47 results on '"team dynamics"'
Search Results
2. From Teams to Teamness: Future Directions in the Science of Team Cognition.
- Author
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Cooke, Nancy J., Cohen, Myke C., Fazio, Walter C., Inderberg, Laura H., Johnson, Craig J., Lematta, Glenn J., Peel, Matthew, and Teo, Aaron
- Subjects
- *
COGNITION , *TEAMS , *COGNITION research , *RESEARCH questions , *RESEARCH teams - Abstract
Objective: We review the current state-of-the-art in team cognition research, but more importantly describe the limitations of existing theories, laboratory paradigms, and measures considering the increasing complexities of modern teams and the study of team cognition. Background: Research on, and applications of, team cognition has led to theories, data, and measures over the last several decades. Method: This article is based on research questions generated in a spring 2022 seminar on team cognition at Arizona State University led by the first author. Results: Future research directions are proposed for extending the conceptualization of teams and team cognition by examining dimensions of teamness; extending laboratory paradigms to attain more realistic teaming, including nonhuman teammates; and advancing measures of team cognition in a direction such that data can be collected unobtrusively, in real time, and automatically. Conclusion: The future of team cognition is one of the new discoveries, new research paradigms, and new measures. Application: Extending the concepts of teams and team cognition can also extend the potential applications of these concepts. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
3. The effect of the emergency shift to virtual instruction on student team dynamics.
- Author
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Wei, Siqing, Tan, Li, Zhang, Yiyao, and Ohland, Matthew
- Subjects
- *
COVID-19 pandemic , *COLLEGE teachers , *ENGINEERING students , *PSYCHOLOGICAL safety , *COURSEWARE - Abstract
In spite of the sudden onset of the COVID-19 pandemic, many instructors who used team-based pedagogies shifted them online rather than suspending them entirely, but with limited time and resources. To examine the difference in team dynamics and outcomes for courses in Spring 2019 and Spring 2020 of over 1500 first-year engineering students per semester, Wilcoxon signed-rank tests and random forests method were used. Results show that students reported less improvement in team-member effectiveness, lower psychological safety, and less satisfaction in the semester with the emergency transition. However, students also reported lower conflict. The most important factor predicting project grades shifted from 'Interacting with teammates' to 'Having relevant knowledge, skills, and abilities' amid the emergency shift, accompanied by a reduction in team interdependence. In spite of the collection of data during an emergency transition, the foundation of face-to-face interaction before moving to virtual cooperation represents a useful contribution to research that has focused exclusively on virtual learning circumstances. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
4. Editorial: Fluid teams
- Author
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Gregory Funke, Michael Tolston, Tripp Driskell, August Capiola, and James Driskell
- Subjects
fluid teams ,teams ,groups ,team performance ,teamwork ,team dynamics ,Psychology ,BF1-990 - Published
- 2024
- Full Text
- View/download PDF
5. Editorial: Fluid teams.
- Author
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Funke, Gregory, Tolston, Michael, Driskell, Tripp, Capiola, August, and Driskell, James
- Subjects
TEAMS in the workplace ,NEONATAL intensive care units ,TEAMS - Abstract
This document is an editorial titled "Fluid teams" published in Frontiers in Psychology. The editorial discusses the concept of fluid teams, which are rapidly assembled teams that address immediate problems and disband after completing the task. The article highlights the advantages and disadvantages of fluid teams and explores their application in various contexts such as healthcare, innovation teams, and the military. It also presents research topics and gaps in understanding fluid team performance. The editorial provides a comprehensive overview of the topic and offers practical recommendations based on the research presented. [Extracted from the article]
- Published
- 2024
- Full Text
- View/download PDF
6. Towards diagnostic excellence on academic ward teams: building a conceptual model of team dynamics in the diagnostic process.
- Author
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Choi, Justin J., Rosen, Michael A., Shapiro, Martin F., and Safford, Monika M.
- Subjects
- *
MENTAL models theory (Communication) , *CONCEPTUAL models , *GUARDIAN & ward , *ACADEMIC medical centers , *PSYCHOLOGICAL safety , *TEAM learning approach in education , *TEAMS , *THEMATIC analysis - Abstract
Achieving diagnostic excellence on medical wards requires teamwork and effective team dynamics. However, the study of ward team dynamics in teaching hospitals is relatively underdeveloped. We aim to enhance understanding of how ward team members interact in the diagnostic process and of the underlying behavioral, psychological, and cognitive mechanisms driving team interactions. We used mixed-methods to develop and refine a conceptual model of how ward team dynamics in an academic medical center influence the diagnostic process. First, we systematically searched existing literature for conceptual models and empirical studies of team dynamics. Then, we conducted field observations with thematic analysis to refine our model. We present a conceptual model of how medical ward team dynamics influence the diagnostic process, which serves as a roadmap for future research and interventions in this area. We identified three underexplored areas of team dynamics that are relevant to diagnostic excellence and that merit future investigation (1): ward team structures (e.g., team roles, responsibilities) (2); contextual factors (e.g., time constraints, location of team members, culture, diversity); and (3) emergent states (shared mental models, psychological safety, team trust, and team emotions). Optimizing the diagnostic process to achieve diagnostic excellence is likely to depend on addressing all of the potential barriers and facilitators to ward team dynamics presented in our model. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
7. A qualitative study exploring hospital-based team dynamics in discharge planning for patients experiencing delayed care transitions in Ontario, Canada
- Author
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Lauren Cadel, Jane Sandercock, Michelle Marcinow, Sara J. T. Guilcher, and Kerry Kuluski
- Subjects
Qualitative research ,Patient discharge ,Delayed discharge ,Patient transfer ,Teamwork ,Team dynamics ,Public aspects of medicine ,RA1-1270 - Abstract
Abstract Background In attempt to improve continuity of patient care and reduce length of stay, hospitals have placed an increased focus on reducing delayed discharges through discharge planning. Several benefits and challenges to team-based approaches for discharge planning have been identified. Despite this, professional hierarchies and power dynamics are common challenges experienced by healthcare providers who are trying to work as a team when dealing with delayed discharges. The objective of this study was to explore what was working well with formal care team-based discharge processes, as well as challenges experienced, in order to outline how teams can function to better support transitions for patients experiencing a delayed discharge. Methods We conducted a descriptive qualitative study with hospital-based healthcare providers, managers and organizational leaders who had experience with delayed discharges. Participants were recruited from two diverse health regions in Ontario, Canada. In-depth, semi-structured interviews were conducted in-person, by telephone or teleconference between December 2019 and October 2020. All interviews were recorded and transcribed. A codebook was developed by the research team and applied to all transcripts. Data were analyzed inductively, as well as deductively through directed content analysis. Results We organized our findings into three main categories – (1) collaboration with physicians makes a difference; (2) leadership should meaningfully engage with frontline providers and (3) partnerships across sectors are critical. Regular physician engagement, as equal members of the team, was recommended to improve consistent communication, relationship building between providers, accessibility, and in-person communication. Participants highlighted the need for a dedicated senior leader who ensured members of the team were treated as equals and advocated for the team. Improved partnerships across sectors included the enhanced integration of community-based providers into discharge planning by placing more focus on collaborative practice, combined discharge planning meetings, and having embedded and physically accessible care coordinators in the hospital. Conclusions Team-based approaches for delayed discharge can offer benefits. However, to optimize how teams function in supporting these processes, it is important to consistently collaborate with physicians, ensure senior leadership engage with and seek feedback from frontline providers through co-design, and actively integrate the community sector in discharge planning.
- Published
- 2022
- Full Text
- View/download PDF
8. Building Your Leadership Team
- Author
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Wolf, Kari M., Macaluso, Matthew, editor, Houston, L. Joy, editor, Kinzie, J. Mark, editor, and Cowley, Deborah S., editor
- Published
- 2022
- Full Text
- View/download PDF
9. Understanding Access to Learning Opportunities in Collaborative Projects: Gendered Social Hierarchies in Student Teams
- Author
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Trevion Shamir Henderson
- Subjects
design based learning ,gender ,equity ,teamwork ,team dynamics ,team roles ,Engineering (General). Civil engineering (General) ,TA1-2040 ,Education (General) ,L7-991 - Abstract
Background: Prior research has demonstrated that participation in authentic learning experiences that resemble real-world engineering practice is key to unlocking the benefits of collaborative projects, such as design projects, for students in engineering. However, research has also documented that women are less likely to participate in key learning experiences in engineering design education, undermining the goals of project-based learning. Purpose/Hypothesis: The purpose of this research study was to understand how social power dynamics shape the types of tasks allocated to students in teams and, by extension, students learning in collaborative engineering design projects. Drawing on the Model of Inequitable Task Allocation in Project-Based Learning, this work examines the role of prior experiences and skills, self-efficacy, and students’ motivation in the process by which design tasks allocation is negotiated in student teams. Design/Method: This ethnographic study entailed three data collection strategies: (a) ongoing observations of three focal design teams in a cornerstone design course, (b) one-on-one, semi-structured interviews with focal design team members, and (c) reflections from peer mentors who worked with focal and non-focal teams. Results: Students reflected on their prior experiences and skills, and the confidence they gained or lacked as a result, when negotiating their roles in their teams. Importantly, students’ valuation of their skills was gendered, where masculinized notions of engineering skills might lead women to underreport their skills during the role-negotiation process. Finally, while gendered patterns of marginalization and exclusion were apparent, I discuss the strategies women employed to exert influence over their team dynamics. Conclusions: Ensuring equitable participation in collaborative projects is key to support learning for all students in collaborative projects. Understanding how students negotiate their roles and learning opportunities is an important step in supporting students’ learning in collaborative projects.
- Published
- 2023
- Full Text
- View/download PDF
10. Understanding Access to Learning Opportunities in Collaborative Projects: Gendered Social Hierarchies in Student Teams.
- Author
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HENDERSON, TREVION SHAMIR
- Subjects
SOCIAL hierarchies ,ENGINEERING students ,ENGINEERING teachers ,ENGINEERING education ,NEGOTIATION - Abstract
Background: Prior research has demonstrated that participation in authentic learning experiences that resemble real-world engineering practice is key to unlocking the benefits of collaborative projects, such as design projects, for students in engineering. However, research has also documented that women are less likely to participate in key learning experiences in engineering design education, undermining the goals of project-based learning. Purpose/Hypothesis: The purpose of this research study was to understand how social power dynamics shape the types of tasks allocated to students in teams and, by extension, students learning in collaborative engineering design projects. Drawing on the Model of Inequitable Task Allocation in Project-Based Learning, this work examines the role of prior experiences and skills, self-efficacy, and students' motivation in the process by which design tasks allocation is negotiated in student teams. Design/Method: This ethnographic study entailed three data collection strategies: (a) ongoing observations of three focal design teams in a cornerstone design course, (b) one-on-one, semi-structured interviews with focal design team members, and (c) reflections from peer mentors who worked with focal and non-focal teams. Results: Students reflected on their prior experiences and skills, and the confidence they gained or lacked as a result, when negotiating their roles in their teams. Importantly, students' valuation of their skills was gendered, where masculinized notions of engineering skills might lead women to underreport their skills during the role-negotiation process. Finally, while gendered patterns of marginalization and exclusion were apparent, I discuss the strategies women employed to exert influence over their team dynamics. Conclusions: Ensuring equitable participation in collaborative projects is key to support learning for all students in collaborative projects. Understanding how students negotiate their roles and learning opportunities is an important step in supporting students' learning in collaborative projects. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
11. A qualitative study exploring hospital-based team dynamics in discharge planning for patients experiencing delayed care transitions in Ontario, Canada.
