Browsing by Author "Lahti, Heidi"

Objectives. Cognitively straining conditions such as disruptions, interruptions, and information overload are common in knowledge work and reducing them is important for the well-being of employees. This thesis examines the implementation of a cluster-randomized complex cognitive ergonomics workplace intervention. The approach used was process evaluation, which is a central part of intervention evaluation according to current guidance. The research questions explored whether there is a difference in the level of intervention implementation between intervention group and active control group and whether the level of intervention implementation is associated with intervention effectiveness, especially with the change in the prevalence of cognitively straining conditions. Methods. The level of intervention implementation was examined on a cluster (work unit) level relating to five dimensions: baseline level and experienced importance of study goals, manager activity, intervention questionnaire activity, common discussion on study goals and following of ground rules. Clusters (n=36) were ranked based on the mean of these five dimensions and grouped to reflect low, medium and high intervention implementation. The relationship between the level of intervention implementation and intervention effectiveness was studied with individual-level data (n=74). Results and conclusions. The level of intervention implementation was higher in the cognitive ergonomics intervention group compared to the active control group. In the intervention group the relationship between the level of intervention implementation and the change in the prevalence of cognitively straining conditions approached statistical significance and concerning the change in the prevalence of interruptions the relationship was statistically significant. The lower the level of intervention implementation the more the prevalence of interruptions increased. Regarding the intervention implementation dimensions “baseline level and experienced importance of study goals” and “intervention questionnaire activity” were correlated with the change in the prevalence of interruptions. The results suggest that the level of intervention implementation may have a large effect on intervention effectiveness. The results of this process evaluation may be utilized in the forthcoming analyses of the research project and in the design of future process evaluation studies.