Organizations depend on the learning capabilities of teams in order to be competitive in today's information-laden business landscape. Hence, it is not surprising that there have been tremendous ...efforts made to understand team learning within the past two decades. These efforts, however, have produced a cluttered literature-base that overlooks a fundamental aspect of team learning: How do teams learn over time? In this paper, we first synthesize the literature to develop a shared vocabulary to understand team learning dynamics. We then leverage research investigating how teams operate within the context of time (e.g., team development, performance cycles, emergent state development) and combine it with the extant team learning literature in developing an unfolding model of team learning. This comprehensive model addresses a noticeable gap in the extant literature by illustrating how teams learn over time. Finally, we put forth three grand challenges for the future of team learning research.
Objective
We describe a methodology that provides a nonobtrusive means of detecting stress and related deficits through the assessment of spontaneous verbal output in ongoing communications.
...Background
In high-demand environments, operational personnel are exposed to an array of environmental, task, and interpersonal stressors that can negatively impact performance as well as jeopardize safety and well-being. In these settings, the requirement exists to assess cognitive and emotional state “at a distance” and without interfering with ongoing performance.
Method
We describe a lexical approach to assessing stress effects from ongoing or spontaneous verbal output. This approach is examined in a spaceflight analog setting.
Results
We assess stress effects in terms of five core dimensions and develop lexical indicators of these core stress dimensions and relevant sub-facets. We establish the proof-of-concept of this approach by presenting representative data from a spaceflight analog.
Conclusion
This approach provides an unobtrusive means to evaluate ongoing task communications at the individual and team level in order to assess cognitive/emotional states such as workload, negative affect, attentional focus, anxiety, and team orientation.
Application
There are many high-demand settings in which it is valuable to monitor the potential negative effects of stress on operational personnel. These environments include spaceflight, the military, aviation, law enforcement, and medicine.
Is there a “Big Five” in Teamwork? Salas, Eduardo; Sims, Dana E.; Burke, C. Shawn
Small group research,
10/2005, Letnik:
36, Številka:
5
Journal Article
Recenzirano
The study of teamwork has been fragmented through the years, and the findings are generally unable to be used practically. This article argues that it is possible to boil down what researchers know ...about teamwork into five core components that the authors submit as the “Big Five” in teamwork. The core components of teamwork include team leadership, mutual performance monitoring, backup behavior, adaptability, and team orientation. Furthermore, the authors examine how these core components require supporting coordinating mechanisms (e.g., shared mental modes, closed-loop communication, and mutual trust) and vary in their importance during the life of the team and the team task. Finally, the authors submit a set of propositions for future research.
Investigating the team adaptation process in two laboratory experiments (N = 144 teams, n = 504 participants), we found no benefits for teams with team adaptation experience (vs. without) nor for ...teams with external team adaptation experience (vs. with internal experience). Collective experience under routine and nonroutine conditions seems to provide teams with the resources to adapt. We further found that executing the team adaptation process did not always lead to high team performance; different team performance requirements might explain these findings. We discuss how our experimental findings can extend our understanding of team adaptation toward new boundary conditions.
Despite the increased work on leadership in teams, there is a lack of integration concerning the relationship between leader behaviors and team performance outcomes. A framework depicting the ...relationship between leadership functions, specific leadership behaviors, and conditions which enable team performance was created. Using this framework, a meta-analysis was conducted to examine the relationship between leadership behavior in teams and behaviorally-based team performance outcomes. Results suggest the use of task-focused behaviors is moderately related to perceived team effectiveness and team productivity (.333, .203). Person-focused behaviors were related to perceived team effectiveness (.360), team productivity (.284), and team learning (.560). Sub-group analyses indicated that the specific leadership behaviors investigated were generally related to team performance outcomes. Most notably, empowerment behaviors accounted for nearly 30% of the variance in team learning. Finally, moderator analyses investigating the level of task interdependence were conducted. Study limitations, practical implications, and directions for research are also outlined.
Understanding Team Adaptation Burke, C. Shawn; Stagl, Kevin C; Salas, Eduardo ...
Journal of applied psychology,
11/2006, Letnik:
91, Številka:
6
Journal Article
Recenzirano
This endeavor provides a multidisciplinary, multilevel, and multiphasic conceptualization of team adaptation with theoretical roots in the cognitive, human factors, and industrial-organizational ...psychology literature. Team adaptation and the emergent nature of adaptive team performance are defined from a multilevel, theoretical standpoint. An input-throughput-output model is advanced to illustrate a series of phases unfolding over time that constitute the core processes and emergent states underlying adaptive team performance and contributing to team adaptation. The cross-level mixed-determinants model highlights team adaptation in a nomological network of lawful relations. Testable propositions, practical implications, and directions for further research in this area are also advanced.
