Debora Jeske

Risk perceptions of cyber-security and precautionary behaviour

A quantitative empirical online study examined a set of 16 security hazards on the Internet and two comparisons in 436 UK- and US students, measuring perceptions of risk and other risk dimensions. First, perceived risk was highest for identity theft, keylogger, cyber-bullying and social engineering. Second, consistent with existing theory, significant predictors of perceived risk were voluntariness, immediacy, catastrophic potential, dread, severity of consequences and control, as well as Internet experience and frequency of Internet use. Moreover, control was a significant predictor of precautionary behaviour. Methodological implications emphasise the need for non-aggregated analysis and practical implications emphasise risk communication to Internet users.

Familiarity with Internet threats

Different groups of student users present different patterns of familiarity with threats.Threat familiarity may vary depending on whether threat novelty.Threat familiarity impacts tendency to adopt precautionary behaviors.Familiarity mediates the link between Internet experience and precautionary behavior. The degree of familiarity with threats is considered as a predictor of Internet attitudes and security behaviors. Cross-sectional data were collected from 323 student participants about their familiarity about 16 different Internet threats. All participants were presented with definitions of threats and then asked to state how familiar they were with each. Their responses were then used to identify the extent to which threat familiarity differed among the sample. Three different clusters were identified. One set of participants were relatively knowledgeable about all threats. Cluster 1 was therefore labeled experts (n=92). Clusters 2 (n=112) and 3 (n=92) showed very different patterns as familiarity appeared to depend on the novelty of the threat (with one cluster showing more familiarity with well-known threats and the other more familiarity with new threats). Participants who were experts were more likely to engage in computer security behaviors than the other two groups. Mediation analysis showed that time spent on the Internet and the length of Internet experience were significant predictors of familiarity, and both were significant indirect predictors of computer security use (suggesting a relationship fully mediated by familiarity). Our paper makes several important contribution. First, the research reflects a systematic effort to investigate the relationship between the familiarity and engagement of online security activities. Second, we provide evidence that familiarity is a mediator between Internet use and security behaviors making this a baseline variable to consider in terms of training on future threat-oriented interventions aimed at changing security behavior. This study also provides implications for practitioners to improve user familiarity of security risks.

How to run successful e-internships: a case for organizational learning.

Purpose n n n n nThe purpose of this paper is to outline unique learning experience that virtual/e-internships can offer small and medium-sized enterprises and start-up organizations. n n n n nDesign/methodology/approach n n n n nThe authors interviewed 18 experts on e-internships (interns and managers of internships) across several countries to learn more about the learning experiences for both organizations and interns. The information from these interviews was also used to formulate a number of recommendations. n n n n nFindings n n n n nThe interviews outlined the various development opportunities that e-internships may produce for interns, managers and staff within these organizations. One important benefit pertains to the skill development of both interns and managers. The interns get unique working experiences that also benefit the organizations in terms of their creativity, input and feedback. In return, managers get a unique learning experience that helps them expand their project management skills, interpersonal skills and mentoring. n n n n nPractical implications n n n n nThe authors outline a number of recommendations that consider skill development, the benefit of diversity in numerous forms as well as mutual benefits for enterprises and start-ups. n n n n nOriginality/value n n n n nThe discussion of the various benefits and conditions under which virtual internships will succeed in organizations provides practitioners an insight into the organizational opportunities available to them given the right investment into e-interns and internship schemes.

Current and Alternate Approaches to Personalization in Online Learning

In the context of distance (online) learning programs, the current paper focuses on two specific goals. First, we outline how personalization based on learning analytics has been implemented in online programs offered by traditional universities, but also providers of MOOCs and virtual institutions. However, this established approach is not without its limitations. Second, we introduce two alternate concepts that may support personalization based on work around readability indices and job crafting. These approaches may also help to address some of the limitations of learning analytics. The emphasis is on how personalization may support the development of individual learning paths that would provide means for both self-pacing and co-construction of the experience. The paper concludes with a review of facilitating and challenging factors for program leaders, online technical staff and designers working in open educational contexts.

Changing Role of Social Media at Work: Implications for Recruitment and Selection

Abstract nPurpose nIn this chapter, we explore the changing role of social media and its increasing influence in the recruitment and selection process. Access to social media platforms such as Twitter, Facebook, and LinkedIn as profiling tools both inside and outside the workplace is generating a number of potential ethical, legal, and moral dilemmas in the human resource management (HRM) field. n n nMethodology/approach nThis is a conceptual chapter which analyzed peer-reviewed academic literature, the business press, and other media outlets. n n nFindings nThis conceptual chapter outlines the key issues for HR academics and professionals in the area of recruitment and selection associated with the changing role of social media in the workplace, and how it indirectly affects a number of other HR practices. Certain emergent practices such as cyber-vetting and applicant data mining demonstrate a deficiency in moral, ethical, and legal frameworks. The lack of attention paid to these new HR risks highlight the skill gap within the HR profession to handle information and data security challenges, any of which can be exacerbated due to social media. n n nPractical implications nIn order to assist HR in tackling these challenges, we conclude with a number of recommendations for HR practitioners. n n nSocial implications nThe chapter helps raise awareness and understanding of this new and emerging aspect of digital HRM. n n nOriginality/value of the chapter nWe provide a framework for a broader understanding of the issues associated with cyber-vetting and its potential impact on HRM policies and practices.