- Author
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Cadel, Lauren, Sandercock, Jane, Marcinow, Michelle, Guilcher, Sara J. T., and Kuluski, Kerry
- Subjects
- *
DISCHARGE planning , *HOSPITAL admission & discharge , *PATIENTS' attitudes , *CONTINUUM of care , *MEDICAL personnel , *PATIENT discharge instructions - Abstract
Background: In attempt to improve continuity of patient care and reduce length of stay, hospitals have placed an increased focus on reducing delayed discharges through discharge planning. Several benefits and challenges to team-based approaches for discharge planning have been identified. Despite this, professional hierarchies and power dynamics are common challenges experienced by healthcare providers who are trying to work as a team when dealing with delayed discharges. The objective of this study was to explore what was working well with formal care team-based discharge processes, as well as challenges experienced, in order to outline how teams can function to better support transitions for patients experiencing a delayed discharge. METHODS: We conducted a descriptive qualitative study with hospital-based healthcare providers, managers and organizational leaders who had experience with delayed discharges. Participants were recruited from two diverse health regions in Ontario, Canada. In-depth, semi-structured interviews were conducted in-person, by telephone or teleconference between December 2019 and October 2020. All interviews were recorded and transcribed. A codebook was developed by the research team and applied to all transcripts. Data were analyzed inductively, as well as deductively through directed content analysis.Results: We organized our findings into three main categories - (1) collaboration with physicians makes a difference; (2) leadership should meaningfully engage with frontline providers and (3) partnerships across sectors are critical. Regular physician engagement, as equal members of the team, was recommended to improve consistent communication, relationship building between providers, accessibility, and in-person communication. Participants highlighted the need for a dedicated senior leader who ensured members of the team were treated as equals and advocated for the team. Improved partnerships across sectors included the enhanced integration of community-based providers into discharge planning by placing more focus on collaborative practice, combined discharge planning meetings, and having embedded and physically accessible care coordinators in the hospital.Conclusions: Team-based approaches for delayed discharge can offer benefits. However, to optimize how teams function in supporting these processes, it is important to consistently collaborate with physicians, ensure senior leadership engage with and seek feedback from frontline providers through co-design, and actively integrate the community sector in discharge planning. [ABSTRACT FROM AUTHOR]- Published
- 2022
- Full Text
- View/download PDF
12. Laparoscopic Appendectomy and Cholecystectomy Timing Predicts Hand-Offs but Not Miscounts.
- Author
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Vaysburg, Dennis M., Delman, Aaron M., Turner, Kevin M., Salvator, Ann, and Frasier, Lane L.
- Subjects
- *
APPENDECTOMY , *CHOLECYSTECTOMY , *ELECTRONIC health records , *LAPAROSCOPIC surgery , *PATIENT handoff , *SURGERY - Abstract
Intraoperative hand-offs are poorly coordinated and associated with risk of surgical miscount. We evaluated hand-off patterns for nursing staff during two common operations hypothesizing that hand-off patterns would be associated with increased surgical miscounts and vary during operations performed standard versus nonstandard operating hours. We retrospectively analyzed laparoscopic cholecystectomy (N = 3888) and appendectomy (N = 1768) from 2012 to 2021 at a single institution using electronic medical records. We evaluated intraoperative hand-off patterns and the presence of miscounts for operations performed during standard versus nonstandard hours. Standard operating hours were defined as M-F 7:30 am to 5:00 pm. Across 5656 operations, 10 cases had surgical miscounts and were significantly longer than those without (156.5 versus 101 min P = 0.0178). More than half (51.3%) of cases had no identified hand-offs, and 42.9% of cases occurred during nonstandard hours. Cases during standard versus nonstandard hours were more likely to have hand-offs (56.0% versus 38.9%), P < 0.0001 and had shorter interval between hand-offs (64 versus 75 min), P < 0.0001. The period between patient entry to the room and intubation, which includes initial counts, had a disproportionately high percentage of hand-offs (P < 0.0001). Variability in hand-off occurrence and frequency in operations performed during standard and nonstandard hours suggest that hand-offs are influenced by staffing patterns. Few surgical miscounts occurred but were associated with longer cases. Hand-offs disproportionately occurred between patient entry and intubation, with a potential for disruption of initial instrument counts. Future work optimizing hand-off coordination is an opportunity to mitigate risk to patients. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
13. Diversity, friction, and harmonisation: an ethnographic study of interprofessional teamwork dynamics
- Author
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Henriette Lund Skyberg
- Subjects
Interprofessionalism ,Teamwork ,Team dynamics ,Health services ,Social work ,Ideal-type model ,Public aspects of medicine ,RA1-1270 - Abstract
Abstract Background Although diversity, friction, and harmonisation in interprofessional teamwork are aspects frequently conceptualised, no empirical study discusses them in combination. Focusing on risk and function with respect to each aspect, this article empirically examines how dynamics between these aspects during interprofessional teamwork interactions fosters conditions for effective teamwork. Methods An ethnographic study of three interprofessional teams, in the context of mental health and substance use, was conducted in Norway. Data were collected through observations of 14 team meetings and 18 in-depth interviews with health and social work professionals. Thematic analysis was applied to code the data. Results A conceptual ideal-type model, which includes all three aspects was developed to represent the emergent findings. The results suggest that the diversity of professional perspectives inherent in interprofessional teams is the foundation of interprofessional teamwork. However, friction is needed to promote innovation, encourage new insights, and intensify discussions. In addition, harmonisation balances professional distinctions, fosters trust, and ties professionals together. Conclusion This article presents a comprehensive model of how professionals work together in interprofessional teams. The model makes visible the functions and risks of each aspect and the dynamics between them. Furthermore, the article argues for mobilisation and balance of all three aspects in combination to maximise the capacity of interprofessional teamwork. Such insight can be used to support the development and successful implementation of interprofessional teamwork in health care.
- Published
- 2022
- Full Text
- View/download PDF
14. TEAM DYNAMICS AND PERFORMANCE IN STRATEGIC MANAGEMENT BUSINESS CAPSTONE COURSE.
- Author
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Capote, Maria del Carmen and Hongtao Dang
- Subjects
STRATEGIC planning ,ORGANIZATIONAL performance ,TEAMS in the workplace ,INTERNATIONAL business enterprises ,COVID-19 pandemic ,ENGINEERING management - Abstract
Teamwork skills are essential in college and every profession. Students exposed to and trained in team dynamics and performance often had more successful careers. Conversely, students who performed poorly in a team developed resistance to peer and leadership evaluations. A student's performance was further lowered due to such resistance, preventing the student from becoming a contributing team member. The authors used multiple assessments and critical assignments to investigate factors in team dynamics, the correlation between individual performance metrics, and dismissal probabilities from the team in a strategic management business capstone course over a sixteen-week semester. Each group acted as a fictitious startup company, simulating contract relationships such as terms, expectations, and responsibilities. A low-performing team member may be terminated or fired based on a set of criteria on the simulating contract. The authors used mixed methods to collect both qualitative and quantitative data. The data were collected and analyzed simultaneously to form triangulation and narrow down potential triggers for team member dismissal. The findings revealed essential skills and influential factors of team dynamics and performance. These include but are not limited to soft skills such as poor interpersonal skills, insufficient communication, negative feedback, and a lack of team cohesion. The study provided a way to give team members feedback before they were dismissed and improve each member's contribution and the overall organizational performance. [ABSTRACT FROM AUTHOR]
- Published
- 2022
15. Dynamics of Mixed-Gender Teams in Engineering Education.
- Author
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BEIGPOURIAN, BEHZAD and OHLAND, MATTHEW W.
- Subjects
ENGINEERING education ,CLASSROOMS ,WOMEN in engineering ,ETHNICITY ,PSYCHOLOGICAL safety ,ENGINEERING teachers - Abstract
Women are minoritized in U.S engineering programs and most engineering classrooms, and a variety of evidence indicates that they face inequities in team interactions. To reduce the impact of these inequities, some research indicates that instructors should avoid isolating women in engineering teams. While there are studies of mixed-gender teams in engineering education, most have focused on team performance and the team's final product, peer evaluation ratings, leadership self-efficacy, and the mode of collaboration. No comprehensive study of the dynamics of mixed-gender teams could be identified in the context of engineering education. This study investigates multiple measures of team dynamics holistically in mixed-gender teams: peer ratings, task interdependence, conflict, psychological safety, and satisfaction. Further, this research explores the extent to which women's satisfaction improves if their male teammates have similar characteristics (e.g., race/ethnicity and citizenship status) and how the women's satisfaction is related to the GPAs of their male teammates. The participants of this study were enrolled in a first-year engineering course, who provided information about various team dynamics four times during their teaming process. Mann-Whitney U tests were used to explore differences in team dynamics between mixed-gender teams and all-male teams. A multiple regression model was used to predict the women's team satisfaction based on their male team members' characteristics. Mixed-gender teams reported higher levels of task interdependence, but reported similar levels of conflict, psychological safety, and satisfaction. Women tended to be more satisfied when they worked with men who have similar citizenship status (based on class demographics, domestic women are more satisfied if their male teammates are also domestic). The results of this study include recommendations for instructors to improve team formation and facilitation. [ABSTRACT FROM AUTHOR]
- Published
- 2022
16. The Role of a Longitudinal, Multidisciplinary Clinic in Building a Unique Research Collaborative.
- Author
-
Gonzales, Alexandria A., Mastrolonardo, Alexander, Winget, Kenna, Ragulojan, Malavan, Fleming, Adam J., and Singh, Sheila K.
- Subjects
BRAIN tumors ,RESEARCH teams ,MEDICAL research - Abstract
Multidisciplinary neuro-oncology clinics allow collaboration between various specialties and training levels. Building a tenable clinical research program based in the longitudinal dialogue and practice of collaborative clinicians and trainees can bridge clinical observations to research execution. However, forming a research team around a multidisciplinary clinic's activities is constrained by a lack of literature or guidelines. As well, challenges in sustaining team logistics, communication, and productivity can persist without a standardized team framework. This perspective discusses the state of research teams in clinical oncology, and uses experiences from the McMaster Pediatric Brain Tumour Study Group to guide those seeking to form a research team based on the collective activities and observations of a multidisciplinary clinic. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
17. Diversity, friction, and harmonisation: an ethnographic study of interprofessional teamwork dynamics.
- Author
-
Skyberg, Henriette Lund
- Subjects
- *
INTERPROFESSIONAL collaboration , *ETHNOLOGY , *SOCIAL services , *MENTAL health - Abstract
Background: Although diversity, friction, and harmonisation in interprofessional teamwork are aspects frequently conceptualised, no empirical study discusses them in combination. Focusing on risk and function with respect to each aspect, this article empirically examines how dynamics between these aspects during interprofessional teamwork interactions fosters conditions for effective teamwork.Methods: An ethnographic study of three interprofessional teams, in the context of mental health and substance use, was conducted in Norway. Data were collected through observations of 14 team meetings and 18 in-depth interviews with health and social work professionals. Thematic analysis was applied to code the data.Results: A conceptual ideal-type model, which includes all three aspects was developed to represent the emergent findings. The results suggest that the diversity of professional perspectives inherent in interprofessional teams is the foundation of interprofessional teamwork. However, friction is needed to promote innovation, encourage new insights, and intensify discussions. In addition, harmonisation balances professional distinctions, fosters trust, and ties professionals together.Conclusion: This article presents a comprehensive model of how professionals work together in interprofessional teams. The model makes visible the functions and risks of each aspect and the dynamics between them. Furthermore, the article argues for mobilisation and balance of all three aspects in combination to maximise the capacity of interprofessional teamwork. Such insight can be used to support the development and successful implementation of interprofessional teamwork in health care. [ABSTRACT FROM AUTHOR]- Published