Objective: This research effort leveraged the science of training to guide a taxonomic integration and a series of meta-analyses to gauge the effectiveness and boundary conditions of team training ...interventions for enhancing team outcomes. Background: Disparate effect sizes across primary studies have made it difficult to determine the true strength of the relationships between team training techniques and team outcomes. Method: Several meta-analytic integrations were conducted to examine the relationships between team training interventions and team functioning. Specifically, we assessed the relative effectiveness of these interventions on team cognitive, affective, process, and performance outcomes. Training content, team membership stability, and team size were investigated as potential moderators of the relationship between team training and outcomes. In total, the database consisted of 93 effect sizes representing 2,650 teams. Results: The results suggested that moderate, positive relationships exist between team training interventions and each of the outcome types. The findings of moderator analyses indicated that training content, team membership stability, and team size moderate the effectiveness of these interventions. Conclusion: Our findings suggest that team training interventions are a viable approach organizations can take in order to enhance team outcomes. They are useful for improving cognitive outcomes, affective outcomes, teamwork processes, and performance outcomes. Moreover, results suggest that training content, team membership stability, and team size moderate the effectiveness of team training interventions. Application: Applications of the results from this research are numerous. Those who design and administer training can benefit from these findings in order to improve the effectiveness of their team training interventions.
Leaders have been argued to play a key role in determining organizational effectiveness across all levels (e.g., individual, team, unit) that exist within organizations. A key component in a leader's ...ability to be effective within such environments is the degree to which subordinates and co-workers trust him/her. Therefore, it is not surprising that researchers and practitioners alike are interested in identifying the mechanisms through which trust in leadership can be developed as well as those factors which moderate this relationship e.g., Gillespie, N. A., Mann, L. (2004). Transformational leadership and shared values: The building blocks of trust.
Journal of Managerial Psychology, 19, 588–607; Kouzes and Posner, 1995;
Roberts, K. H., O'Reilly, C. A. (1974). Failures in upward communication in organizations: Three possible culprits.
Academy of Management Journal, 17, 205–215; Whitener, E. M. (1997). The impact of human resource activities on employee trust.
Human Resource Management Review, 7, 389–404. Despite this, research that has addressed the factors that foster trust in leaders and the outcomes of this trust has been disjointed and, as yet, no comprehensive model has been presented to systematically examine these factors. Therefore, the purpose of this article will be to present an integrative model of trust in leadership.
Games are an effective and cost-saving method in education and training. Although much is known about games and learning in general, little is known about what components of these games (i.e., game ...attributes) influence learning outcomes. The purpose of this article is threefold. First, we review the literature to understand the “state of play” in the literature in regards to learning outcomes and game attributes—what is being studied. Second, we seek out what specific game attributes have an impact on learning outcomes. Finally, where gaps in the research exist, we develop a number of theoretically based proposals to guide further research in this area.
There is a long history, dating back to the 50 s, which examines the manner in which team roles contribute to effective team performance. However, much of this work has been built on
teams working ...together for short periods of time under conditions of minimal stress. Additionally, research has been conducted with little attention paid to the importance of temporal factors, despite repeated calls for the importance of considering time in team research (e.g., Mohammed et al., 2009). To begin to understand team roles and how temporal aspects may impact the types of team roles employed when teams are working in extreme mission critical environments, the current manuscript uses a data-driven, bottom-up approach. Specifically, we employ the use of retrospective historical data as our input and a historiometric approach (Simonton, 2003). Source documents consist primarily of autobiographies, memoires, biographies, and first-hand accounts of crew interaction during spaceflight. Critical incidents regarding team interaction were extracted from these source documents and independently coded for team roles by two trained raters. Results of the study speak to the importance of task and social roles within teams that are predominantly intact and operating in extreme environments where mistakes can be life threatening. Evidence for the following task (i.e., coordinator, boundary spanner, team leader, evaluator, critic, information provider, team player, and innovator) and social roles (i.e., team builder, nurturer, harmonizer, entertainer, jokester, and the negative roles of attention seeker and negativist) were found. While it is often task roles that receive the greatest attention, results point to the importance of not neglecting the socioemotional health of the team (and the corresponding roles). Results also indicated that while some roles were consistently enacted independent of temporal considerations (e.g., mission length), the degree to which others were enacted varied across missions of differing lengths. Additionally, based on the current sample we see the following trends: (1) increased enactment of the team builder role as mission duration increases, (2) prominence of the entertainer role, and (3) increased emphasis on the visionary/problem solver role on missions over 2 years.
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