Michael Frese
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Publications by Michael Frese (bibliography)
» 2001 «
Linden, Dimitri Van Der, Sonnentag, Sabine, Frese, Michael and Dyck, Cathy Van (2001): Exploration strategies, performance, and error consequences when learning a complex computer task. In Behaviour and Information Technology, 20 (3) pp. 189-198
“When trying to learn a complex task, people can use different strategies. They can use systematic exploration in which they take on an active approach to discover the computer functions and make use of problem solving steps such as planning, evaluation of feedback, and control of emotion and motivation. Alternatively, they can use non-systematic strategies like trial-and-error, rigid exploration, and encapsulation in information seeking. This study examined whether the exploration strategies were related to error consequences and performance when people learned a new computer program. Strategies were assessed by means of coding. Analysis showed strong correlations between strategies, error consequences, and task performance. These results can have implications for training design and human reliability in dealing with complex devices.”
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» 1997 «
Sonnentag, Sabine, Frese, Michael, Brodbeck, Felix C. and Heinbokel, Torsten (1997): Use of Design Methods, Team Leaders' Goal Orientation, and Team Effectiveness: A Follow-Up Study in Software Development Projects. In International Journal of Human-Computer Interaction, 9 (4) pp. 443-454
“This article reports an empirical study on effectiveness of software development teams. It was predicted that both the extent to which design methods are used and team leaders' goal orientation is related to team effectiveness. Follow-up data (6-12 months after first assessment) were available from 25 German and Swiss software development projects. Hierarchical regression analysis showed that use of design methods and team leaders' goal orientation predicted team efficiency and changeability of the software product. In addition, goal orientation predicted maintaining schedule and budget. Practical implications of this study refer to the necessity to consider both the use of design methods and leadership issues when aiming at effective software development projects.”
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» 1996 «
Clegg, Chris and Frese, Michael (1996): Integrating Organizational and Cognitive Approaches Towards Computer-Based Systems. In Behaviour and Information Technology, 15 (4) pp. 203-204
Heinbokel, Torsten, Sonnentag, Sabine, Frese, Michael, Stolte, Wolfgang and Brodbeck, Felix C. (1996): Don't Underestimate the Problems of User Centredness in Software Development Projects -- There Are Many!. In Behaviour and Information Technology, 15 (4) pp. 226-236
“On the basis of a longitudinal field study of 29 commercial software development projects, the pros and cons of user centredness in software development were analysed. We looked at two concepts: user participation -- an organizational device -- involving a user representative in the team, and user orientation -- a cognitive-emotional concept -- which pertains to positive attitudes towards users. Both were found to be associated with project difficulties relating to process and product quality as well as overall project success. We suggest that the issue is no longer whether or not to involve users, but instead to develop a realistic understanding of the difficulties associated with user centredness.”
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» 1994 «
Dormann, Tanja and Frese, Michael (1994): Error Training: Replication and the Function of Exploratory Behavior. In International Journal of Human-Computer Interaction, 6 (4) pp. 365-372
“A study of 30 psychology students replicated and extended the findings of Frese et al. (1991) on the superiority of error training, a procedure in which trainees are exposed to many errors. The hypothesis was that error training would lead to exploration and this would increase performance. The error training group performed better than the group that received training in which they were not allowed to make any errors. Students in both the error training and the error avoidant groups performed better if they explored. Exploration was done in contrast to the instruction in the error avoidant group. The data suggest that it is necessary to look into the question of whether errors instigate exploration.”
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» 1992 «
Prumper, Jochen, Zapf, Dieter, Brodbeck, Felix C. and Frese, Michael (1992): Some Surprising Differences between Novice and Expert Errors in Computerized Office Work. In Behaviour and Information Technology, 11 (6) pp. 319-328
“This paper investigates the impact of different levels of expertise on errors in human-computer interaction. In a field study 174 clerical workers from 12 different companies were observed during their normal office work and were questioned on their expertise with computers. The level of expertise was determined by (a) the length of time an employee had worked with a computer (computer expertise); (b) the number of programs s/he knew (program expertise); and (c) the daily time s/he spent working with the computer (daily work-time expertise). These different operationalizations of novices and experts led to different results. In contrast to widespread assumptions, experts did not make fewer errors than novices (except in knowledge errors). On the other hand, experts spent less time handling the errors than novices. A cluster analysis produced four groups in the workforce: occasional users, frequent users, beginners, and general users.”
