Category Archives: At work

Funny on Sunday: just read this application letter.

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The present generation students is… slightly less narcissistic

Remember this magazine cover?

Looks pretty similar to this cover from 1976:

Or this one from 1985?

Or do you remember this picture?

Yeah, I debunked this story already here but these pictures suit the image of the egocentric, smartphone obsesses youth, and for sure this selfie-taking generation will be more narcissistic for sure? Well… no.

We already knew from 2012 research by Twenge et al that the narcissistic turn actually could have happened in the eighties, but now there is a new study by Wetzel et al stating that the present group of students… is probably less narcissistic than generations before them and there never has been a epidemic of narcissism at all, as this conclusion sums it up:

In contrast to popular opinion, our findings did not show that today’s college students are more narcissistic than college students in the 1990s or the 2000s, at least in the three universities examined in the present study. In fact, we found small decreases both in overall narcissism and in its leadership, vanity, and entitlement facets. Importantly, these decreases already started between the 1990s and the 2000s and continued more strongly in the late 2000s and 2010s. Our study suggests that today’s college students are less narcissistic than their predecessors and that there may never have been an epidemic of narcissism.

Abstract of the study:

Are recent cohorts of college students more narcissistic than their predecessors? To address debates about the so-called “narcissism epidemic,” we used data from three cohorts of students (1990s: N = 1,166; 2000s: N = 33,647; 2010s: N = 25,412) to test whether narcissism levels (overall and specific facets) have increased across generations. We also tested whether our measure, the Narcissistic Personality Inventory (NPI), showed measurement equivalence across the three cohorts, a critical analysis that had been overlooked in prior research. We found that several NPI items were not equivalent across cohorts. Models accounting for nonequivalence of these items indicated a small decline in overall narcissism levels from the 1990s to the 2010s (d = −0.27). At the facet level, leadership (d = −0.20), vanity (d = −0.16), and entitlement (d = −0.28) all showed decreases. Our results contradict the claim that recent cohorts of college students are more narcissistic than earlier generations of college students.

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Udacity isn’t about education but about job training

Past week I had the pleasure to attend a talk by Eric Schmidt, top leader from Alphabet/Google in the Netherlands. One of the more interesting things he said was a seemingly contradiction: after several pleas for teaching how to code in school, he ended his talk by saying that soon AI would make coding obsolete.

There was also another talk at the event by Clarissa Shen from Udacity. Her talk gave me an important insight: the present courses delivered by the platform aren’t about education, it’s all about job training.

What is the difference? Biesta has described 3 goals of education: subjectification (personal development), qualification and socialisation. If you go to a school or university you’ll get elements that lead to qualification. Good, but most of the time even when discussing qualification in regular education., it will be more than learning only stuff that is related to a particular job.

What Shen described was only a narrow part of what can be regarded as qualification from the three tasks by Biesta, so don’t call Udacity and it’s nano-degrees education, call it what it is: job training.

Oh, btw, I enjoyed reading this related post at Inside Higher Ed.

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How we balance work and family life may be learned from our parents

There is a new qualitative study co-authored by Dr Ioana Lupu from Queen Mary University of London (QMUL) that looks at how parents influence the work-family life balance from their children later on in life. One insight? Women who had stay-at-home mothers ‘work like their fathers but want to parent like their mothers’.

From the press release:

Previous work-life balance research has focused more on the organisational context or on individual psychological traits to explain work and career decisions. However, this new study, published in Human Relations, highlights the important role of our personal history and what we subconsciously learn from our parents.

“We are not blank slates when we join the workforce — many of our attitudes are already deeply engrained from childhood,” according to co-author by Dr Ioana Lupu.

The study argues that our beliefs and expectations about the right balance between work and family are often formed and shaped in the earliest part of our lives. One of the most powerful and enduring influences on our thinking may come from watching our parents.

The research is based on 148 interviews with 78 male and female employees from legal and accounting firms. Interviewees were sorted into four categories by the researchers: (1) willingly reproducing parental model; (2) reproducing the parental model against one’s will; (3) willingly distancing from the parental model; (4) and distancing from the parental model against one’s will.

The study shows a number of differences between women and men who grew up in ‘traditional’ households where the father had the role of breadwinner while the mother managed the household. Male participants who grew up in this kind of household tended to be unaffected by the guilt often associated with balancing work and family.