- 2022
- Full Text
- View/download PDF
18. Improving Teamwork in Agile Software Engineering Education: The ASEST+ Framework.
- Author
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Tamayo Avila, Daymy, Van Petegem, Wim, and Snoeck, Monique
- Subjects
- *
SOFTWARE engineers , *ENGINEERING education , *EDUCATION software , *STUDENT attitudes , *SOFTWARE engineering , *AGILE software development , *CONFLICT management - Abstract
Contribution: This article presents agile software engineers stick together (ASEST+), an improved version of a framework called ASEST that aims to develop team cohesion, leading to better team learning and software engineering student teams. Background: Effective teamwork is crucial for agile software development’s success and is, therefore, a key topic of current software engineering education. In the previous work, a preliminary proposal for ASEST+ was presented. Here, an improved version, more suitable for agile practice education and considering cohesion antecedents, is described. Intended Outcome: A teaching-learning framework to support teamwork in agile software education. Application Design: ASEST+ is built around Scrum teams and combines learning strategies to train students in collaborative and technical agile practices. ASEST+ establishes policies for role allocation and team rule agreements to regulate communication and address conflict management agile practices. ASEST+ addresses personality traits, conflict resolution, and task interdependence as the antecedents identified as the most important. Findings: A quasiexperiment showed that the use of ASEST+ significantly increases the students’ positive perceptions on team cohesion, team performance, and team learning compared with the control group. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
19. Microenvironmental Influences on Team Performance in Cancer Care
- Author
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Rosen, Michael A., Kazi, Sadaf, Khaleghzadegan, Salar, Berger, Nathan A., Series Editor, and Berrigan, David, editor
- Published
- 2019
- Full Text
- View/download PDF
20. The Role of a Longitudinal, Multidisciplinary Clinic in Building a Unique Research Collaborative
- Author
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Alexandria A. Gonzales, Alexander Mastrolonardo, Kenna Winget, Malavan Ragulojan, Adam J. Fleming, and Sheila K. Singh
- Subjects
neuro-oncology ,teamwork ,research collaboration ,multidisciplinary clinic ,team dynamics ,research team ,Neoplasms. Tumors. Oncology. Including cancer and carcinogens ,RC254-282 - Abstract
Multidisciplinary neuro-oncology clinics allow collaboration between various specialties and training levels. Building a tenable clinical research program based in the longitudinal dialogue and practice of collaborative clinicians and trainees can bridge clinical observations to research execution. However, forming a research team around a multidisciplinary clinic’s activities is constrained by a lack of literature or guidelines. As well, challenges in sustaining team logistics, communication, and productivity can persist without a standardized team framework. This perspective discusses the state of research teams in clinical oncology, and uses experiences from the McMaster Pediatric Brain Tumour Study Group to guide those seeking to form a research team based on the collective activities and observations of a multidisciplinary clinic.
- Published
- 2022
- Full Text
- View/download PDF
21. Team dynamics feedback for post-secondary student learning teams: introducing the "Bare CARE" assessment and report.
- Author
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O'Neill, Thomas A., Pezer, Leah, Solis, Lorena, Larson, Nicole, Maynard, Nicoleta, Dolphin, Glenn R., Brennan, Robert W., and Li, Simon
- Subjects
- *
POSTSECONDARY education , *LEARNING , *DIAGNOSIS , *PEER review of students , *FUTURES studies , *PSYCHOMETRICS - Abstract
Team-based learning is recognized as an important opportunity for teamwork skill development, experiential learning, and learning from peers. However, team-based learning presents many challenges. One important challenge involves the accurate, reliable and valid assessment of team health. With such diagnostics, students could receive formative feedback and engage in meaningful goal setting, adjustment and action planning. Moreover, instructors could identify teams in distress and in need of support. We examine the team CARE assessment, which is a team diagnostic on ITPmetrics.com that assesses communication, adaptability, relationships and education/learning. Although the team CARE assessment has been used extensively in educational contexts, the assessment is lengthy and time-consuming to complete. We offer a shorter version, that we call the Bare CARE assessment, by utilizing psychometric analyses and content validity to eliminate the least useful items. We find that the Bare CARE is reliable and valid when considering correlations with teamwork variables and team performance (i.e. grades). Our sample of 61,549 students working in 14,601 teams offers state-of-the-art validation evidence using a large sample that ensures stable and robust results. We discuss the implications for use in pedagogy and future research. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
22. Teams in a New Era: Some Considerations and Implications
- Author
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Lauren E. Benishek and Elizabeth H. Lazzara
- Subjects
teams and groups ,teamwork ,team performance ,team dynamics ,team membership ,team interdependence ,Psychology ,BF1-990 - Abstract
Teams have been a ubiquitous structure for conducting work and business for most of human history. However, today’s organizations are markedly different than those of previous generations. The explosion of innovative ideas and novel technologies mandate changes in job descriptions, roles, responsibilities, and how employees interact and collaborate. These advances have heralded a new era for teams and teamwork in which previous teams research and practice may not be fully appropriate for meeting current requirements and demands. In this article, we describe how teams have been historically defined, unpacking five important characteristics of teams, including membership, interdependence, shared goals, dynamics, and an organizationally bounded context, and relating how these characteristics have been addressed in the past and how they are changing in the present. We then articulate the implications these changes have on how we study teams moving forward by offering specific research questions.
- Published
- 2019
- Full Text
- View/download PDF
23. Teams in a New Era: Some Considerations and Implications.
- Author
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Benishek, Lauren E. and Lazzara, Elizabeth H.
- Subjects
JOB descriptions ,TECHNOLOGICAL innovations ,PERFORMANCE evaluation ,TEAMS in the workplace ,MEMBERSHIP - Abstract
Teams have been a ubiquitous structure for conducting work and business for most of human history. However, today's organizations are markedly different than those of previous generations. The explosion of innovative ideas and novel technologies mandate changes in job descriptions, roles, responsibilities, and how employees interact and collaborate. These advances have heralded a new era for teams and teamwork in which previous teams research and practice may not be fully appropriate for meeting current requirements and demands. In this article, we describe how teams have been historically defined, unpacking five important characteristics of teams, including membership, interdependence, shared goals, dynamics, and an organizationally bounded context, and relating how these characteristics have been addressed in the past and how they are changing in the present. We then articulate the implications these changes have on how we study teams moving forward by offering specific research questions. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
24. Evaluation of the Team Workload Questionnaire (TWLQ) in a Team-Choice Task.
- Author
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Greenlee, Eric T., Funke, Gregory J., and Rice, Lindsay
- Subjects
- *
EVALUATION , *QUESTIONNAIRE on Resources & Stress , *SPORTS teams , *CONFIRMATORY factor analysis , *TEAMWORK (Sports) - Abstract
Objective: The present study was designed to evaluate the team workload questionnaire (TWLQ) in a task that was distinct from the task used to create it.Background: The TWLQ was created from workload ratings generated by members of athletic sports teams. Given that such teams represent only a portion of the diversity of operational teams, we aimed to assess the generalizability of the TWLQ.Method: The present study applied the TWLQ in a collaborative choice task (hiring decision) to determine whether the factor structure reported in the initial publication of the scale would generalize from the execution tasks it was developed from to a disparate team task focused on consensus building.Results: Confirmatory factor analysis indicated that the present data (N = 144) were a poor fit for the three-factor structure of the TWLQ. Subsequent exploratory factor analysis revealed a much more interrelated model of team workload with no clear division between the three conceptual factors described in the original validation of the TWLQ.Conclusion: The factor structure of the TWLQ did not generalize to the present team-choice task.Application: Given that the duties of operational teams vary, it is critical that future research examine how the conceptual structure of team workload may be altered by task type. [ABSTRACT FROM AUTHOR]- Published
- 2019
- Full Text
- View/download PDF
25. Evaluation of TEAM dynamics before and after remote simulation training utilizing CERTAIN platform
- Author
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Kelly M. Pennington, Yue Dong, Hongchuan H. Coville, Bo Wang, Ognjen Gajic, and Diana J. Kelm
- Subjects
Teamwork ,resuscitation ,simulation ,ICU education ,team dynamics ,Special aspects of education ,LC8-6691 ,Medicine (General) ,R5-920 - Abstract
Objective: The current study examines the feasibility and potential effects of long distance, remote simulation training on team dynamics. Design: The study design was a prospective study evaluating team dynamics before and after remote simulation. Subjects: Study subjects consisted of interdisciplinary teams (attending physicians, physicians in training, advanced care practitioners, and/or nurses). Setting: The study was conducted at nine training sites in eight countries. Interventions: Study subjects completed 2–3 simulation scenarios of acute crises before and after training with the Checklist for Early Recognition and Treatment of Acute Illness (CERTAIN). Measurements and main results: Pre- and post-CERTAIN training simulations were evaluated by two independent reviewers utilizing the Team Emergency Assessment Measure (TEAM), which is a 11-item questionnaire that has been validated for assessing teamwork in the intensive care unit. Any discrepancies of greater than 1 point between the two reviewers on any question on the TEAM assessment were sent to a third reviewer to judge. The score that was deemed discordant by the third judge was eliminated. Pre- and post-CERTAIN training TEAM scores were averaged and compared. Of the nine teams evaluated, six teams demonstrated an overall improvement in global team performance following CERTAIN virtual training. For each of the 11 TEAM assessments, a trend toward improvement following CERTAIN training was noted; however, no assessment had universal improvement. ‘Team composure and control’ had the least absolute score improvement following CERTAIN training. The greatest improvement in the TEAM assessment scores was in the ‘team’s ability to complete tasks in a timely manner’ and in the ‘team leader’s communication to the team’. Conclusion: The assessment of team dynamics using long distance, virtual simulation training appears to be feasible and may result in improved team performance during simulated patient crises; however, language and video quality were the two largest barriers noted during the review process.
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- 2018
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26. A scoping review of team communication breakdowns
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McEwan, Desmond, Brown, Olivia, and Gotham-Pardo, Sara
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information exchange ,communication ,miscommunication ,information sharing ,Business ,breakdowns ,team dynamics ,teamwork ,Social and Behavioral Sciences - Abstract
Team communication is a key component of teamwork (e.g., McEwan & Beauchamp, 2014; Rousseau et al., 2006) and substantive predictor of team effectiveness (e.g., Marlow et al., 2018; Mesmer-Magnus & DeChurch, 2009) across a range of contexts such as military, business, healthcare, and sport. As a dynamic process, communication can fluctuate over the course of a team’s tenure—at times, teammates communicate clearly, efficiently, and effectively, but in other cases, teams may experience breakdowns in that communication. Much research to date (including an array of review studies) has enhanced our understanding of high-quality communication, including measurement, correlates, and intervention strategies. While this has no doubt made an important contribution for researchers and applied practitioners (e.g., how communication can be improved, the consequences of high-quality communication), there does not yet appear (to the best of our knowledge) to be a review that summarizes the research on breakdowns in team communication execution. To gain a comprehensive understanding of team effectiveness, we argue that it is important to not only examine high-quality team functioning but poor team functioning as well, which no doubt includes team communication quality. From an intervention perspective, for example, team leaders and practitioners would not only be equipped with strategies to enhance/maximize team communication, but they would also be better positioned to prevent breakdowns in communication or manage them if/when they do occur. In this review, we will aim to cover a broad range of information concerning team communication breakdowns. The main purposes of the review are to: gain conceptual clarity on communication breakdowns (i.e., how have researchers described and conceptualised a breakdown in communication during team tasks); explore how communication breakdowns have been studied (i.e., study designs, measurement); summarize correlates of communication breakdowns (i.e., ideally broken down specifically into antecedents, consequences, moderators); and identify current gaps in knowledge and associated next steps in this line of research. As such, we have selected a scoping review as the type of review study. Whereas a systematic review (with or without meta-analysis) addresses a narrow and specific research question, a scoping review is defined as ‘a form of knowledge synthesis that addresses an exploratory research question aimed at mapping key concepts, types of evidence, and gaps in research related to a defined area or field by systematically searching, selecting, and synthesizing existing knowledge’ (Colquhoun et al., 2014, pp. 1293–1294).