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Zapf, Dieter, Brodbeck, Felix C., Frese, Michael, Peters, Helmut and Prumper, Jochen (1992): Errors in Working in Office Computers: A First Validation of a Taxonomy for Observed Errors in a Field Setting. In International Journal of Human-Computer Interaction, 4 (4) pp. 311-339
“An action-oriented taxonomy of errors in human-computer interaction in the office differentiated four classes: functionality problems, usability problems, interaction problems, and inefficient behavior. Functionality problems were differentiated in how they affect the action process. Usability problems were differentiated according to levels of action regulation and steps in the action process. For example, conscious strategies were differentiated from automatic ones. To examine the taxonomy's construct validation, several hypotheses regarding error-handling time, need for external support, complexity at work, and novices versus experts were tested in a field study of 198 clerical workers at 11 German companies and 7 small firms. A total of 1,749 errors were observed within a 2-hour period, 1,306 were rated concordantly by two re-raters. As expected, errors resulting from conscious regulation and functionality problems needed more error-handling time than errors resulting from more automatic actions. There were more thought and memory errors at workplaces with high complexity. The most external support was needed for knowledge errors. Novices committed more knowledge errors and experts more habit errors. Practical implications are discussed both for software development and training.”
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» 1991 «
Frese, Michael, Brodbeck, Felix C., Heinbokel, Torsten, Mooser, Christina, Schleiffenbaum, Erik and Thiemann, Petra (1991): Errors in Training Computer Skills: On the Positive Function of Errors. In Human-Computer Interaction, 6 (1) pp. 77-93
“Traditionally, errors are avoided in training. In contrast to this approach, it is argued that errors can also have a positive function and that one has to learn to deal efficiently with errors on a strategic and an emotional level (error management). An experiment tested these assumptions. One group (n = 9) received guidance for error-free performance; another group (n = 15) received error training. In the latter group, errors were produced by assigning problems that were too difficult to deal with. The error-training group showed higher scores in the nonspeed performance tests. Error training seems to be positive for people with high scores on the cognitive failure questionnaire (Broadbent, Cooper, FitzGerald, & Parkes, 1982).”
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Frese, Michael, Brodbeck, Felix C., Zapf, Dieter and Prumper, Jochen (1991): Users' Errors and Error Handling: Its Relationships with Task Structure and Social Support. In ACM SIGCHI Bulletin, 23 (2) pp. 59-62
Prumper, Jochen, Frese, Michael, Zapf, Dieter and Brodbeck, Felix C. (1991): Errors in Computerized Office Work: Differences Between Novice and Expert Users. In ACM SIGCHI Bulletin, 23 (2) pp. 63-66
“This paper deals with errors by novices and experts when interacting with the computer in normal office work. Three criteria are discussed to determine the level of expertise: a) total length of time that the user has worked computers, b) number of programs known, and c) length of daily work-time with the computer. In contrast to widespread assumptions, experts did not make less errors than novices (except knowledge errors). On the other hand, experts spent less time handling the errors than novices. A cluster analysis produced groups of Occasional-, Frequent-, Beginning- and General Users in the work force.”
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Frese, Michael (1991): Error Management or Error Prevention: Two Strategies to Deal with Errors in Software Design. In: Proceedings of the Fourth International Conference on Human-Computer Interaction 1991. pp. 776-782.
» 1990 «
Frese, Michael, Brodbeck, Felix C., Zapf, Dieter and Prumper, Jochen (1990): The Effects of Task Structure and Social Support on Users' Errors and Error Handling. In: Diaper, Dan, Gilmore, David J., Cockton, Gilbert and Shackel, Brian (eds.) INTERACT 90 - 3rd IFIP International Conference on Human-Computer Interaction August 27-31, 1990, Cambridge, UK. pp. 35-41.