Male participant in the study: “I’ve always had a very strong work ethic drilled into me anyway, again by my parents, my family. So, I never needed anyone looking over my shoulder or giving me a kick up the backside and telling me I needed to do something — I’d get on and I’d do it. So, I found the environment [of the accountancy firm] in general one that suited me quite well.” (David, Partner, accountancy firm, two children).

Women on the other hand were much more conflicted — they reported feeling torn in two different directions. Women who had stay-at-home mothers “work like their fathers but want to parent like their mothers,” says Dr Lupu.

Female participant in the study: “My mum raised us…she was always at home and to some extent I feel guilty for not giving my children the same because I feel she raised me well and she had control over the situation. I’m not there every day … and I feel like I’ve failed them in a way because I leave them with somebody else. I sometimes think maybe I should be at home with them until they are a bit older.” (Eva, director, accountancy firm, two children).

Women who had working mothers are not necessarily always in a better position because they were marked by the absence of their mothers. A female participant in the study remembers vividly, many years later how her mother was absent whereas other children’s mothers were waiting at the school gates.

Female participant in the study: “I remember being picked up by a child-minder, and if I was ill, I’d be outsourced to whoever happened to be available at the time . . . I hated it, I hated it, because I felt like I just wanted to be with my mum and dad. My mum never picked me up from school when I was at primary school, and then everybody else’s mums would be stood there at the gate . . . And it’s only now that I’ve started re-thinking about that and thinking, well isn’t that going to be the same for [my son] if I’m working the way I am, he’s going to have somebody picking him up from school and maybe he won’t like that and is that what I want for my child?” (Jane, Partner, law firm, one child and expecting another).

An exception was found in female participants whose stay-at-home mothers had instilled strong career aspirations into them from an early stage. In these cases, the participants’ mothers sometimes set themselves up consciously as ‘negative role models’, encouraging their daughters not to repeat their own mistake.

Female participant in the study: “I do remember my mother always regretting she didn’t have a job outside the home and that was something that influenced me and all my sisters. […] She’d encourage us to find a career where we could work. She was quite academic herself, more educated than my father, but because of the nature of families and young children, she’d had to become this stay-at-home parent.” (Monica, director, AUDIT, one child)

“We have found that the enduring influence of upbringing goes some way towards explaining why the careers of individuals, both male and female, are differentially affected following parenthood, even when those individuals possess broadly equivalent levels of cultural capital, such as levels of education, and have hitherto pursued very similar career paths,” says Dr Lupu.

She says the research raises awareness of the gap that often exists between unconscious expectations and conscious ambitions related to career and parenting.

“If individuals are to reach their full potential, they have to be aware of how the person that they are has been shaped through previous socialisation and how their own work?family decisions further reproduce the structures constraining these decisions,” says Dr Lupu.

Abstract of the study:

Prior research generally presents work–family decisions as an individual’s rational choice between alternatives, downplaying the crucial role that upbringing plays in shaping work and parenting decisions. This article emphasizes how habitus – historically constituted and embodied dispositions – structures perceptions about what is ‘right’ and ‘normal’ for working mothers and fathers. This relational approach explores how the entrenched dispositions of individuals interact dynamically with contextual imperatives to influence professionals’ work–family decisions. Drawing on 148 interviews with 78 male and female professionals, our study looks at much deeper rooted causes of work–family conflict in professional service firms than have hitherto been considered. We show how dispositions embodied during one’s upbringing can largely transcend time and space. These dispositions hold a powerful sway over individuals and may continue to structure action even when professionals exhibit a desire to act differently. In turn, this implies that the impediments to greater equality lie not only in organizational and societal structures, but within individuals themselves in the form of dispositions and categories of perception that contribute towards the maintenance and reproduction of those structures. Additionally, in a more limited number of cases, we show how dispositions adapt as a result of either reflexive distancing or an encounter with objective circumstances, leading to discontinuity in the habitus.

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Funny on Sunday: Why not to seek advice from successful people.