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- 2022
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27. Effectiveness of a Simulation-Based Training Program in Improving the Preparedness of Health Care Workers Involved in the Airway Management of COVID-19 Patients
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Nilotpal Chowdhury, Mridul Dhar, Shalinee Rao, Ankita Kabi, Bharat Bhushan Bhardwaj, and Poonam Arora
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medicine.medical_specialty ,media_common.quotation_subject ,medicine.medical_treatment ,education ,Anesthesiology ,Health care ,medicine ,media_common ,covid 19 transmission ,Psychomotor learning ,Medical Simulation ,Teamwork ,airway management ,business.industry ,Public health ,General Engineering ,simulation based training ,aerosol generating procedure ,Test (assessment) ,Medical Education ,Friedman test ,Preparedness ,Physical therapy ,covid 19 preparedness ,Airway management ,team dynamics ,business - Abstract
Background Coronavirus disease 2019 (COVID-19) has currently emerged as a global threat and a significant public health issue. The role of simulation-based training (SBT) during such a pandemic becomes more relevant for teaching a team approach and building capacity especially when there is a threat to health care workers due to aerosol generation and there is a huge demand for manpower during the pandemic. Objective To assess the effectiveness of a simulation-based training program in improving knowledge and concept of teamwork of health care workers involved in airway management of suspected or confirmed COVID-19 patients. Methods After institutional review committee approval, a prospective analytical study was conducted in the department of medical education on participants from various specialties undergoing COVID-19 airway training. The purpose of the study was to assess team dynamics during simulation scenarios and compare test scores at baseline, immediately post-training, and seven days post-training (using online forms). Scores were compared using the Friedman test followed by post-hoc testing. Sub-group comparison was done using an unpaired t-test. Results Median scores were significantly higher in the immediate post-training test and seven days post-training test (online) compared to baseline pretest scores in the overall participant group and in individual sub-groups. There was no significant difference in immediate versus seven-day post-training test scores overall and in all subgroups. In the sub-group comparisons, median improvement in score was significantly better in the non-anesthesia group and in the resident group. It was observed that team performance in terms of role clarity, closed-loop communication, and idea acceptance improved substantially during the subsequent scenarios. Conclusion Simulation-based training was effective in improving knowledge and team dynamics amongst health care workers regarding airway management in COVID-19 patients, with retention of up to one week. Similar future research can be planned for the affective and psychomotor domains.
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- 2021
28. Team Cognition as Interaction.
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Cooke, Nancy J.
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COGNITIVE ability , *DECISION making , *EMERGENCY management , *HETEROGENEITY , *COMMUNICATION - Abstract
Teams perform cognitive activities such as making decisions and assessing situations as a unit. The team cognition behind these activities has traditionally been linked to individual knowledge and its distribution across team members. The theory of interactive team cognition instead argues that team cognition resides in team interactions and that it is an activity that takes place in a rich context that needs to be measured at the team level. This article describes this dynamic perspective on team cognition, some research that supports it, and the implications for measuring, understanding, and improving team cognition. [ABSTRACT FROM AUTHOR]
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- 2015
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29. Team dynamics in emergency surgery teams: results from a first international survey
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Cobianchi L., Dal Mas F., Massaro M., Fugazzola P., Coccolini F., Kluger Y., Leppaniemi A., Moore E. E., Sartelli M., Angelos P., Ansaloni L., Abdelmalik A., Abebe N. S., Abu-Zidan F. M., Adam Y. A. Y., Adamou H., Agrusa A., Akin E., Alexandrino H., Ali S. M., Almeida P. M., Amico F., Ammendola M., Andreuccetti J., Aparicio-Sanchez D., Ardito A., Argenio G., Askevold I. H., Atanasov B. T., Augustin G., Awad S. S., Bagnoli C., Bains L., Balalis D., Baldini E., Baraket O., Barone M., Barreras J. A., Bellanova G., Biancuzzi H., Bignell M. B., Bini R., Bissacco D., Boati P., Bottari A., Bouliaris K., Brillantino A., Buonomo L. A., Buscemi S., Calu V., Campo Dall'Orto R., Carvas J. M., Casoni Pattacini G., Catena F., Celentano V., Ceresoli M., Chirica M., Cianci P., Cillara N., Cimbanassi S., Cioffi S. P. B., Colak E., Conti L., Dantas Costa S., D'acapito F., Damaskos D., Das K., Davies R. J., De Beaux A. C., De Simone B., Demetrashvili Z., Demetriades A. K., Denicolai S., Di Buono G., Di Carlo I., Di Saverio S., Diaconescu B., Dibra R., Dios-Barbeito S., Dogjani A., Domanin M., D'Oria M., Duran Munoz-Cruzado V., East B., Ekwen G. T., Elbaih A. H., Escalera-Antezana J. P., Esposito G., Farre R., Ferrario di Tor Vajana A., Cordeiro Fonseca V., Forfori F., Fortuna L., Fradelos E., Fraga G. P., Fransvea P., Gachabayov M., Garcia Vazquez A., Ghannam W. M., Gioco R., Giraudo G., Giuffrida M., Giulii Capponi M., Gomes C. A., Teixeira Gonsaga R. A., Gonullu E., Goosen J., Goranovic T., Griffiths E. A., Haidar M. G., Hamid H. K. S., Harddastle T. C., Hecker M., Hernandez Garcia E. F., Cancio Huaman E., Hutan M., Ioannidis O., Isik A., Ismail A. M. H., Ismail N., Jang J. Y., Kalipershad S. N. R., Kaplan L. J., Kara Y., Karamagioli E., Karamarkovia A., Kavalakat A. J., Kechagias A., Kenig J., Khan J. S., Khokha V., Klappenbach R. F., Klappenbach R., Kobe Y., Kong V., Korkolis D., Kurihara H., Kuriyama A., Landaluce-Olavarria A., Licari L., Litvin A., Lohsiriwat V., Lopes Moreira C. C., Lostoridis E., Tovar Luna A., Luppi D., Machain G. M., Maegele M., Maggiore D., Maier R. V., Manangi M., Manetti A., Mantoglu B., Mariani F., Marinis A., Sbalcheiro Mariot E. A., Martines G., Martinez Perez A., Mascagni P., Massalou D., Bessa Melo R., Miceli L., Mingoli A., Mishra T. S., Mohamedahmed A. Y. Y., Mohan R., Morales-Garcia D., Mustafa S. M. S., Naimzada M. D., Negoi I., Nidaw M. K., Nigri G., Ogundipe H. D., Oliveri C., Olmi S., Pagani L., Palomba G., Pantalone D., Panyko A., Paolillo C., Papis D., Pararas N., Pata F., Pavone G., Pecchini F., Pellino G., Pelloni M., Peloso A., Perea Del Pozo E., Goncalves Pereira R., Monteiro Pereira B., Lizarazu Perez A., Perrone G., Pesce A., Petracca G., Piccoli M., Picetti E., Pikoulis E., Pintar T., Pirozzolo G., Podda M., Previtali P., Privitera F., Punzo C., Quiodettis M. A., Qvist N., Rahim R., Reinisch-Liese A., Rodriguez-Luna M. R., Roizblatt D., Roscio F. P. M., Rossi S., Sakakushev B. E., Salamea J. C., Sall I., Sammartano F., Sanchez Arteaga A., Sanchez-Cordero S., Sasia D., Sawyer R. G., Seretis C., Serradilla-Martin M., Shelat V. G., Shlyapnikov S., Lages Simoes R., Siribumrungwong B., Slavchev M., Solaini L., Soldini G., Soreide K., Sydorchuk L., Sydorchuk R., Syed A. M., Tallon-Aguilar L., Tan J. H., Tarasconi A., Tartaglia D., Tartaglia N., Taylor J., Tebala G. D., Teuben M., Tolonen M., Tomasicchio G., Triantafyllou T., Trigiante G., Turrado-Rodriguez V., Tutino R., Uccelli M., Ugarte-Sierra B., Ukkonen M., Vassiliu P. G., Verde J. M., Veroux M., Vilallonga R., Visconti D., Waledziak M., Wannatoop T., Widmer L. W., Wilson M. S. J., Wong T. H., Xenaki S., Yu B., Zakaria A. D., Zambrano D. A., Zese M., Cobianchi, L., Dal Mas, F., Massaro, M., Fugazzola, P., Coccolini, F., Kluger, Y., Leppaniemi, A., Moore, E. E., Sartelli, M., Angelos, P., Ansaloni, L., Abdelmalik, A., Abebe, N. S., Abu-Zidan, F. M., Adam, Y. A. Y., Adamou, H., Agrusa, A., Akin, E., Alexandrino, H., Ali, S. M., Almeida, P. M., Amico, F., Ammendola, M., Andreuccetti, J., Aparicio-Sanchez, D., Ardito, A., Argenio, G., Askevold, I. H., Atanasov, B. T., Augustin, G., Awad, S. S., Bagnoli, C., Bains, L., Balalis, D., Baldini, E., Baraket, O., Barone, M., Barreras, J. A., Bellanova, G., Biancuzzi, H., Bignell, M. B., Bini, R., Bissacco, D., Boati, P., Bottari, A., Bouliaris, K., Brillantino, A., Buonomo, L. A., Buscemi, S., Calu, V., Campo Dall'Orto, R., Carvas, J. M., Casoni Pattacini, G., Catena, F., Celentano, V., Ceresoli, M., Chirica, M., Cianci, P., Cillara, N., Cimbanassi, S., Cioffi, S. P. B., Colak, E., Conti, L., Dantas Costa, S., D'Acapito, F., Damaskos, D., Das, K., Davies, R. J., De Beaux, A. C., De Simone, B., Demetrashvili, Z., Demetriades, A. K., Denicolai, S., Di Buono, G., Di Carlo, I., Di Saverio, S., Diaconescu, B., Dibra, R., Dios-Barbeito, S., Dogjani, A., Domanin, M., D'Oria, M., Duran Munoz-Cruzado, V., East, B., Ekwen, G. T., Elbaih, A. H., Escalera-Antezana, J. P., Esposito, G., Farre, R., Ferrario di Tor Vajana, A., Cordeiro Fonseca, V., Forfori, F., Fortuna, L., Fradelos, E., Fraga, G. P., Fransvea, P., Gachabayov, M., Garcia Vazquez, A., Ghannam, W. M., Gioco, R., Giraudo, G., Giuffrida, M., Giulii Capponi, M., Gomes, C. A., Teixeira Gonsaga, R. A., Gonullu, E., Goosen, J., Goranovic, T., Griffiths, E. A., Haidar, M. G., Hamid, H. K. S., Harddastle, T. C., Hecker, M., Hernandez Garcia, E. F., Cancio Huaman, E., Hutan, M., Ioannidis, O., Isik, A., Ismail, A. M. H., Ismail, N., Jang, J. Y., Kalipershad, S. N. R., Kaplan, L. J., Kara, Y., Karamagioli, E., Karamarkovia, A., Kavalakat, A. J., Kechagias, A., Kenig, J., Khan, J. S., Khokha, V., Klappenbach, R. F., Klappenbach, R., Kobe, Y., Kong, V., Korkolis, D., Kurihara, H., Kuriyama, A., Landaluce-Olavarria, A., Licari, L., Litvin, A., Lohsiriwat, V., Lopes Moreira, C. C., Lostoridis, E., Tovar Luna, A., Luppi, D., Machain, G. M., Maegele, M., Maggiore, D., Maier, R. V., Manangi, M., Manetti, A., Mantoglu, B., Mariani, F., Marinis, A., Sbalcheiro Mariot, E. A., Martines, G., Martinez Perez, A., Mascagni, P., Massalou, D., Bessa Melo, R., Miceli, L., Mingoli, A., Mishra, T. S., Mohamedahmed, A. Y. Y., Mohan, R., Morales-Garcia, D., Mustafa, S. M. S., Naimzada, M. D., Negoi, I., Nidaw, M. K., Nigri, G., Ogundipe, H. D., Oliveri, C., Olmi, S., Pagani, L., Palomba, G., Pantalone, D., Panyko, A., Paolillo, C., Papis, D., Pararas, N., Pata, F., Pavone, G., Pecchini, F., Pellino, G., Pelloni, M., Peloso, A., Perea Del Pozo, E., Goncalves Pereira, R., Monteiro Pereira, B., Lizarazu Perez, A., Perrone, G., Pesce, A., Petracca, G., Piccoli, M., Picetti, E., Pikoulis, E., Pintar, T., Pirozzolo, G., Podda, M., Previtali, P., Privitera, F., Punzo, C., Quiodettis, M. A., Qvist, N., Rahim, R., Reinisch-Liese, A., Rodriguez-Luna, M. R., Roizblatt, D., Roscio, F. P. M., Rossi, S., Sakakushev, B. E., Salamea, J. C., Sall, I., Sammartano, F., Sanchez