Training Older Workers: Resource-Oriented Strategies.

The goal of this paper is to outline resource-oriented strategies which may help practitioners provide training that caters for the needs of older workers. Building on resource-oriented frameworks, [the authors] review research that directly or indirectly examines the relationship between age and training performance. [They] identify three personal and three organizational resources which support training performance and participation. The personal resources comprise prior experience, individual characteristics and personal strategies. The organizational resources comprise providing room for time control and autonomy in training, supporting learning-inclined team climates and participative training designs. Practical recommendations focus on personal and organizational resource assessments and personal and structural interventions to optimize resource constellations at the personal and organizational level.

Virtuality in E-Internships: A Descriptive Account

Computer mediation has enabled virtual teams to collaborate across time and geographic boundaries. In addition, virtual or e-internships emerged about a decade ago. The advances in both computer mediation and human computer interaction have facilitated this development. The current paper examines the degree of virtuality found in 138 e-internship reports, focusing specifically, the percentage of interactions that takes place face-to-face compared to virtually in these internships. Half of our sample (n = 79) worked entirely virtual in that their interactions were computer-mediated and not face-to-face for more than 90% of their time. Most e-interns were part of a virtual team as well (n = 109). A third of our participants (n = 40) were exposed to a different culture by either working with people from another culture or working for an organization in a different country. Their contribution to the organization in terms of feedback and input was also noteworthy, as more than half of those in largely virtual settings nevertheless indicated they engaged in contextual performance—assisting their organization by volunteering, helping others, sharing information and resources. In addition, more than 90% were willing to commit to another e-internship or virtual career. This suggests that the experience and reliance on computer interactions even in temporary situations can have positive effects, where gains are not only task specific, but generate higher level benefits for e-internship providers in turn.

Case 1: To Cyber-Vet or Not to Cyber-Vet: An Ethics Question for HRM

The rapid change in technology which is the hallmark of the workplace in the twenty-first century has given rise to unique challenges to Human Resource (HR) Management, not least in the frontline interaction with the outside world such as recruitment and selection. Applicant vetting may go beyond a reference check as technology now gives professionals access to much more information than ever before. For example, as prospective employees as well as applicants often have both personal and professional social network accounts, HR practice has to be expanded from what is possible to what is ethically and morally appropriate – especially when the law is one step behind these rapid changes. In other words, the amount and accuracy of the information that is submitted for the position by applicants is not the main issue anymore. An important concern regards the extent to which HR professionals and other individuals involved in recruitment and selection seek out information online to obtain further information via means (such as websites and social media) that cross both legitimate and ethical boundaries. The following overview and learning exercise provides an opportunity for students to learn and reflect on these issues. We conclude the sections with two lists, one for references cited in the overview and another that includes additional reading suggestions.

Developing human resource data risk management in the age of big data

Abstract In recent years, a great deal of attention has been devoted to trying to understand the risk challenges that arise in information management, and most recently, challenges that arise due to big data. In this article, the complexities of big data for employers are explored, drawing on a risk management on Human Resources (HR) perspective and normal accident theory (NAT) to illustrate the evolving characteristics of these complexities. The paper concludes with a series of recommendations that focus on education, design in data collection, and risk management, in the hope that these recommendations enable employers to better anticipate and address emerging big data challenges.

Perceived interviewee anxiety and performance in telephone interviews

Purpose n n n n nThe purpose of this paper is to focus on the role of interviewee anxiety as a predictor of perceived hireability (Study 1, n=82) and job suitability (Study 2, n=74). n n n n nDesign/methodology/approach n n n n nUsing an experimental design, participants were randomly allocated to one of two conditions (an audio recording of either a confident or anxious job candidate with identical scripts) and asked to take the role of an interviewer. n n n n nFindings n n n n nThe anxious interviewee (played by an actor) was consistently rated as less hireable (in a combined sample based on Studies and 2), less suitable to the job and received less favorable hiring recommendations (as assessed in Study 2) than the confident interviewee (played by the same actor). n n n n nResearch limitations/implications n n n n nThe study was conducted with students who may have less interview experience than experienced interviewers. n n n n nPractical implications n n n n nThe results suggest that anxiety has a negative biasing effect on perceived hireability and job suitability ratings. In other words, the behavioral manipulation of anxiety affects hireability ratings, independent of any subjective assessment of anxiety. n n n n nOriginality/value n n n n nThe findings provide evidence of an anxiety bias in telephone interview settings. The results highlight the importance of considering anxiety cues when training employment interviewers.