title: EPM effects on workplace well-being: The role of personality

authors: Robinson, Christopher

abstract: Within the workplace, electronic performance monitoring (EPM) is an electronically integrated system used to assess employee behaviours and ultimately performance. Previous research indicates EPM is associated with various negative psychosocial effects due to job roles being inherently changed with the use of these systems. However, research has yet to explore whether an individual's characteristics can also be attributable for influencing these outcomes. Therefore, the aim of this research was to investigate whether personality factors could moderate or mediate the negative effects of electronic performance monitoring.

Using a quantitative survey methodology this project acquired 112 participants to assess the relationship between the amount of EPM they were exposed to and the levels of trust in senior management, affective commitment and self-perceived stress. The participants also completed the Conscientiousness and Emotional Stability scales from the Five Factor of Personality and a shortened version of Rotter’s Locus of Control. Regressional, Moderation, mediation and MANCOVA analysis were conducted to assess whether the personality factors held moderating or mediating attributes.

The findings indicated that greater amounts of EPM did not predict lower levels of trust, commitment or an increase in stress. Furthermore, the Conscientiousness personality factor held no bearing on the negative effects of EPM, whereas Emotional Stability moderated the effects of trust and modestly meditated commitment and stress. The Locus of Control was also found to have influenced employees’ levels of trust.

The current findings suggest the use of electronic performance monitoring does not radically change the job design to a degree where employees experience a decline in well being at work. However, whether the organisation's intention to use EPM is for supportive or punitive purposes is likely to have been a pivotal factor in how the systems are perceived. This highlights the need for policies and clear communication detailing why the information will be collected and how it will be used. In addition, some personality factors were found to modest factors contributing negative effects of EPM. In practice, this finding suggests occupations requiring intensive monitoring may be more appropriate for those with greater levels of emotional stability and who possess an internal Locus of Control.

text: EPM effects on workplace well-being: The role of personality Within the workplace, electronic performance monitoring (EPM) is an electronically integrated system used to assess employee behaviours and ultimately performance. Previous research indicates EPM is associated with various negative psychosocial effects due to job roles being inherently changed with the use of these systems. However, research has yet to explore whether an individual's characteristics can also be attributable for influencing these outcomes. Therefore, the aim of this research was to investigate whether personality factors could moderate or mediate the negative effects of electronic performance monitoring.

Using a quantitative survey methodology this project acquired 112 participants to assess the relationship between the amount of EPM they were exposed to and the levels of trust in senior management, affective commitment and self-perceived stress. The participants also completed the Conscientiousness and Emotional Stability scales from the Five Factor of Personality and a shortened version of Rotter’s Locus of Control. Regressional, Moderation, mediation and MANCOVA analysis were conducted to assess whether the personality factors held moderating or mediating attributes.

The findings indicated that greater amounts of EPM did not predict lower levels of trust, commitment or an increase in stress. Furthermore, the Conscientiousness personality factor held no bearing on the negative effects of EPM, whereas Emotional Stability moderated the effects of trust and modestly meditated commitment and stress. The Locus of Control was also found to have influenced employees’ levels of trust.

The current findings suggest the use of electronic performance monitoring does not radically change the job design to a degree where employees experience a decline in well being at work. However, whether the organisation's intention to use EPM is for supportive or punitive purposes is likely to have been a pivotal factor in how the systems are perceived. This highlights the need for policies and clear communication detailing why the information will be collected and how it will be used. In addition, some personality factors were found to modest factors contributing negative effects of EPM. In practice, this finding suggests occupations requiring intensive monitoring may be more appropriate for those with greater levels of emotional stability and who possess an internal Locus of Control.

year: 2020

title: POSTER: No Doppelgänger: Advancing mobile networks against impersonation in adversarial scenarios

authors: Boeira, Felipe

subjects: computer science

abstract: The expansion of mobile network capabilities throughout the decades has increased people's exposure to the digital world, and the next generations of communication networks are expected to achieve ubiquitous connectivity and immersive use cases. Security and privacy concerns have arisen and are continuously taken into account in the design of mobile networks. However, a relevant limitation currently lies in the use of shared secrets for providing security and privacy to users. Ideally, we believe that users' identities should be immune to impersonation as long as their own devices remain secure, notwithstanding the network operators and other entities potentially being compromised. In this paper, we develop this idea with the objective of providing the non-repudiation property, which represents a mitigation to its dual, impersonation.

text: POSTER: No Doppelgänger: Advancing mobile networks against impersonation in adversarial scenarios The expansion of mobile network capabilities throughout the decades has increased people's exposure to the digital world, and the next generations of communication networks are expected to achieve ubiquitous connectivity and immersive use cases. Security and privacy concerns have arisen and are continuously taken into account in the design of mobile networks. However, a relevant limitation currently lies in the use of shared secrets for providing security and privacy to users. Ideally, we believe that users' identities should be immune to impersonation as long as their own devices remain secure, notwithstanding the network operators and other entities potentially being compromised. In this paper, we develop this idea with the objective of providing the non-repudiation property, which represents a mitigation to its dual, impersonation.

year: 2022-05-16

title: A Critical Analysis of a Culturally Responsive Pedagogy Towards Improving Māori Achievement

authors: Richards, Stephanie Moana

subjects: Culturally Responsive Pedagogy

abstract: The research task presented in this thesis examines how one English medium school, provides a culturally responsive practice that ensures the improved educational achievement of Māori students. The thesis begins by looking at some of the discourses that have transpired concerning Māori and the disparity in education that has affected Māori students’ educational outcomes. It investigates kaupapa Māori approaches and interventions that came about to combat Māori education disparity and gave Māori autonomy over their own outlooks. It also focuses on Te Kotahitanga and culturally responsive pedagogy as a response in raising Māori educational achievement.

This study was conducted in a kaupapa Māori and culturally responsive manner with a mixed method approach that included the triangulation of qualitative and quantitative data. Qualitative data included student, their parents and teacher voice as semi-structured interviews and quantitative data comprised of student achievement data and Te Kotahitanga teacher observation data. The discoveries are discussed as to the influence of the culturally responsive discourses that affected Māori student achievement.

This study suggests that when teachers implement culturally responsive practices in their classrooms, students improve educationally. Therefore, to combat the disparity that Māori students in English medium schools experience a change in school and teacher practice needs to occur so that it reflects a culturally responsive pedagogy of relations.

text: A Critical Analysis of a Culturally Responsive Pedagogy Towards Improving Māori Achievement The research task presented in this thesis examines how one English medium school, provides a culturally responsive practice that ensures the improved educational achievement of Māori students. The thesis begins by looking at some of the discourses that have transpired concerning Māori and the disparity in education that has affected Māori students’ educational outcomes. It investigates kaupapa Māori approaches and interventions that came about to combat Māori education disparity and gave Māori autonomy over their own outlooks. It also focuses on Te Kotahitanga and culturally responsive pedagogy as a response in raising Māori educational achievement.

This study was conducted in a kaupapa Māori and culturally responsive manner with a mixed method approach that included the triangulation of qualitative and quantitative data. Qualitative data included student, their parents and teacher voice as semi-structured interviews and quantitative data comprised of student achievement data and Te Kotahitanga teacher observation data. The discoveries are discussed as to the influence of the culturally responsive discourses that affected Māori student achievement.

This study suggests that when teachers implement culturally responsive practices in their classrooms, students improve educationally. Therefore, to combat the disparity that Māori students in English medium schools experience a change in school and teacher practice needs to occur so that it reflects a culturally responsive pedagogy of relations.

year: 2017