Arteaga, A., Sanchez-Cordero, S., Sasia, D., Sawyer, R. G., Seretis, C., Serradilla-Martin, M., Shelat, V. G., Shlyapnikov, S., Lages Simoes, R., Siribumrungwong, B., Slavchev, M., Solaini, L., Soldini, G., Soreide, K., Sydorchuk, L., Sydorchuk, R., Syed, A. M., Tallon-Aguilar, L., Tan, J. H., Tarasconi, A., Tartaglia, D., Tartaglia, N., Taylor, J., Tebala, G. D., Teuben, M., Tolonen, M., Tomasicchio, G., Triantafyllou, T., Trigiante, G., Turrado-Rodriguez, V., Tutino, R., Uccelli, M., Ugarte-Sierra, B., Ukkonen, M., Vassiliu, P. G., Verde, J. M., Veroux, M., Vilallonga, R., Visconti, D., Waledziak, M., Wannatoop, T., Widmer, L. W., Wilson, M. S. J., Wong, T. H., Xenaki, S., Yu, B., Zakaria, A. D., Zambrano, D. A., Zese, M., Cobianchi L., Dal Mas F., Massaro M., Fugazzola P., Coccolini F., Kluger Y., Leppaniemi A., Moore E.E., Sartelli M., Angelos P., Ansaloni L., Abdelmalik A., Abebe N.S., Abu-Zidan F.M., Adam Y.A.Y., Adamou H., Agrusa A., Akin E., Alexandrino H., Ali S.M., Almeida P.M., Amico F., Ammendola M., Andreuccetti J., Aparicio-Sanchez D., Ardito A., Argenio G., Askevold I.H., Atanasov B.T., Augustin G., Awad S.S., Bagnoli C., Bains L., Balalis D., Baldini E., Baraket O., Barone M., Barreras J.A., Bellanova G., Biancuzzi H., Bignell M.B., Bini R., Bissacco D., Boati P., Bottari A., Bouliaris K., Brillantino A., Buonomo L.A., Buscemi S., Calu V., Campo Dall'Orto R., Carvas J.M., Casoni Pattacini G., Catena F., Celentano V., Ceresoli M., Chirica M., Cianci P., Cillara N., Cimbanassi S., Cioffi S.P.B., Colak E., Conti L., Dantas Costa S., D'acapito F., Damaskos D., Das K., Davies R.J., De Beaux A.C., De Simone B., Demetrashvili Z., Demetriades A.K., Denicolai S., Di Buono G., Di Carlo I., Di Saverio S., Diaconescu B., Dibra R., Dios-Barbeito S., Dogjani A., Domanin M., D'Oria M., Duran Munoz-Cruzado V., East B., Ekwen G.T., Elbaih A.H., Escalera-Antezana J.P., Esposito G., Farre R., Ferrario di Tor Vajana A., Cordeiro Fonseca V., Forfori F., Fortuna L., Fradelos E., Fraga G.P., Fransvea P., Gachabayov M., Garcia Vazquez A., Ghannam W.M., Gioco R., Giraudo G., Giuffrida M., Giulii Capponi M., Gomes C.A., Teixeira Gonsaga R.A., Gonullu E., Goosen J., Goranovic T., Griffiths E.A., Haidar M.G., Hamid H.K.S., Harddastle T.C., Hecker M., Hernandez Garcia E.F., Cancio Huaman E., Hutan M., Ioannidis O., Isik A., Ismail A.M.H., Ismail N., Jang J.Y., Kalipershad S.N.R., Kaplan L.J., Kara Y., Karamagioli E., Karamarkovia A., Kavalakat A.J., Kechagias A., Kenig J., Khan J.S., Khokha V., Klappenbach R.F., Klappenbach R., Kobe Y., Kong V., Korkolis D., Kurihara H., Kuriyama A., Landaluce-Olavarria A., Licari L., Litvin A., Lohsiriwat V., Lopes Moreira C.C., Lostoridis E., Tovar Luna A., Luppi D., Machain G.M., Maegele M., Maggiore D., Maier R.V., Manangi M., Manetti A., Mantoglu B., Mariani F., Marinis A., Sbalcheiro Mariot E.A., Martines G., Martinez Perez A., Mascagni P., Massalou D., Bessa Melo R., Miceli L., Mingoli A., Mishra T.S., Mohamedahmed A.Y.Y., Mohan R., Morales-Garcia D., Mustafa S.M.S., Naimzada M.D., Negoi I., Nidaw M.K., Nigri G., Ogundipe H.D., Oliveri C., Olmi S., Pagani L., Palomba G., Pantalone D., Panyko A., Paolillo C., Papis D., Pararas N., Pata F., Pavone G., Pecchini F., Pellino G., Pelloni M., Peloso A., Perea Del Pozo E., Goncalves Pereira R., Monteiro Pereira B., Lizarazu Perez A., Perrone G., Pesce A., Petracca G., Piccoli M., Picetti E., Pikoulis E., Pintar T., Pirozzolo G., Podda M., Previtali P., Privitera F., Punzo C., Quiodettis M.A., Qvist N., Rahim R., Reinisch-Liese A., Rodriguez-Luna M.R., Roizblatt D., Roscio F.P.M., Rossi S., Sakakushev B.E., Salamea J.C., Sall I., Sammartano F., Sanchez Arteaga A., Sanchez-Cordero S., Sasia D., Sawyer R.G., Seretis C., Serradilla-Martin M., Shelat V.G., Shlyapnikov S., Lages Simoes R., Siribumrungwong B., Slavchev M., Solaini L., Soldini G., Soreide K., Sydorchuk L., Sydorchuk R., Syed A.M., Tallon-Aguilar L., Tan J.H., Tarasconi A., Tartaglia D., Tartaglia N., Taylor J., Tebala G.D., Teuben M., Tolonen M., Tomasicchio G., Triantafyllou T., Trigiante G., Turrado-Rodriguez V., Tutino R., Uccelli M., Ugarte-Sierra B., Ukkonen M., Vassiliu P.G., Verde J.M., Veroux M., Vilallonga R., Visconti D., Waledziak M., Wannatoop T., Widmer L.W., Wilson M.S.J., Wong T.H., Xenaki S., Yu B., Zakaria A.D., Zambrano D.A., Zese M., Cobianchi, L, Dal Mas, F, Massaro, M, Fugazzola, P, Coccolini, F, Kluger, Y, Leppaniemi, A, Moore, E, Sartelli, M, Angelos, P, Ansaloni, L, Abdelmalik, A, Abebe, N, Abu-Zidan, F, Adam, Y, Adamou, H, Agrusa, A, Akin, E, Alexandrino, H, Ali, S, Almeida, P, Amico, F, Ammendola, M, Andreuccetti, J, Aparicio-Sanchez, D, Ardito, A, Argenio, G, Askevold, I, Atanasov, B, Augustin, G, Awad, S, Bagnoli, C, Bains, L, Balalis, D, Baldini, E, Baraket, O, Barone, M, Barreras, J, Bellanova, G, Biancuzzi, H, Bignell, M, Bini, R, Bissacco, D, Boati, P, Bottari, A, Bouliaris, K, Brillantino, A, Buonomo, L, Buscemi, S, Calu, V, Campo Dall'Orto, R, Carvas, J, Casoni Pattacini, G, Catena, F, Celentano, V, Ceresoli, M, Chirica, M, Cianci, P, Cillara, N, Cimbanassi, S, Cioffi, S, Colak, E, Conti, L, Dantas Costa, S, D'Acapito, F, Damaskos, D, Das, K, Davies, R, De Beaux, A, De Simone, B, Demetrashvili, Z, Demetriades, A, Denicolai, S, Di Buono, G, Di Carlo, I, Di Saverio, S, Diaconescu, B, Dibra, R, Dios-Barbeito, S, Dogjani, A, Domanin, M, D'Oria, M, Duran Munoz-Cruzado, V, East, B, Ekwen, G, Elbaih, A, Escalera-Antezana, J, Esposito, G, Farre, R, Ferrario di Tor Vajana, A, Cordeiro Fonseca, V, Forfori, F, Fortuna, L, Fradelos, E, Fraga, G, Fransvea, P, Gachabayov, M, Garcia Vazquez, A, Ghannam, W, Gioco, R, Giraudo, G, Giuffrida, M, Giulii Capponi, M, Gomes, C, Teixeira Gonsaga, R, Gonullu, E, Goosen, J, Goranovic, T, Griffiths, E, Haidar, M, Hamid, H, Harddastle, T, Hecker, M, Hernandez Garcia, E, Cancio Huaman, E, Hutan, M, Ioannidis, O, Isik, A, Ismail, A, Ismail, N, Jang, J, Kalipershad, S, Kaplan, L, Kara, Y, Karamagioli, E, Karamarkovia, A, Kavalakat, A, Kechagias, A, Kenig, J, Khan, J, Khokha, V, Klappenbach, R, Kobe, Y, Kong, V, Korkolis, D, Kurihara, H, Kuriyama, A, Landaluce-Olavarria, A, Licari, L, Litvin, A, Lohsiriwat, V, Lopes Moreira, C, Lostoridis, E, Tovar Luna, A, Luppi, D, Machain, G, Maegele, M, Maggiore, D, Maier, R, Manangi, M, Manetti, A, Mantoglu, B, Mariani, F, Marinis, A, Sbalcheiro Mariot, E, Martines, G, Martinez Perez, A, Mascagni, P, Massalou, D, Bessa Melo, R, Miceli, L, Mingoli, A, Mishra, T, Mohamedahmed, A, Mohan, R, Morales-Garcia, D, Mustafa, S, Naimzada, M, Negoi, I, Nidaw, M, Nigri, G, Ogundipe, H, Oliveri, C, Olmi, S, Pagani, L, Palomba, G, Pantalone, D, Panyko, A, Paolillo, C, Papis, D, Pararas, N, Pata, F, Pavone, G, Pecchini, F, Pellino, G, Pelloni, M, Peloso, A, Perea Del Pozo, E, Goncalves Pereira, R, Monteiro Pereira, B, Lizarazu Perez, A, Perrone, G, Pesce, A, Petracca, G, Piccoli, M, Picetti, E, Pikoulis, E, Pintar, T, Pirozzolo, G, Podda, M, Previtali, P, Privitera, F, Punzo, C, Quiodettis, M, Qvist, N, Rahim, R, Reinisch-Liese, A, Rodriguez-Luna, M, Roizblatt, D, Roscio, F, Rossi, S, Sakakushev, B, Salamea, J, Sall, I, Sammartano, F, Sanchez Arteaga, A, Sanchez-Cordero, S, Sasia, D, Sawyer, R, Seretis, C, Serradilla-Martin, M, Shelat, V, Shlyapnikov, S, Lages Simoes, R, Siribumrungwong, B, Slavchev, M, Solaini, L, Soldini, G, Soreide, K, Sydorchuk, L, Sydorchuk, R, Syed, A, Tallon-Aguilar, L, Tan, J, Tarasconi, A, Tartaglia, D, Tartaglia, N, Taylor, J, Tebala, G, Teuben, M, Tolonen, M, Tomasicchio, G, Triantafyllou, T, Trigiante, G, Turrado-Rodriguez, V, Tutino, R, Uccelli, M, Ugarte-Sierra, B, Ukkonen, M, Vassiliu, P, Verde, J, Veroux, M, Vilallonga, R, Visconti, D, Waledziak, M, Wannatoop, T, Widmer, L, Wilson, M, Wong, T, Xenaki, S, Yu, B, Zakaria, A, Zambrano, D, and Zese, M
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RD1-811 ,media_common.quotation_subject ,education ,Trauma leaders ,Context (language use) ,Knowledge translation ,Trauma leader ,Trauma teams, Knowledge translation, Team dynamics, Non-technical skills, Trauma leaders ,Settore SECS-P/07 - Economia Aziendale ,Multidisciplinary approach ,Surveys and Questionnaires ,Health care ,Medicine ,Humans ,Non-technical skill ,knowledge translation ,non-technical skills ,team dynamics ,trauma leaders ,trauma teams ,humans ,surveys and questionnaires ,patient care team ,Function (engineering) ,Trauma teams ,Non-technical skills ,media_common ,Patient Care Team ,Medical education ,Teamwork ,RC86-88.9 ,business.industry ,Team dynamics ,Correction ,Medical emergencies. Critical care. Intensive care. First aid ,Checklist ,Emergency Medicine ,Surgery ,The Internet ,Team dynamic ,business ,Trauma team ,Research Article - Abstract
Background Emergency surgery represents a unique context. Trauma teams are often multidisciplinary and need to operate under extreme stress and time constraints, sometimes with no awareness of the trauma’s causes or the patient’s personal and clinical information. In this perspective, the dynamics of how trauma teams function is fundamental to ensuring the best performance and outcomes. Methods An online survey was conducted among the World Society of Emergency Surgery members in early 2021. 402 fully filled questionnaires on the topics of knowledge translation dynamics and tools, non-technical skills, and difficulties in teamwork were collected. Data were analyzed using the software R, and reported following the Checklist for Reporting Results of Internet E-Surveys (CHERRIES). Results Findings highlight how several surgeons are still unsure about the meaning and potential of knowledge translation and its mechanisms. Tools like training, clinical guidelines, and non-technical skills are recognized and used in clinical practice. Others, like patients’ and stakeholders’ engagement, are hardly implemented, despite their increasing importance in the modern healthcare scenario. Several difficulties in working as a team are described, including the lack of time, communication, training, trust, and ego. Discussion Scientific societies should take the lead in offering training and support about the abovementioned topics. Dedicated educational initiatives, practical cases and experiences, workshops and symposia may allow mitigating the difficulties highlighted by the survey’s participants, boosting the performance of emergency teams. Additional investigation of the survey results and its characteristics may lead to more further specific suggestions and potential solutions.
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- 2021
30. A pilot study to inform the design of a supportive environment for challenge-based collaboration
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Pisoni, Galena, Gijlers, Hannie, Kubincová, Zuzana, Lancia, Loreto, Popescu, Elvira, Nakayama, Minoru, Scarano, Vittorio, Gil, Ana B., and Instructional Technology