 

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A downside of expertise? Skilled workers more prone to mistakes when interrupted

Expertise is great, it’s what makes the difference between a novice and an expert. But every wish comes with a curse, and even expertise has maybe a downside according to this new study as it shows that highly trained workers in some occupations could actually be at risk for making errors when interrupted

From the press release:

The reason: Experienced workers are generally faster at performing procedural tasks, meaning their actions are more closely spaced in time and thus more confusable when they attempt to recall where to resume a task after being interrupted.

“Suppose a nurse is interrupted while preparing to give a dose of medication and then must remember whether he or she administered the dose,” said Erik Altmann, lead investigator on the project. “The more experienced nurse will remember less accurately than a less-practiced nurse, other things being equal, if the more experienced nurse performs the steps involved in administering medication more quickly.”

That’s not to say skilled nurses should avoid giving medication, but only that high skill levels could be a risk factor for increased errors after interruptions and that experts who perform a task quickly and accurately have probably figured out strategies for keeping their place in a task, said Altmann, who collaborated with fellow professor Zach Hambrick.

Their study, funded by the Office of Naval Research, is published online in the Journal of Experimental Psychology: General.

For the experiment, 224 people performed two sessions of a computer-based procedural task on separate days. Participants were interrupted randomly by a simple typing task, after which they had to remember the last step they performed to select the correct step to perform next.

In the second session, people became faster, and on most measures, more accurate, Altmann said. After interruptions, however, they became less accurate, making more errors by resuming the task at the wrong spot.

“The faster things happen, the worse we remember them,” Altmann said, adding that when workers are interrupted in the middle of critical procedures, as in emergency rooms or intensive care units, they may benefit from training and equipment design that helps them remember where they left off.

Abstract of the study:

Positive effects of practice are ubiquitous in human performance, but a finding from memory research suggests that negative effects are possible also. The finding is that memory for items on a list depends on the time interval between item presentations. This finding predicts a negative effect of practice on procedural performance under conditions of task interruption. As steps of a procedure are performed more quickly, memory for past performance should become less accurate, increasing the rate of skipped or repeated steps after an interruption. We found this effect, with practice generally improving speed and accuracy, but impairing accuracy after interruptions. The results show that positive effects of practice can interact with architectural constraints on episodic memory to have negative effects on performance. In practical terms, the results suggest that practice can be a risk factor for procedural errors in task environments with a high incidence of task interruption.

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Good question answered: despite technology, why are there still so many jobs? (TED-talk by D. Autor)

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Funny on Sunday: “The feeling when you realize the robots will steal your job”

This is certainly one of the funniest things I’ve seen this week!

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Barack Obama explains why #solutionism doesn’t work

I shared this already on Twitter, but I think this short text by president Barack Obama is so important that it would be a mistake not to share it here.

Read this and than think about Bill Gates, Zuckerberg, and many others.

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This big genetic study talks about the existence of unrealized human potential, and is probably correct

When you start talking about genes and education, often people will start having all kind of itches. This new study not only looks at the influence of genes on education, but even finds that the same genetic score that has predicting power for academic achievement – always to a certain extent – also has predictive power on labor market outcomes.

But sociologists don’t have to fear. This study isn’t about nature conquering nurture, as the study actually proves that childhood SES is a very important factor. I often summarize it as follows: in perfect conditions the biggest influence would certainly be genetic, but the worse the environment is, the bigger the influence of nurture.

Some could suggest that bringing genetics into this area sounds strange, a discussion we often see when discussing including intelligence in this kind of research. Still, I think that including these kinds of factors can only benefit social studies, helping us getting babysteps closer to understand the complexity of the world.

Abstract of the report:

Recent advances have led to the discovery of specific genetic variants that predict educational attainment. We study how these variants, summarized as a genetic score variable, are associated with human capital accumulation and labor market outcomes in the Health and Retirement Study (HRS). We demonstrate that the same genetic score that predicts education is also associated with higher wages, but only among individuals with a college education. Moreover, the genetic gradient in wages has grown in more recent birth cohorts, consistent with interactions between technological change and labor market ability. We also show that individuals who grew up in economically disadvantaged households are less likely to go to college when compared to individuals with the same genetic score, but from higher-SES households. Our findings provide support for the idea that childhood SES is an important moderator of the economic returns to genetic endowments. Moreover, the finding that childhood poverty limits the educational attainment of high-ability individuals suggests the existence of unrealized human potential.

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