能力(人力资源)
任务(项目管理)
知识管理
心理学
困境
适应(眼睛)
认知心理学
社会心理学
计算机科学
哲学
管理
认识论
神经科学
经济
作者
Jay H. Hardy,Eric Anthony Day,Maddison N. North,Justine Rockwood
摘要
Learning and adaptation are essential for success. However, human effort is inherently finite, which creates a dilemma for employees. Is it better to prioritize capitalizing on existing knowledge structures to maximize immediate performance benefits (exploitation) or develop adaptive capabilities (exploration) at the expense of short-term productivity? Understanding how employees answer this question can inform the design of evidence-based interventions for optimizing and sustaining learning amidst workplace challenges. In this article, we attempt to unpack the composition of on-task effort during performance-based learning by testing the proposition that the information-knowledge gap-a regulatory discrepancy between unknown aspects of a task and a person's perceived competence in dealing with that task-is the psychological mechanism responsible for guiding effort-allocation decisions during performance-based learning. In Study 1, we found that larger information-knowledge gaps resulted in increased subsequent investments of on-task attention within a sample of adults learning to perform a complex task (N = 121). As participants learned, information-knowledge gaps systematically shrank, resulting in a reduced emphasis on learning-oriented effort (i.e., exploration) relative to achievement-oriented effort (i.e., exploitation) over time. In Study 2 (N = 176), a task-change paradigm revealed that introducing novel demands caused information-knowledge gaps to suddenly expand, which prompted participants to increase on-task effort and shift their focus away from achievement and back toward learning as an adaptive response. Collectively, these findings support the notion that information-knowledge gaps shape how (and when) on-task effort is spent and present a framework for understanding how learners strategically structure their limited attentional resources. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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