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Teamwork ,Medical education ,Entrepreneurship ,Reflection (computer programming) ,media_common.quotation_subject ,Business ecosystem ,Authentication (law) ,Challenge-based education ,Work (electrical) ,Perception ,Mobile payment ,ComputingMilieux_COMPUTERSANDEDUCATION ,Collaborative work ,Team dynamics ,Psychology ,media_common - Abstract
In the course “An introduction to FinTech: from mobile payments to blockchains”, students are introduced to the broad area of FinTech, from both technical and business side. The course consists of two technical lectures that explain the students the basic technology for authentication and blockchain and two entrepreneurship lectures that discuss the fintech business ecosystem. In the rest of the course the students work on a project provided by companies in which they put into practice the obtained knowledge and provide a solution to a real life challenge. The course is face-to-face, with two weekly sessions of 2 h each. The students work in teams and each week they need to show progress/work towards the challenge resolution. The students are not constrained in any way and are asked to self organize for the team work. In this study we present the results we obtained from questionnaires that we delivered before the course on course expectations (that we used also to form the teams), during the course on teams’ dynamics, and after the course to measure students’ perception on collaboration strategies. We end the paper with a reflection on the design space for an application that can support this type of collaborative work online.
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- 2021
31. Describing and understanding team integration in new product development : a case study
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Lamirande, Maxim and Zahedi, Mithra
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Intégration ,Teamwork ,Team Dynamics ,Research-through-Design ,Travail d’équipe ,Team integration ,Recherche par le design ,Product Design ,Design de produit ,Compréhension partagée ,Collaboration - Abstract
Étant donné que les problèmes en développement de produits sont de plus en plus complexes et difficiles à résoudre, le rôle des designers est en changement continu. Ils sont de plus en plus impliqués dans les équipes multi-disciplinaires dès le début d’un projet. Des compagnies adoptent une approche de travail d’équipe qui réunit plusieurs bases de connaissances (disciplines, expertises) différentes dans un seul groupe. Tandis que ces groupes donnent accès à plusieurs bases de connaissances différentes, les membres de l’équipe doivent surmonter le défi de communiquer, négocier et développer une compréhension partagée des objectifs à travers leurs raisonnements différents et parfois opposés. En tant que designer junior, ces dynamiques peuvent intimider, puis faire le pont entre les points de vue différents peut paraître difficile. Afin d’améliorer l’intégration dans une équipe, une réflexion sur les dynamiques mêmes est nécessaire, mais il semble y avoir peu de moyens pour bien expliquer les interactions. Cette recherche se penche donc sur la question de comment décrire et mieux comprendre l’intégration dans une équipe en tant que designer nouvellement impliqué dans un projet et une équipe multi-disciplinaire. Afin d’y répondre, cette recherche créé d’abord un cadre théorique centré sur l’implication d’un designer dans le processus, la gestion de la complexité, le travail en équipe, puis l’intégration efficace à travers le développement d’une compréhension partagée. Une étude de cas qualitative est menée par une approche nommée Research-through-Design (recherche par le design dans le contexte d’un projet) qui permet de jouer le double rôle de chercheur et designer. La collecte de données se fait surtout par journal de bord et observations participantes afin de documenter les actions et réflexions d’un designer qui s’implique dans une équipe multi-disciplinaire menant des projets de développement de nouveaux produits. D’après les données recueillies, cette recherche tente décrire et mieux comprendre le cas en utilisant les catégorisations empiriques des facteurs qui influencent le développement d’une compréhension partagée proposées par Kleinsmann, Valkenburg et Buijs (2007). Grâce à ce cadre d’analyse, la description et réflexion sur l’intégration dans l’équipe furent un succès. Toutefois, cette recherche propose quelques précisions au cadre d’analyse ayant pour but d’y améliorer et faciliter l’observation, la description et la réflexion sur les dynamiques d’équipe pour des futurs designers juniors. Cette recherche espère donc proposer un appui aux designers pour développer leurs compétences à mieux travailler en équipes multi- disciplinaires., As new product development continues to change, designers appear increasingly involved in multi- disciplinary teams from the outset of project inception. This is due to the progressively challenging, multifaceted, and complex problems design must resolve. After all, no single individual possesses the knowledge to create most new products. Companies depend on the teamwork of individuals with different knowledge bases who come together as a single design group. In breaking down silos and creating these integrated teams, overall effectiveness is threatened by their ability to communicate, negotiate, and develop a shared understanding of their goals and means of achieving them. As a junior designer, team dynamics can be intimidating. Bridging different and sometimes conflicting individual views is challenging. Tougher still is reflecting on and describing dynamics as they happen in practice. Without the ability to explain dynamics, identifying and improving team integration seems nearly impossible. As such, this research aims to address these constraints by finding a way to describe and better understand team integration in action. To accomplish this, a theoretical framework is developed to explore designer involvement, managing complexity, teamwork, and effective team integration. From this, a qualitative case study is conducted to reflect on teamwork in action using a Research-through-Design approach. This places design practice in the centre of research and allows the researcher to also play the role of a newly integrated designer. It relies extensively on journal entries and participative observations in order to create a story of designer involvement in new product development. In interpreting the data through an empirical categorisation of factors that are said to influence the development of a shared understanding (Kleinsmann, Valkenburg, & Buijs, 2007), a working description and reflection of team integration was achieved. In addition, this research proposes some amendments that aim to improve the framework and enable other junior designers to better observe, describe, and reflect on team dynamics in the future. This research therefore hopes to contribute by supporting designers in improving their ability to work effectively within multi-disciplinary new product development teams., Mémoire en recherche par le design
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- 2020
32. Investigating effective dynamics of virtual student teams through analysis of Trello boards
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Pisoni, Galena, Hoogeboom, Marcella, Jakab, Frantisek, and Educational Science
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Team Dynamics ,Teamwork ,Knowledge management ,Computer science ,business.industry ,22/3 OA procedure ,media_common.quotation_subject ,Collaborative Learning ,Psychological intervention ,Collaborative learning ,Remote learning ,Team Work ,Remote Learning ,Work (electrical) ,Dynamics (music) ,Distributed learning ,Virtual Teams ,business ,media_common - Abstract
A recent challenge in distant distributed learning courses is to establish effective collaboration in small teams. Team work in such courses often has to take place asynchronously, which puts additional requirements on communication and coordination. This article describes an ongoing project in which we analyze the dynamics of virtual student teams located in different Universities by examining their Trello activity. The students work together in a project where they need to propose a solution for a business challenge. On the basis of their Trello activity we aim to characterize different patterns of team work in geographically dispersed teams to better understand how collaboration in virtual students teams develops over time. These insights can be used to detect ineffective team dynamics and to generate interventions that promote better collaboration.
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- 2020
33. Impact of Team Formation Method on Student Performance, Attitudes, and Behaviors
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Anthony Barrett, Marlyse Williams, Lauren Scharff, and Martiqua Post
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Teamwork ,Group membership ,media_common.quotation_subject ,education ,Group dynamic ,teams ,lcsh:LB5-3640 ,lcsh:Theory and practice of education ,Friendship ,Engineering education ,team formation methods ,Mathematics education ,student teams ,team dynamics ,Psychology ,Selection (genetic algorithm) ,media_common - Abstract
This project examined the effects of two team selection methods (self-selected and instructor-formed based on matched academic performance) on team and individual student performance and on self-reported attitudes and team behaviors in a freshman-level core-required introductory engineering course. The inclusion of both mid and end-of-semester self-reports provided some insights on the development of team dynamics, and because self-report data were not anonymous, correlations could be performed between the self-report and performance data. Matched-performance groups had significantly higher grades on several performance measures, with a larger effect on the team grades than on the individual grades; however, overall the effect sizes were small. There were no group differences for most self-reported items, although a key finding was that self-selected teams were significantly more likely to already have friends on their team, and a significant correlation showed that already having friends on a team was negatively correlated with many of the performance measures. In contrast, members of both types of teams reported equally high likelihood to make new friends, which was positively correlated with performance. For both groups there were small but significant decreases from mid to end of semester in satisfaction with team formation method, general enjoyment, and task-orientation over time. All of these time-related factors also showed significant correlations with the performance measures. Therefore, these factors seem like natural points for instructor attention when using teams. Understanding the impact of different approaches to team formation may guide instructors and lead to more well-functioning teams, higher student learning, and greater student satisfaction.
