Dr. Petri Nokelainen (Tampere University)
- Date: Wednesday, October 30th
- Time: 3:15pm - 4:45pm
- Location: Ludwigstr. 28 RG, Room 329 (3rd floor)
- Title: Development of competence in hybrid work-related group work situations
- Abstract: This presentation explores competence development in hybrid work-related group situations among 76 Finnish white-collar workers in the technology sector, utilizing surveys, event-contingent diary (ESM) entries, and continuous electrodermal activity (EDA) monitoring via smart rings. It focuses on four research questions: (RQ1) How are situation mode and goal fulfillment related to competence development in daily interaction situations? (RQ2) How do activity-related and outcome-related emotional valence and arousal before daily interaction situations relate to competence development? (RQ3) How do emotional valence and arousal, along with autonomy and relatedness satisfaction after daily interaction situations, relate to competence development? (RQ4) How is electrodermal activity (EDA) during daily interaction situations related to competence development? To address these questions, Bayesian cumulative mixed-effects models were employed to analyze the data.
The findings for RQ1 indicate that the mode of the group work situation and the degree of goal fulfillment significantly influence perceived competence development. Specifically, participants in hybrid or virtual group work situations reported lower levels of competence development compared to those in face-to-face settings, while higher goal fulfillment was associated with increased competence development. In addressing RQ2, the study found that emotional states before the group work, particularly positive activity-related emotional arousal, were significant predictors of competence development. Participants who experienced more activating emotions before the group work, or who generally exhibited higher levels of activation, reported higher competence development. Positive activity-related emotional valence between participants was also associated with greater competence development. For RQ3, the analysis highlighted the importance of post-situation emotional states and the satisfaction of basic psychological needs in predicting competence development. Positive emotional valence and arousal after group work were linked to higher competence development. Additionally, the inclusion of post-situation autonomy and relatedness satisfaction further enhanced the model’s explanatory power, indicating that participants who felt autonomous and relatedness after group work perceived greater competence development. Regarding RQ4, the study examined the relationship between physiological arousal, as measured by EDA during group work situations, and competence development. The findings revealed that EDA did not significantly predict competence development, suggesting that emotional and psychological factors are more influential in this context.
The conclusion of this study is that self-assessed competence development during daily group work situations was 1) limited in hybrid or virtual settings, 2) enhanced if the goals of the situation were met, 3) boosted by feeling aroused before group work, 4) predicted by feeling autonomous and connected afterward, and 5) not influenced by physical arousal during work.