Relationship between Interprofessional Communication and Team Task Performance

2020 ◽  
Vol 43 ◽  
pp. 44-50
Author(s):  
Kyeong Ryong Lee ◽  
Eun Jung Kim
Keyword(s):  
Task Performance ◽  
Interprofessional Communication ◽  
Team Task

scholarly journals Communication of Visual and Auditory Information and The Coordination of Team Task Performance

2019 ◽  
Vol 63 (1) ◽  
pp. 1719-1723
Author(s):  
Adam F. Werner ◽  
Jamie C. Gorman ◽  
Michael J. Crites
Keyword(s):  
Task Performance ◽  
Performance Measures ◽  
Task Difficulty ◽  
Perceptual Information ◽  
Auditory Information ◽  
Interpersonal Coordination ◽  
Visual Condition ◽  
Remote Navigation ◽  
Team Task ◽  
Bimodal Condition

Due to lack of visual or auditory perceptual information, many tasks require interpersonal coordination and teaming. Dyadic verbal and/or auditory communication typically results in the two people becoming informationally coupled. This experiment examined coupling by using a two-person remote navigation task where one participant blindly drove a remote-controlled car while another participant provided auditory, visual, or a combination of both cues (bimodal). Under these conditions, we evaluated performance using easy, moderate, and hard task difficulties. We predicted that the visual condition would have higher performance measures overall, and the bimodal condition would have higher performance as difficulty increased. Results indicated that visual coupling performs better overall compared to auditory coupling and that bimodal coupling showed increased performance as task difficulty went from moderate to hard. When auditory coupling occurs, the frequency at which teams communicate affects performance— the faster teams spoke, the better they performed, even with visual communication available.

How Team Emotional Intelligence Connects to Task Performance: A Network Approach

2019 ◽  
Vol 51 (4) ◽  
pp. 492-516
Author(s):  
Hui-Hua Zhang ◽  
Cody Ding ◽  
Nicola S. Schutte ◽  
Rui Li
Keyword(s):  
Emotional Intelligence ◽  
Social Network ◽  
Task Performance ◽  
Project Teams ◽  
Friendship Networks ◽  
Team Members ◽  
Social Network Structure ◽  
Team Task ◽  
Student Projects

Drawing on a social network analysis, we examined the role of social network structure (i.e., friendship network density) as a mediating factor linking team average emotional intelligence (EI) with team task performance and how this relationship is influenced by intrateam trust. The results from 97 teams (466 team members) working on student projects in a business university over a semester indicated that teams with higher average EI exhibit a higher density of friendship networks and better team task performance in contexts characterized by higher intrateam trust. The study increases our understanding of the mechanism through which EI at the team level may affect team performance and provides new insights into how team managers and members might enhance the effectiveness of project teams.

scholarly journals Building efficacy beliefs through team task engagement and past task performance in contemporary teams

2020 ◽  
pp. 234094442092440
Author(s):  
Alma Mª Rodríguez-Sánchez ◽  
Jari Hakanen ◽  
Marisa Salanova
Keyword(s):  
Task Performance ◽  
Collective Efficacy ◽  
Ad Hoc ◽  
Longitudinal Design ◽  
Efficacy Beliefs ◽  
Task Engagement ◽  
Team Task ◽  
Mastery Experiences ◽  
Ad Hoc Teams ◽  
Over Time

It is important for organizations to identify the drivers for effective collaboration in contemporary teams, such as self-managed ad hoc teams. Therefore, we aimed to investigate (1) the influence of team task engagement and mastery experiences on collective efficacy beliefs and (2) the temporal relationship between team task engagement and task performance over time. We postulate that to build collective efficacy in contemporary teams over time, it is necessary to enhance positive emotional states (i.e., team task engagement) and mastery experiences (teams’ past task performance). The study adopted a three-wave longitudinal design in which 575 individuals nested within 112 self-managed ad hoc teams participated in a decision-making task. Results showed that team task engagement and past task performance positively predicted future collective efficacy. Moreover, team task engagement positively predicted teams’ task performance over time. This study contributes to the understanding of the antecedents of team effectiveness, specifically in contemporary teams. JEL CLASSIFICATION: C92; J24; O15

Justice Climates and Management Team Effectiveness: The Central Role of Group Harmony

2017 ◽  
Vol 13 (4) ◽  
pp. 821-849 ◽  
Author(s):  
Ali F. Ünal ◽  
Chao C. Chen ◽  
Katherine R. Xin
Keyword(s):  
Cultural Values ◽  
Task Performance ◽  
Interactional Justice ◽  
Group Processes ◽  
Past Research ◽  
Helping Behavior ◽  
Value Theory ◽  
Individual Level ◽  
Theory Of Justice ◽  
Team Task

ABSTRACTAlthough social harmony is one of the most important cultural values in many of Asian societies it has rarely been studied in the mainstream management literatures. Based on the group-value theory of justice we examined how group justice climates influence group effectiveness through group harmony. Analyses of data on 106 upper-level management teams from Chinese organizations showed that justice climates were positively associated with group harmony, which in turn was positively associated with team task performance and team helping behavior. Group harmony was found to significantly mediate the positive effect of both distributive and interactional justice climates on team helping behavior but only marginally on team task performance. Finally, in support of past research both at the group and individual level, procedural justice climate had the weakest effect on group processes and outcomes. By applying the group value theory on group harmony this paper aims to integrate Eastern and Western perspectives on one hand and the justice climates and group harmony research on the other. Theoretical and practical implications are discussed.

Measuring the Impact of Time Pressure on Team Task Performance

Safer Surgery ◽  
2017 ◽  
pp. 385-403 ◽  
Author(s):  
Colin F. Mackenzie ◽  
Shelly A. Jeffcott ◽  
Yan Xiao
Keyword(s):  
Task Performance ◽  
Time Pressure ◽  
Team Task ◽  
The Impact

Effects of Concurrent Manual Task Performance on Connected Speech Acoustics in Individuals With Parkinson Disease

2019 ◽  
Vol 62 (7) ◽  
pp. 2099-2117 ◽  
Author(s):  
Jason A. Whitfield ◽  
Zoe Kriegel ◽  
Adam M. Fullenkamp ◽  
Daryush D. Mehta
Keyword(s):  
Task Performance ◽  
Speech Production ◽  
Dual Task ◽  
Motor Task ◽  
Task Condition ◽  
Connected Speech ◽  
Speech Acoustics ◽  
Single Task ◽  
Manual Task ◽  
Task Conditions

Purpose Prior investigations suggest that simultaneous performance of more than 1 motor-oriented task may exacerbate speech motor deficits in individuals with Parkinson disease (PD). The purpose of the current investigation was to examine the extent to which performing a low-demand manual task affected the connected speech in individuals with and without PD. Method Individuals with PD and neurologically healthy controls performed speech tasks (reading and extemporaneous speech tasks) and an oscillatory manual task (a counterclockwise circle-drawing task) in isolation (single-task condition) and concurrently (dual-task condition). Results Relative to speech task performance, no changes in speech acoustics were observed for either group when the low-demand motor task was performed with the concurrent reading tasks. Speakers with PD exhibited a significant decrease in pause duration between the single-task (speech only) and dual-task conditions for the extemporaneous speech task, whereas control participants did not exhibit changes in any speech production variable between the single- and dual-task conditions. Conclusions Overall, there were little to no changes in speech production when a low-demand oscillatory motor task was performed with concurrent reading. For the extemporaneous task, however, individuals with PD exhibited significant changes when the speech and manual tasks were performed concurrently, a pattern that was not observed for control speakers. Supplemental Material https://doi.org/10.23641/asha.8637008

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

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