Institut für Bildung, Arbeit und Gesellschaft

Permanent URI for this collectionhttps://hohpublica.uni-hohenheim.de/handle/123456789/28

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    Social norms and webcam use in online meetings
    (2022) Zabel, Sarah; Vinan Navas, Genesis Thais; Otto, Siegmar
    Face-to-face meetings are often preferred over other forms of communication because meeting in person provides the “richest” way to communicate. Face-to-face meetings are so rich because many ways of communicating (spoken language and nonverbal cues) are available to support mutual understanding. With the progress of digitization and driven by the need to reduce personal contact during the global pandemic, many face-to-face work meetings have been shifted to videoconferences. With webcams turned on, video calls come closest to the richness of face-to-face meetings. However, webcam use often remains voluntary, and some participants choose not to turn their cameras on. In order to find ways to support webcam use—when desired—we analyzed how social norms in groups affect the decision to activate a webcam in a specific meeting. Based on an online survey with N = 333 participants, we found that social norms are related to an individual’s decision to turn on the webcam, even when controlling for group size. If the number of participants with activated webcams in a university meeting increased by 25%, it was 5.92 times more likely that an individual decided to turn their webcam on, too. Furthermore, 81.84% of respondents indicated they would turn on their webcam if participants in a meeting were explicitly asked to do so. The results demonstrate a strong relation between social norms and the decision to activate a webcam in online meetings. They build a basis for enhancing webcam use and enable a greater richness of communication in online meetings.
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    Why do or don't older employees seek knowledge from younger colleagues? A relation–opportunity model to explain how age‐inclusive human resources practices foster older employees' knowledge seeking from younger colleagues
    (2021) Fasbender, Ulrike; Gerpott, Fabiola H.
    Knowledge‐related interactions between older and younger employees are crucial for business success. Although research has contributed much to understanding why older employees share knowledge with younger colleagues, little is known about older employees' motivation to seek knowledge. In this study, we answer the question of how age‐inclusive human resources (HR) practices can foster older employees' knowledge seeking from younger colleagues. Drawing on social learning theory that conceptualises learning‐oriented behaviour (i.e. knowledge seeking) as being inextricably linked to social context and person‐related factors, we develop a dual pathway relation–opportunity model outlining how age‐inclusive HR practices foster older employees' development striving, which, in turn, promotes knowledge seeking from younger colleagues. On the one hand, we propose a relation‐based pathway that identifies contact quality with younger colleagues as a socio‐emotional mechanism linking age‐inclusive HR practices with knowledge seeking via development striving. On the other hand, we suggest an opportunity‐based pathway that identifies older employees' future time perspective as a person‐related mechanism. We find support for our hypotheses in a sample of 502 older employees who participated in a three‐wave survey. We discuss theoretical implications and encourage scholars to further shift the conversation towards an inclusive perspective that overcomes stereotypical views of older employees.