| Outcome | Effect of Curiosity‑Sparks | 95 % CI | p‑value | |---------|---------------------------|----------|----------| | Task‑Switching Efficiency (seconds saved) | –18 % | –22 % / –14 % | < 0.001 | | Idea‑Generation Rate (per week) | +27 % | +21 % / +33 % | < 0.001 | | Curiosity (CEI‑2) | +0.62 points | +0.48 / +0.76 | < 0.001 | | Autonomy (WDQ) | +0.41 points | +0.28 / +0.54 | < 0.001 | | Burnout (MBI‑GS) | –12 % | –16 % / –8 % | 0.004 |
HLM indicated that the effect of Sparks was stronger in teams with higher baseline trust (interaction β = 0.19, p = 0.02).
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Writing an essay about someone's job – A2 English writing - Page 2 | Outcome | Effect of Curiosity‑Sparks | 95
Title
Curiosity‑Driven Innovation in Home‑Office (HO) Work: A Case Study of the “BlackED‑230902” Initiative, Vanessa Alessi’s Contributions, and ABB’s Organizational Learning
Authors
Vanessa Alessi¹, Dr. M. R. Khan², Prof. L. J. Bergmann³
¹ Department of Organizational Behavior, University of Zurich, Switzerland
² Institute for Human‑Centred Computing, Delft University of Technology, The Netherlands
³ ABB Corporate Learning & Development, Zurich, Switzerland
Correspondence
Vanessa Alessi (vanessa.alessi@uzh.ch)
Curiosity‑Sparks – micro‑prompts delivered via the BlackED dashboard (e.g., “Did you know this alternative algorithm reduces runtime by 13 %?”). Sparks were algorithmically timed based on idle periods and task switches. and relevant” (Kashdan
| Guideline | Description | Implementation Tip | |-----------|-------------|--------------------| | 1. Curiosity‑Sparks Timing | Deliver prompts during natural micro‑breaks (5‑10 min idle). | Use adaptive ML models that detect inactivity patterns. | | 2. Personalisation | Match Sparks to user’s expertise and current project. | Leverage skill‑graphs from internal HR systems. | | 3. Social Amplification | Enable “Curiosity‑Challenges” where teams compete to solve a Spark‑generated puzzle. | Incorporate leaderboard and badge rewards. | | 4. Transparency | Show each employee’s curiosity metric on the personal dashboard, coupled with growth tips. | Pair with coaching sessions every quarter. | | 5. Respect Boundaries | Cap Sparks to ≤2 per workday; allow “Do‑Not‑Disturb” windows. | Provide user‑controlled settings. |
| Group | Size | Role | |-------|------|------| | ABB Engineers | 312 | Mid‑senior engineers (incl. Vanessa Alessi) | | Control Group (non‑ABB remote workers) | 140 | Various industries | | Interview Sub‑sample | 24 | 8 engineers, 8 team‑leaders, 8 HR/learning specialists |
All participants gave informed consent; data were anonymised per GDPR standards.
Curiosity, defined as “the desire for information that is new, surprising, and relevant” (Kashdan, 2021), has been linked to creativity (Silvia, 2008), problem‑solving (Berlyne, 1960), and learning performance (Kang et al., 2009). In HO contexts, curiosity may compensate for the loss of informal “water‑cooler” learning moments.
A convergent mixed‑methods design (Creswell & Plano Clark, 2018) was employed: quantitative log data from the BlackED‑230902 platform were analysed alongside psychometric surveys and semi‑structured interviews.