Browsing by Author "Siala, Haytham"

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    Categorizing errors in high‐reliability organizations: adaptive range and adaptive capacity in incident response
    (Wiley, 2025) Kutsch, Elmar; Siala, Haytham; Cantarelli, Chantal; Djabbarov, Ibrat
    This study examines how actors in a high‐reliability organization categorize errors as near‐misses or accidents through the lens of adaptive capacity and adaptive range. We studied a large defense entity with operations critical to national security to understand how organization members categorized errors during incidents. Using the repertory grid method to interview informants, we identify key dualities that actors navigate between anticipatory and retrospective responses to errors. These dualities collectively reflect the organization's adaptive capacity and adaptive range when balancing anticipatory and retrospective responses. Our analysis of error categorization through this lens provides new insights into how high‐reliability organizations manage incidents to maintain reliability and offers practical implications for enhancing organizational resilience in high‐risk settings.
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    Cultural influences moderating learners’ adoption of serious 3D games for managerial learning
    (Elsevier, 2019-07-29) Siala, Haytham; Kutsch, Elmar; Jagger, Suzy
    Purpose The purpose of this paper is to investigate whether learners from different cultures adopt a serious 3D game to facilitate the learning of transferable managerial skills (ethics) and knowledge. Design/methodology/approach A cross-sectional, cross-country survey study (n=319) was conducted recruiting participants from one North American and two British universities. The survey data and the conceptual model have been analysed and tested using confirmatory factor analysis and structural equation modelling. Findings Participants displayed positive attitudes towards the 3D game and responded positively to theory presented as “real-life” scenarios; gamification techniques such as interactions and dialogue, and rewards and progression levels, which are part of the game, albeit the participants’ adoption was driven more by extrinsic motivations (rewards) than intrinsic ones (ease of use and entertainment). In addition, the empirical results suggest that when gender is taken into account, the perceptions and needs of cross-cultural learners in serious gaming environments vary and display characteristics that are similar to Rogers’ five adopter categories; thus, culture could significantly shape learners’ decisions to adopt a serious game as a managerial learning tool. Research limitations/implications For future researchers, this paper highlights various levels of training, support and promotional awareness that need to be considered to facilitate the adoption of serious games for managerial learning. Practical implications For academics and practitioners in work-based learning and managerial training environments, this paper highlights the salient factors that need to be inherent in a serious 3D game, and best practices for scaffolding existing instructional approaches or training interventions. Originality/value In light of Rogers’ five adopter categories, this cross-country study involving culturally diverse learners provides key insight into the potential application of serious games as a practice-based learning instrument in academia and industry.