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Purpose: The purpose of this study is to test the mechanism of visionary leadership on subordinates' work withdrawal behavior through cognitive strain and psychological contract violation, and also to reveal the possible dark side of visionary leadership. The moderation effects of subordinates' facades of conformity and leader behavioral integrity in the cognition–affect dual-path process are also discussed. Design/methodology/approach: This study conducted a three-wave longitudinal survey. The data were collected from 574 employees and their superiors in several Chinese enterprises. The authors used Mplus 7.4 and adopted a bootstrapping technique in the data analysis. Findings: Visionary leadership has positive effects on cognitive strain and psychological contract violation; cognitive strain and psychological contract violation mediate the relationship between visionary leadership and work withdrawal behavior, respectively. Subordinates' facades of conformity and leader behavioral integrity moderate the positive effects of visionary leadership on cognitive strain and psychological contract violation, as well as the indirect effect of visionary leadership on subordinates' work withdrawal behavior through cognitive strain and psychological contract violation. Originality/value: This study reveals the underlying mechanism of visionary leadership's negative impact on job outcome through the cognition and affective reaction of subordinates to visionary leadership, and broadens the scope of visionary leadership research. It also provides some practical suggestions on how to transmit the organizational vision effectively and reduce subordinates' work withdrawal behavior. [ABSTRACT FROM AUTHOR]

The article covers the transfer to emergency remote teaching and learning in Simultaneous Interpreting (SI) during the Covid-19 pandemic and the lockdown in early 2020. The study aims to establish some approaches as to how the emergency move to online training was conducted, what we can learn from this experience and what were the main challenges. The article presents and analyses the findings of the survey of teaching staff and students in seven universities in Europe and Australia. Twelve interviews were conducted remotely with selected members of teaching staff and students. The study confirms that universities were able to complete their modules in Simultaneous Interpreting by making arrangements for a smooth transfer to remote training in synchronous and asynchronous modes. The transfer and emergency remote teaching and learning mostly depended on the prior experience of teaching teams in delivering online workshops and webinars and their close engagement with students. The role of course or module leader has been outlined as key to providing leadership during the transfer to emergency arrangements during lockdown. One of the conclusions of this study addresses the need for teaching remote interpreting within university Interpreting or Translation and Interpreting courses in view of the current situation with the Covid-19 pandemic and possible new requirements in the future.

Abstract Background Cognitively straining conditions such as disruptions, interruptions, and information overload are related to impaired task performance and diminished well-being at work. It is therefore essential that we reduce their harmful consequences to individual employees and organizations. Our intervention study implements practices for managing the cognitive strain typical to office work tasks and working conditions in offices. We will examine the effects of a cognitive ergonomics intervention on working conditions, workflow, well-being, and productivity. Methods/design The study is a stratified cluster randomized trial. The clusters are work units, for example, teams or offices. The four participating organizations entered a total of 36 clusters, and we invited all 1169 knowledge employees of these units to participate. We randomly allocated the clusters into an intervention group (cognitive ergonomics) or an active control group (recovery supporting). We invited an additional 471 participants to join a passive control group only for baseline and follow-up measurements, with no intervention. The study consists of a baseline survey and interviews and observations at the workplace, followed by an intervention. It starts with a workshop defining the specific actions for the intervention implementation stage, during which we send task reminder questionnaires to all employees to support behaviour change at the individual and team levels. The primary outcome measure is perceived frequency of cognitive strain from working conditions; the secondary outcome measures include subjective cognitive load, well-being, workflow/productivity, and cognitive stress symptoms. Process evaluation uses the quantitative and qualitative data obtained during the implementation and evaluation phases. The baseline measurements, intervention phase, and end-of-treatment measurements are now complete, and follow-up will continue until November 2019. Discussion There is a need to expand the research of cognitive strain, which poses a considerable risk to work performance and employee well-being in cognitively demanding tasks. Our study will provide new information about factors that contribute to such strain. Most importantly, the results will show which evidence-based cognitive ergonomic practices support work performance in knowledge work, and the project will provide concrete examples of how to improve at work. Trial registration ClinicalTrials.gov, NCT03573674. Registered 29 June 2018.

The article covers the transfer to emergency remote teaching and learning in Simultaneous Interpreting (SI) during the Covid-19 pandemic and the lockdown in early 2020. The study aims to establish some approaches as to how the emergency move to online training was conducted, what we can learn from this experience and what were the main challenges. The article presents and analyses the findings of the survey of teaching staff and students in seven universities in Europe and Australia. Twelve interviews were conducted remotely with selected members of teaching staff and students. The study confirms that universities were able to complete their modules in Simultaneous Interpreting by making arrangements for a smooth transfer to remote training in synchronous and asynchronous modes. The transfer and emergency remote teaching and learning mostly depended on the prior experience of teaching teams in delivering online workshops and webinars and their close engagement with students. The role of course or module leader has been outlined as key to providing leadership during the transfer to emergency arrangements during lockdown. One of the conclusions of this study addresses the need for teaching remote interpreting within university Interpreting or Translation and Interpreting courses in view of the current situation with the Covid-19 pandemic and possible new requirements in the future. [ABSTRACT FROM AUTHOR]

Digital cameras and mobile phones have given people around the world the ability to take a large number of photos and store them on their computers. As these images serve the purpose of storing memories and bringing them to mind in the potentially far future, it is important to also store the impressions a user may have from them. Annotating these images can be a laborious process and the work here presents an application design and functioning implementation, which is openly available now, to ease the effort of this task. It also draws inspiration from interface developments of previous applications such as the Nokia Lifeblog and the Facebook user interface. A different mode of sentiment entry is provided where users interact with slider widgets rather than select a emoticon from a set to offer a more fine grained value. Special attention is made to avoid cognitive strain by avoiding nested tool selections.

Digital cameras and mobile phones have given people around the world the ability to take a large number of photos and store them on their computers. As these images serve the purpose of storing memories and bringing them to mind in the potentially far future, it is important to also store the impressions a user may have from them. Annotating these images can be a laborious process and the work here presents an application design and functioning implementation, which is openly available now, to ease the effort of this task. It also draws inspiration from interface developments of previous applications such as the Nokia Lifeblog and the Facebook user interface. A different mode of sentiment entry is provided where users interact with slider widgets rather than select a emoticon from a set to offer a more fine grained value. Special attention is made to avoid cognitive strain by avoiding nested tool selections. [ABSTRACT FROM AUTHOR]