Er zijn uitspraken van cliënten die een bepaalde signaalwaarde hebben voor een coach en die alert maken op iets dat van belang kan zijn; die een ‘trigger’ vormen. Triggers doen een impliciet appel op een coach om iets te doen, hoe ambigu dat appel mogelijk ook is. Bijvoorbeeld als een cliënt het woord ‘moeten’ gebruikt en daarmee een norm hanteert, waarbij vaak onhelder is wat de norm is, wiens norm dat is, en waarop deze norm gebaseerd is. Of het woord ‘worden’ waarmee de cliënt demonstreert dat hij een wereld maakt waarin hem iets passief overkomt: “Ik word daar gek van!” Dit artikel is onderdeel van het Tijdschrift voor Coaching van uitgeverij Kloosterhof. Een digitaal overzicht van alle vakbladen en artikelen van Kloosterhof vind je terug op www.professioneelbegeleiden.nl
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The paper investigates how an audience can be challenged to 'perform as interface' pointing towards the activation of a certain attitude; an active mind-set which constantly leads the attention back to the experience of our body; to perceive, critically read and make sense of this experience in relation to the interaction with(in) the technologically mediated world [16]. As a case, the paper focuses on the interactive installation "CHAIR-JUMP-CHUTE" and on the various ways the audience was induced to interact with it. The paper identifies triggers stimulating the participant to become fully - as in physically and mentally - engaged in the interaction with a technological installation in the semi-public setting of a cultural institute. Furthermore, it explores how the perceived thresholds (like other people watching, physical challenges or "apparative resistance" [9], become more than 'elements to overcome' as they can also be seen as giving meaning and depth to the interactive experience. The paper sums up what factors trigger this challenging and at the same time demanding (embodied) interaction, in order for this interaction to become an important actual / critical part of the aesthetic experience of interactive art, as it challenges the participant to perform as interface.
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The paper investigates how an audience can be challenged to 'perform as interface' pointing towards the activation of a certain attitude; an active mind-set which constantly leads the attention back to the experience of our body; to perceive, critically read and make sense of this experience in relation to the interaction with(in) the technologically mediated world [16]. As a case, the paper focuses on the interactive installation "CHAIR-JUMP-CHUTE" and on the various ways the audience was induced to interact with it. The paper identifies triggers stimulating the participant to become fully - as in physically and mentally - engaged in the interaction with a technological installation in the semi-public setting of a cultural institute. Furthermore, it explores how the perceived thresholds (like other people watching, physical challenges or "apparative resistance" [9], become more than 'elements to overcome' as they can also be seen as giving meaning and depth to the interactive experience. The paper sums up what factors trigger this challenging and at the same time demanding (embodied) interaction, in order for this interaction to become an important actual / critical part of the aesthetic experience of interactive art, as it challenges the participant to perform as interface.
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Adopting an intra-individual process, we explore the dynamics that underlie the emergence of a psychological contract breach. Thirty-seven unique storylines expose how selected stimuli shake employees' psychological contracts to attention and give rise to perceptions of breach as a result of an iterative process of disrupting (introducing triggers that prompt a shift from automatic processing to conscious attention of psychological contract terms), appraisal (revealing elements—goals, attribution, fairness, and resources—playing a role in appraising and making sense of triggers), and (problem-focused and emotion-focused) coping. We discuss the implications of accounting for breach in the absence of a discrete event and draw on selective attention theory to differentiate when stimuli become triggers with the capacity to activate the psychological contract. We extend existing research by revealing the unique role that triggers, and their interconnectedness play in the cognition of contract breach, building up pressure until a threshold has been surpassed and breach is perceived. Our study highlights the need for managers to use strategies to deescalate the accumulation of triggers.
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Educators in professional higher education experience difficulties addressing students’ self-awareness in their courses. The topic is often dismissed by students as ‘vague’ or ‘irrelevant’. This is detrimental for learning since knowing who you are and who you want to be is crucial: it guides behaviour and helps to feel balanced and in control. Support is needed to trigger students’ self-awareness and to make this process less demanding. In this paper we present guidelines for interactive triggers supporting students in developing their self-awareness. We asked students to discuss self-made photos in small groups and offered them three paper prototypes of triggers to work with. Questionnaire results and analysis of students’ discussions resulted in insights on how these triggers provoke distinct interaction and support self-awareness. Insights in advantages and disadvantages of the triggers can be used to design and implement innovative interactive systems that engage students in the process of developing self-awareness.
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The Kenyan supreme court recently struck down a government decision to ban the registration of an LGBTIQ+ community rights organisation, sparking new homophobic rhetoric in the country. Kenya is one of 32 African countries that criminalises homosexuality. Those who identify as part of the LGBTIQ+ community are often discriminated against, harassed and assaulted. Lise Woensdregt and Naomi van Stapele, who have researched queer experiences in Kenya for nine years, explain the impact of this ruling.
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This chapter contributes to existing literature on psychological contracts by adopting a process-oriented lens to understand how psychological contract breach occurs. Drawing on neuroscientific insights, the authors extend and complement recently developed work on psychological contract dynamism by examining the intra-individual processes that precede the cognition of psychological contract breach. They argue that breach is affected by direct, indirect, and slow triggers that elicit conscious attention to the psychological contract terms and demand a shift from automatic processing to conscious attention. Moreover, stimuli matching with the (preconsciously buffered) memories of past triggers—connected triggers—will effortlessly activate the psychological contract. This results in an idiosyncratic chain of connected triggers processed in a cumulative manner, building up the pressure in the employment relationship and exacerbating the impact of breach. A better knowledge and understanding of these processes will offer employers alternative modes for handling and managing perceptions of psychological contract breach.
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Het aantal risico's dat kan leiden tot crises in onze samenleving neemt toe. Of we het willen of niet, technologische risico's horen bij het leven in de industriële samenleving en ongelukken zijn 'normale' ongelukken geworden (Beck, 1992). Maar ook de mondige consument, de kritische journalist, toenemende media-aandacht en een verscherpte toonzetting in de berichtgeving zijn voorbeelden van triggers die de dynamiek van een crisis sterk kunnen beïnvloeden. Het onderzoek naar oorzaken van crises vraagt om een interdisciplinaire benadering (Kiser &Ostrom, 1982). Op het microniveau zou een crisisbenadering zich op de rol van individuen concentreren. Mensen construeren zelf, ook in interacties, de risico's die zij ervaren. In dit artikel wordt een microbenadering voorgesteld specifiek voor de communicatiefunctie en wel vanuit een lekenperspectief.
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