Time Theft in Organizations: The development of the Time Banditry Questionnaire

Meagan E. Brock; Laura E. Martin; M. Ronald Buckley

doi:10.1111/ijsa.12040

Time Theft in Organizations: The development of the Time Banditry Questionnaire

International Journal of Selection and Assessment ◽

10.1111/ijsa.12040 ◽

2013 ◽

Vol 21 (3) ◽

pp. 309-321 ◽

Cited By ~ 12

Author(s):

Meagan E. Brock ◽

Laura E. Martin ◽

M. Ronald Buckley

Keyword(s):

Time Theft ◽

Time Banditry

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Personal and Job-Level Predictors of Employee Time Banditry Behavior

Journal of Organizational Psychology ◽

10.33423/jop.v20i2.2881 ◽

2020 ◽

Vol 20 (2) ◽

Keyword(s):

Job Level ◽

Time Banditry

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The complex interaction of cognitive factors in influencing time theft behaviors

Academy of Management Proceedings ◽

10.5465/ambpp.2021.16078abstract ◽

2021 ◽

Vol 2021 (1) ◽

pp. 16078

Author(s):

Chandrashekhar Lakshman ◽

Kubilay Gok ◽

Linh Chi Vo ◽

John J. Sumanth

Keyword(s):

Complex Interaction ◽

Cognitive Factors ◽

Time Theft

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Cyberloafing and Constructive Recreation

Encyclopedia of Information Science and Technology, Fourth Edition ◽

10.4018/978-1-5225-2255-3.ch374 ◽

2018 ◽

pp. 4316-4325

Author(s):

Jo Ann Oravec

Keyword(s):

Public Discourse ◽

Research Trends ◽

Educational Productivity ◽

Personal Wellbeing ◽

Time Theft

“Cyberloafing” in workplace and educational contexts refers to the uses of computer-related applications and devices in ways or at times that are not directly sanctioned by employers, managers, or teachers. It has often been considered as a kind of “time theft” on the part of employees, possibly decreasing workplace and educational productivity by consuming attention, energies, and resources designated for organizational operations. In contrast, many employees and students have construed cyberloafing as a stress reliever and as support for personal wellbeing, often with the rationale that they are able to engage effectively in alternating or multitasking between and among their various work and off-work endeavors. “Constructive recreation” in contrast with cyberloafing comprises online recreation and gamification initiatives designed by employees along with managers; these initiatives are designed to be in synch with productive efforts and support the wellbeing of all organizational participants. The article analyzes research trends and public discourse related to both to cyberloafing and to constructive recreation.

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Cyberloafing and Constructive Recreation

Advanced Methodologies and Technologies in Business Operations and Management - Advances in Logistics, Operations, and Management Science ◽

10.4018/978-1-5225-7362-3.ch063 ◽

2019 ◽

pp. 842-853

Author(s):

Jo Ann Oravec

Keyword(s):

Public Discourse ◽

Research Trends ◽

Educational Productivity ◽

Personal Wellbeing ◽

Time Theft

“Cyberloafing” in workplace and educational contexts refers to the uses of computer-related applications and devices in ways or at times that are not directly sanctioned by employers, managers, or teachers. It has often been considered as a kind of “time theft” on the part of employees, possibly decreasing workplace and educational productivity by consuming attention, energies, and resources designated for organizational operations. In contrast, many employees and students have construed cyberloafing as a stress reliever and as support for personal wellbeing, often with the rationale that they are able to engage effectively in alternating or multitasking between and among their various work and off-work endeavors. “Constructive recreation,” in contrast with cyberloafing, comprises online recreation and gamification initiatives designed by employees along with managers; these initiatives are designed to be in sync with productive efforts and support the wellbeing of all organizational participants. The chapter analyzes research trends and public discourse related to both to cyberloafing and to constructive recreation.

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