“The relationship of four organizational variables-job complexity, job discretion, social climate, and the organization of the computer advisory service-with number and type of errors and use of support facilities was studied in a field observational study. 198 subjects from 12 different public and private companies in the southern part of the Federal Republic of Germany (secretaries, typists, specialists, low level managers) were observed for 2 hours while they used computers during their work. They also filled out a questionnaire (N=232). There were a number of small but significant and practically important relationships, e.g. errors pertaining to conscious strategies happened more often in more complex jobs. Perceived support by supervisors and co-workers was related to whether these people were asked in case of an error. Decentralized advisory services were preferred and used more often by users than centralized services.”
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» 1988 «
Papstein, Patricia Von and Frese, Michael (1988): Transferring Skills from Training to the Actual Work Situation: The Role of Task Application Knowledge, Action Styles and Job Decision Latitude. In: Soloway, Elliot, Frye, Douglas and Sheppard, Sylvia B. (eds.) Proceedings of the ACM CHI 88 Human Factors in Computing Systems Conference June 15-19, 1988, Washington, DC, USA. pp. 55-60.
“In a field study (29 engineers), the transfer from expertise acquired in training to software use at work was shown to be mediated by task application knowledge (i.e. knowledge used to connect skills learned in training with tasks at work). Moreover, person variables like setting long range goals and developing detailed plans and an organizational variable like job decision latitude (i.e. how much freedom do workers have to do their work) influenced the transfer process. People with high goal orientation and planfulness and with high job decision latitude showed a higher transfer.”
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Frese, Michael, Albrecht, Karen, Altmann, Alexandra, Lang, Jutta, Papstein, Patricia Von, Peyerl, Reinhard, Prumper, Jochen, Schulte-Gocking, Heike, Wankmuller, Isabell and Wendel, Rigas (1988): The Effects of an Active Development of the Mental Model in the Training Process: Experimental Results in a Word Processing System. In Behaviour and Information Technology, 7 (3) pp. 295-304
“Three different training programmes for a word processing system were experimentally compared: (1) a sequential programme, which taught low-level skills and which did not help the user actively to develop a mental model, (2) a hierarchical programme, which provided an explicit and integrated conceptual model of the system to the user and (3) a programme in which the users were asked to develop hypotheses on the functioning of the software and in which they were encouraged to use an active and exploratory approach. From an action theory point of view it was hypothesized that the third group would be superior to the first group. In an experimental study with two training sessions each of two hours and a two-hour testing session (n=15), this was shown to be the case for several performance criteria (error time, transfer and experimenter rating). Additionally, an interindividual difference variable to measure the individual learning style was used, giving results that could be interpreted in a similar way to the experimental results.”
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» 1987 «
Wendel, Rigas and Frese, Michael (1987): Developing Exploratory Strategies in Training: The General Approach and a Specific Example for Manual Use. In: Bullinger, Hans-Jorg and Shackel, Brian (eds.) INTERACT 87 - 2nd IFIP International Conference on Human-Computer Interaction September 1-4, 1987, Stuttgart, Germany. pp. 943-948.
“Exploration is an important factor in learning how to use a computer. In manual construction, exploratory behaviors can be supported (e.g., by modularity and task orientation) and necessitated (e.g., by presenting a random sequence of information modules). In an experiment with 21 subjects, it was shown that the principles of manual construction advanced here led to better performance in comparison to a commercial manual. The exploratory manual was successful in inducing exploratory behavior.”
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Frese, Michael (1987): A Concept of Control: Implications for Stress and Performance in Human-Computer Interaction. In: Salvendy, Gavriel, Sauter, Steven L. and Jr., Joseph J. Hurrell (eds.) Social, Ergonomic and Stress Aspects of Work with Computers, Proceedings of the Second International Conference on Human-Computer Interaction - Volume 1 August 10-14, 1987, Honolulu, Hawaii. pp. 43-50.
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Mar 22nd, 2010
Changes to this page (author)
26 Feb 2010: Enabled abstracts to be shown on Michael Frese's author page.05 Jun 2009: Author was edited 28 Jun 2007: Author was edited
23 Jun 2007: Author was edited
23 Jun 2007: Author was edited
28 Apr 2003: Added the author to the bibliography