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- 2020
34. Teamwork, Safety, and Non-Technical Skills
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Rhee, Amanda J.
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- 2017
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35. The Evolution of Human-Autonomy Teams in Remotely Piloted Aircraft Systems Operations
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Mustafa Demir, Nathan J. McNeese, and Nancy J. Cooke
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Computer science ,Remotely piloted aircraft ,media_common.quotation_subject ,Autonomous agent ,synthetic agent ,050105 experimental psychology ,lcsh:Communication. Mass media ,03 medical and health sciences ,0302 clinical medicine ,Human–computer interaction ,0501 psychology and cognitive sciences ,media_common ,team cognition ,Teamwork ,human-autonomy teaming ,business.industry ,Team cognition ,05 social sciences ,Automation ,unmanned air vehicle ,lcsh:P87-96 ,Fundamental human needs ,remotely piloted aircraft systems ,team dynamics ,business ,030217 neurology & neurosurgery ,Autonomy - Abstract
The focus of this current research is two-fold: (1) to understand how team interaction in human-autonomy teams (HAT)s evolve in the Remotely Piloted Aircraft Systems (RPAS) task context, and (2) to understand how HATs respond to three types of failures (automation, autonomy, and cyber-attack) over time. We summarize the findings from three of our recent experiments regarding the team interaction within HAT over time in the dynamic context of RPAS. For the first and the second experiments, we summarize general findings related to team member interaction of a three-member team over time, by comparison of HATs with all-human teams. In the third experiment, which extends beyond the first two experiments, we investigate HAT evolution when HATs are faced with three types of failures during the task. For all three of these experiments, measures focus on team interactions and temporal dynamics consistent with the theory of interactive team cognition. We applied Joint Recurrence Quantification Analysis, to communication flow in the three experiments. One of the most interesting and significant findings from our experiments regarding team evolution is the idea of entrainment, that one team member (the pilot in our study, either agent or human) can change the communication behaviors of the other teammates over time, including coordination, and affect team performance. In the first and second studies, behavioral passiveness of the synthetic teams resulted in very stable and rigid coordination in comparison to the all-human teams that were less stable. Experimenter teams demonstrated metastable coordination (not rigid nor unstable) and performed better than rigid and unstable teams during the dynamic task. In the third experiment, metastable behavior helped teams overcome all three types of failures. These summarized findings address three potential future needs for ensuring effective HAT: (1) training of autonomous agents on the principles of teamwork, specifically understanding tasks and roles of teammates, (2) human-centered machine learning design of the synthetic agent so the agents can better understand human behavior and ultimately human needs, and (3) training of human members to communicate and coordinate with agents due to current limitations of Natural Language Processing of the agents.
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- 2019
36. Teams in a New Era: Some Considerations and Implications
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Elizabeth H. Lazzara and Lauren E. Benishek
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media_common.quotation_subject ,lcsh:BF1-990 ,Team effectiveness ,team membership ,Context (language use) ,050105 experimental psychology ,team goals ,03 medical and health sciences ,0302 clinical medicine ,Psychology ,Conceptual Analysis ,0501 psychology and cognitive sciences ,teams and groups ,General Psychology ,team interdependence ,media_common ,Structure (mathematical logic) ,Teamwork ,05 social sciences ,team context ,lcsh:Psychology ,Work (electrical) ,Mandate ,Research questions ,Engineering ethics ,teamwork ,team dynamics ,team performance ,Team training ,030217 neurology & neurosurgery - Abstract
Teams have been a ubiquitous structure for conducting work and business for most of human history. However, today’s organizations are markedly different than those of previous generations. The explosion of innovative ideas and novel technologies mandate changes in job descriptions, roles, responsibilities, and how employees interact and collaborate. These advances have heralded a new era for teams and teamwork in which previous teams research and practice may not be fully appropriate for meeting current requirements and demands. In this article, we describe how teams have been historically defined, unpacking five important characteristics of teams, including membership, interdependence, shared goals, dynamics, and an organizationally bounded context, and relating how these characteristics have been addressed in the past and how they are changing in the present. We then articulate the implications these changes have on how we study teams moving forward by offering specific research questions.
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- 2019
37. Effects of Gamifiaction in Collaborative Work
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Paschinger, Alexander
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teamtactics ,player types ,theory of games ,gamification ,team psychology ,team interaction ,team dynamics ,teamwork ,groupware ,collaboration - Abstract
submitted by Alexander Paschinger Universität Linz, Masterarbeit, 2019 (VLID)4543367
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- 2019
38. Ethics in Community-University-Artist Partnered Research: Tensions, Contradictions and Gaps Identified in an ‘Arts for Social Change’ Project
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Annalee Yassi, Lynn Fels, Judith Marcuse, Katherine M. Boydell, Karen Lockhart, and Jennifer Beth Spiegel
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Sociology and Political Science ,Dance ,media_common.quotation_subject ,Interdisciplinarity ,The arts ,Article ,Education ,03 medical and health sciences ,0302 clinical medicine ,Arts and Humanities (miscellaneous) ,030212 general & internal medicine ,Sociology ,media_common ,Teamwork ,Middle class ,Community-university-artist partnered research ,business.industry ,4. Education ,030503 health policy & services ,Social change ,Citizen journalism ,Public relations ,Collaboration ,Ethics in teams ,Philosophy ,Critical theory ,General partnership ,Team dynamics ,0305 other medical science ,business - Abstract
Academics from diverse disciplines are recognizing not only the procedural ethical issues involved in research, but also the complexity of everyday “micro” ethical issues that arise. While ethical guidelines are being developed for research in aboriginal populations and low-and-middle-income countries, multi-partnered research initiatives examining arts-based interventions to promote social change pose a unique set of ethical dilemmas not yet fully explored. Our research team, comprising health, education, and social scientists, critical theorists, artists and community-activists launched a five-year research partnership on arts-for-social change. Funded by the Social Science and Humanities Research Council in Canada and based in six universities, including over 40 community-based collaborators, and informed by five main field projects (circus with street youth, theatre by people with disabilities, dance for people with Parkinson’s disease, participatory theatre with refugees and artsinfused dialogue), we set out to synthesize existing knowledge and lessons we learned. We summarized these learnings into 12 key points for reflection, grouped into three categories: community-university partnership concerns (n = 3), dilemmas related to the arts (n = 5), and team issues (n = 4). In addition to addressing previous concerns outlined in the literature (e.g., related to consent, anonymity, dangerous emotional terrain, etc.), we identified power dynamics (visible and hidden) hindering meaningful participation of community partners and university-based teams that need to be addressed within a reflective critical framework of ethical practice. We present how our team has been addressing these issues, as examples of how such concerns could be approached in community-university partnerships in arts for social change.
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- 2016
39. Laborious but Elaborate: The Benefits of Really Studying Team Dynamics
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Margarete Boos and Michaela Kolbe
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team process ,medicine.medical_specialty ,Knowledge management ,Reflection (computer programming) ,media_common.quotation_subject ,lcsh:BF1-990 ,Review ,050105 experimental psychology ,methods ,03 medical and health sciences ,0302 clinical medicine ,interaction analysis ,Multidisciplinary approach ,Acute care ,Health care ,medicine ,Psychology ,0501 psychology and cognitive sciences ,Quality (business) ,General Psychology ,media_common ,Teamwork ,Scope (project management) ,business.industry ,Event (computing) ,05 social sciences ,Team processes ,Team dynamics ,Interaction analysis ,Methods ,Measurement ,16. Peace & justice ,lcsh:Psychology ,measurement ,team dynamics ,business ,030217 neurology & neurosurgery - Abstract
In this manuscript we discuss the consequences of methodological choices when studying team processes “in the wild.” We chose teams in healthcare as the application because teamwork cannot only save lives but the processes constituting effective teamwork in healthcare are prototypical for teamwork as they range from decision-making (e.g., in multidisciplinary decision-making boards in cancer care) to leadership and coordination (e.g., in fast-paced, acute-care settings in trauma, surgery and anesthesia) to reflection and learning (e.g., in post-event clinical debriefings). We draw upon recently emphasized critique that much empirical team research has focused on describing team states rather than investigating how team processes dynamically unfurl over time and how these dynamics predict team outcomes. This focus on statics instead of dynamics limits the gain of applicable knowledge on team functioning in organizations. We first describe three examples from healthcare that reflect the importance, scope, and challenges of teamwork: multidisciplinary decision-making boards, fast-paced, acute care settings, and post-event clinical team debriefings. Second, we put the methodological approaches of how teamwork in these representative examples has mostly been studied centerstage (i.e., using mainly surveys, database reviews, and rating tools) and highlight how the resulting findings provide only limited insights into the actual team processes and the quality thereof, leaving little room for identifying and targeting success factors. Third, we discuss how methodical approaches that take dynamics into account (i.e., event- and time-based behavior observation and micro-level coding, social sensor-based measurement) would contribute to the science of teams by providing actionable knowledge about interaction processes of successful teamwork. ISSN:1664-1078
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- 2018
40. Evaluation of TEAM dynamics before and after remote simulation training utilizing CERTAIN platform
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Bo Wang, Ognjen Gajic, Diana J. Kelm, Kelly Pennington, Yue Dong, and Hongchuan H. Coville
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Computer science ,media_common.quotation_subject ,Resuscitation ,education ,Education ,Simulation training ,Education, Distance ,03 medical and health sciences ,0302 clinical medicine ,Humans ,030212 general & internal medicine ,Prospective Studies ,Simulation Training ,media_common ,Language ,Patient Care Team ,lcsh:LC8-6691 ,lcsh:R5-920 ,Medical education ,Teamwork ,lcsh:Special aspects of education ,Videotape Recording ,030208 emergency & critical care medicine ,General Medicine ,simulation ,Group Processes ,Personnel, Hospital ,Engineering management ,Intensive Care Units ,Leadership ,Dynamics (music) ,ICU education ,Clinical Competence ,Educational Measurement ,team dynamics ,Emergencies ,lcsh:Medicine (General) - Abstract
Objective: The current study examines the feasibility and potential effects of long distance, remote simulation training on team dynamics. Design: The study design was a prospective study evaluating team dynamics before and after remote simulation. Subjects: Study subjects consisted of interdisciplinary teams (attending physicians, physicians in training, advanced care practitioners, and/or nurses). Setting: The study was conducted at nine training sites in eight countries. Interventions: Study subjects completed 2–3 simulation scenarios of acute crises before and after training with the Checklist for Early Recognition and Treatment of Acute Illness (CERTAIN). Measurements and main results: Pre- and post-CERTAIN training simulations were evaluated by two independent reviewers utilizing the Team Emergency Assessment Measure (TEAM), which is a 11-item questionnaire that has been validated for assessing teamwork in the intensive care unit. Any discrepancies of greater than 1 point between the two reviewers on any question on the TEAM assessment were sent to a third reviewer to judge. The score that was deemed discordant by the third judge was eliminated. Pre- and post-CERTAIN training TEAM scores were averaged and compared. Of the nine teams evaluated, six teams demonstrated an overall improvement in global team performance following CERTAIN virtual training. For each of the 11 TEAM assessments, a trend toward improvement following CERTAIN training was noted; however, no assessment had universal improvement. ‘Team composure and control’ had the least absolute score improvement following CERTAIN training. The greatest improvement in the TEAM assessment scores was in the ‘team’s ability to complete tasks in a timely manner’ and in the ‘team leader’s communication to the team’. Conclusion: The assessment of team dynamics using long distance, virtual simulation training appears to be feasible and may result in improved team performance during simulated patient crises; however, language and video quality were the two largest barriers noted during the review process.
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- 2018
41. The I in Team: Mining Personal Social Interaction Routine with Topic Models from Long-Term Team Data
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Yanxia Zhang, Jeffrey Olenick, Steve W. J. Kozlowski, Chu-Hsiang Chang, and Hayley Hung
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Topic model ,Teamwork ,Computer science ,Wearable ,media_common.quotation_subject ,05 social sciences ,Probabilistic logic ,Crew ,Wearable computer ,Cohesion (computer science) ,Data science ,050105 experimental psychology ,Social relation ,Term (time) ,0502 economics and business ,Machine learning ,0501 psychology and cognitive sciences ,Team dynamics ,050203 business & management ,media_common - Abstract
Social interaction plays a key role in assessing teamwork and collaboration. It becomes particularly critical in team performance when coupled with isolated, confined, and extreme conditions such as undersea missions. This work investigates how social interactions of individual members in a small team evolve during the course of a long duration mission. We propose to use a topic model to mine individual social interaction patterns and examine how the dynamics of these patterns have an effect on self-assessment of mood and team cohesion. Specifically, we analyzed data from a 6-person crew wearing Sociometric badges over a 4-month mission. Our results show that our method can extract the latent structure of social contexts without supervision. We demonstrate how the extracted patterns based on probabilistic models can provide insights on common behaviors at various temporal resolutions and exhibit links with self-report affective states and team cohesion.
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- 2018
42. Ranking Features on Psychological Dynamics of Cooperative Team Work through Bayesian Networks
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Pilar Fuster-Parra, F. Javier Ponseti, A. García-Mas, Yuhua Luo, and Jaume Cantallops
- Subjects
Knowledge management ,Physics and Astronomy (miscellaneous) ,Computer science ,General Mathematics ,media_common.quotation_subject ,Bayesian probability ,02 engineering and technology ,Machine learning ,computer.software_genre ,Task (project management) ,naive Bayes ,Naive Bayes classifier ,020204 information systems ,tree augmented naive Bayes ,0202 electrical engineering, electronic engineering, information engineering ,Computer Science (miscellaneous) ,cohesion team ,collaborative work ,cooperative teams ,media_common ,Teamwork ,business.industry ,lcsh:Mathematics ,Rank (computer programming) ,Bayesian network ,symmetric independencies ,lcsh:QA1-939 ,Bayesian networks ,team dynamics ,Tree (data structure) ,Ranking ,Chemistry (miscellaneous) ,020201 artificial intelligence & image processing ,Artificial intelligence ,business ,computer - Abstract
The aim of this study is to rank some features that characterize the psychological dynamics of cooperative team work in order to determine priorities for interventions and formation: leading positive feedback, cooperative manager and collaborative manager features. From a dataset of 20 cooperative sport teams (403 soccer players), the characteristics of the prototypical sports teams are studied using an average Bayesian network (BN) and two special types of BNs, the Bayesian classifiers: naive Bayes (NB) and tree augmented naive Bayes (TAN). BNs are selected as they are able to produce probability estimates rather than predictions. BN results show that the antecessors (the top features ranked) are the team members' expectations and their attraction to the social aspects of the task. The main node is formed by the cooperative behaviors, the consequences ranked at the BN bottom (ratified by the TAN trees and the instantiations made), the roles assigned to the members and their survival inside the same team. These results should help managers to determine contents and priorities when they have to face team-building actions., This study was supported by a project of the Spanish Ministry of Economy and Competitiveness (TIN2013-42795-P).
- Published
- 2016
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43. Emotional contagion in soccer penalty shootouts: Celebration of individual success is associated with ultimate team success
- Author
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Geir Jordet, Gert-Jan Pepping, and Tjerk Moll
- Subjects
Competitive Behavior ,Pride ,SELF-ESTEEM ,media_common.quotation_subject ,Emotion classification ,Emotions ,positive emotions ,Physical Therapy, Sports Therapy and Rehabilitation ,Emotional contagion ,NONVERBAL BEHAVIOR ,Football ,Athletic Performance ,Outcome (game theory) ,joy ,BASIC EMOTIONS ,EXPRESSIONS ,post-performance behaviour ,BUILD THEORY ,Soccer ,Humans ,Orthopedics and Sports Medicine ,Association (psychology) ,media_common ,Teamwork ,Chi-Square Distribution ,PRIDE ,Self-esteem ,penalties ,BROADEN ,cohesion ,Athletes ,SIMULATION ,KICK ,team dynamics ,Psychology ,Social psychology ,Psychomotor Performance - Abstract
We examined the association between celebratory responses after successful soccer penalty kicks and the outcome of a penalty shootout. Individually displayed post-shot behaviours in penalty shootouts held in World Cups and European Championships (N=151) were rated on the presence of universally distinct and recognizable behaviours associated with positive emotions. Using chi-square analyses we investigated which behaviours were associated with winning the shootout, when the relative standing between the teams was equal. Players who engaged in certain celebratory post-shot behaviours were more likely to be in the team that ultimately won the penalty shootout. In particular, celebrations including both arms were associated with winning the shootout. It was more likely that the next kick taken by an opponent was missed after a player displayed these behaviours after a goal than when he did not. The findings are interpreted in terms of emotional contagion-that is, the transference of emotions from individuals onto teammates and opponents. It is suggested that the individual expression of post-performance emotions serves a direct purpose in enhancing future team performance and that emotional contagion is an important process in the context of elite sport performance.
- Published
- 2010
44. Psychometric Validation and Comparison of the Team Development Measure and Learning Community Concepts among High School Professional Learning Community Teams
- Author
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Kirkland, Michael
- Subjects
- Professional Learning Communities, Team Dynamics, Teamwork, School Improvement, Professional Development, Team Effectiveness
- Abstract
This study combined the existing Team Development Measure (TDM) and Learning Community Concepts (LCC) assessments, as the TDLCC, to assess and measure high school professional learning communities progress as teams. Additionally, this study applied Rasch modeling techniques to describe and assess the qualities of the TDLCC instrument as a tool for measuring the levels of team development within a particular set of high school PLC teams as well as the measurement of related characteristics of PLC teams. The TDLCC was administered to 52 high school teachers in 12 PLC teams. Analysis of the content validity and convergent validity of the TDLCC instrument resulted in statistically significant correlations between the TDM and LCC by utilizing average scores and Rasch methodology. Moreover, Rasch model analysis also provided insight into specific team attributes present in PLC teams. The findings suggested that teacher PLC teams in the participating school were in the early (i.e., second) stage of team development, with attributes evidenced that of building cohesiveness and communication skills. The study’s results provide initial evidence of a psychometrically valid instrument for measuring teamness and learning community concepts of high school teacher PLCs.
- Published
- 2019
45. Evaluation of TEAM dynamics before and after remote simulation training utilizing CERTAIN platform.
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Pennington, Kelly M., Dong, Yue, Coville, Hongchuan H., Wang, Bo, Gajic, Ognjen, and Kelm, Diana J.
- Subjects
- *
SIMULATED patients , *ACUTE diseases , *FEASIBILITY studies , *NURSES , *LONGITUDINAL method - Abstract
Objective: The current study examines the feasibility and potential effects of long distance, remote simulation training on team dynamics. Design: The study design was a prospective study evaluating team dynamics before and after remote simulation. Subjects: Study subjects consisted of interdisciplinary teams (attending physicians, physicians in training, advanced care practitioners, and/or nurses). Setting: The study was conducted at nine training sites in eight countries. Interventions: Study subjects completed 2-3 simulation scenarios of acute crises before and after training with the Checklist for Early Recognition and Treatment of Acute Illness (CERTAIN). Measurements and main results: Pre- and post-CERTAIN training simulations were evaluated by two independent reviewers utilizing the Team Emergency Assessment Measure (TEAM), which is a 11-item questionnaire that has been validated for assessing teamwork in the intensive care unit. Any discrepancies of greater than 1 point between the two reviewers on any question on the TEAM assessment were sent to a third reviewer to judge. The score that was deemed discordant by the third judge was eliminated. Pre- and post-CERTAIN training TEAM scores were averaged and compared. Of the nine teams evaluated, six teams demonstrated an overall improvement in global team performance following CERTAIN virtual training. For each of the 11 TEAM assessments, a trend toward improvement following CERTAIN training was noted; however, no assessment had universal improvement. 'Team composure and control' had the least absolute score improvement following CERTAIN training. The greatest improvement in the TEAM assessment scores was in the 'team's ability to complete tasks in a timely manner' and in the 'team leader's communication to the team'. Conclusion: The assessment of team dynamics using long distance, virtual simulation training appears to be feasible and may result in improved team performance during simulated patient crises; however, language and video quality were the two largest barriers noted during the review process. [ABSTRACT FROM AUTHOR]
- Published
- 2018
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46. The effect of team dynamics on software development process improvement
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O'Connor, Rory V., Basri, Shuib, and SFI
- Subjects
software process ,team dynamics ,teamwork ,software process improvement ,software engineering - Abstract
peer-reviewed This article identifies the effect of team dynamics in the context of software development teams and its impact on software process improvement (SPI) activities in very small companies, in order to understand the relationship between these two variables. Most software development work is done by teams of software engineers working together in a collaborative manner to execute a software development process. Although there is much literature examining software process and how to improve it, less attention has been paid to the issues of team-working and specifically the impact of team dynamics on the software development process. Team dynamics is the term used to define how people work and interact together in teams. Teamwork is more effective with the existence of positive team dynamic, as it encourages a better working environment with satisfied, fulfilled employees who will in turn be more productive. This paper presents the results of a research study of team dynamics in very small software development companies and its impact on the software development process and software process improvement activities.
- Published
- 2012
47. Function Allocation for Humans and Automation in the Context of Team Dynamics
- Author
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Jacques Hugo, John M. O'Hara, Jeffrey C. Joe, and Johanna Oxstrand
- Subjects
Teamwork ,Engineering ,Knowledge management ,business.industry ,media_common.quotation_subject ,Human factors and ergonomics ,Function allocation ,Functional requirement ,Automation ,Industrial and Manufacturing Engineering ,Risk analysis (engineering) ,Artificial Intelligence ,Framing (construction) ,Team dynamics ,Human-automation team performance ,business ,Sophistication ,Strengths and weaknesses ,media_common - Abstract
Within Human Factors Engineering, a decision-making process called function allocation (FA) is used during the design life cycle of complex systems to distribute the system functions, typically identified through a functional requirements analysis, to all human and automated machine agents (or teammates) involved in controlling the system. Most FA methods make allocation decisions primarily by comparing the capabilities of humans and automation, and then by considering secondary factors such as cost, regulations, and the health and safety of workers. The primary analysis of the strengths and weaknesses of humans and machines, however, is almost always considered in terms of individual human or machine capabilities. Yet, FA is fundamentally about teamwork in that the goal of the FA decision-making process is to determine the optimal allocations of functions among agents. Given this framing of FA, and the increasing use of and sophistication of automation, there are two related social psychological issues that current FA methods need to address more thoroughly. First, many principles for effective human teamwork are not considered as central decision points or in the iterative hypothesis and testing phase in most FA methods, despite the fact that social factors have numerous positive and negative effects on individual and team capabilities. Second, social psychological factors affecting team performance can be difficult to translate to automated agents, and most FA methods currently do not account for this effect. The implications for these issues are discussed.
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