Capturing the Four-Phase Team Adaptation Process With Behaviorally Anchored Rating Scales (BARS)

2020 ◽  
Vol 36 (2) ◽  
pp. 336-347
Author(s):  
Eleni Georganta ◽  
Felix C. Brodbeck

Abstract. As a response to the lack of quantitative and reliable measures of the team adaptation process, the aim of the present study was to develop and validate an instrument for assessing the four phases of the team adaptation process as described by Rosen and colleagues (2011) . Two trained raters and two subject matter expert groups contributed to the development of four behaviorally anchored rating scales (BARS) that span across the spectrum of team processes involved in each team adaptation phase. To validate the four BARS, two different trained raters assessed independently the team adaptation phases of 66 four-person teams. The validation study provided empirical support for the BARS’ psychometric adequacy. The BARS measures overcame the common middle anchor problem, showed sensitivity in differentiating between teams and between the four phases, showed evidence for acceptable reliability, construct, and criterion validity, and supported the theoretical team adaptation process assumptions. The study contributes to research and praxis by enabling the direct assessment of the overall team adaptation process, thereby facilitating our understanding of this complex phenomenon. This allows the identification of behavioral strengths and weaknesses for targeted team development and comprehensive team adaptation studies.

2014 ◽  
Vol 20 (7/8) ◽  
pp. 328-342 ◽  
Author(s):  
Rasmus Oertel ◽  
Conny H. Antoni

Purpose – This study aims to contribute to the team learning literature, by analyzing how reflective team learning is related to interfering events and to subsequent team adaptation. Design/methodology/approach – Longitudinal data were obtained from 33 project teams consisting of 131 students. Participants answered an online questionnaire three times during the term. The data were analyzed at the team level by conducting multiple hierarchical regression and bootstrap analyses. Findings – Results show an indirect effect of interfering events on team adaptation through reflective team learning, supporting recent models of episodic team processes and interruptive events. Findings indicate that reflective team learning is related to situational events and subsequent team adaptation. It was concluded that events that interfere with team action in a given time period stimulate the occurrence of reflective behavior, resulting in team adaptation. Research limitations/implications – The sample size is rather small, the context is very specific and the study focuses on reflective team learning. Therefore, future studies should try to replicate the findings with larger samples in other work contexts and also explore other facets of team learning. Practical implications – The findings are valuable for managers because they highlight the opportunities interferences offer for team learning and how they can be used to achieve team adaptation. Originality/value – This study contributes to team learning research by shedding light on emerging conditions of team learning processes. It provides empirical support for current models of team learning and team adaptation by analyzing longitudinal data.


Author(s):  
Sarah E. Murray

This book gives a compositional, truth‐conditional, crosslinguistic semantics for evidentials set in a theory of the semantics for sentential mood. Central to this semantics is a proposal about a distinction between what propositional content is at‐issue, roughly primary or proffered, and what content is not‐at‐issue. Evidentials contribute not‐at‐issue content, more specifically what I will call a not‐at‐issue restriction. In addition, evidentials can affect the level of commitment a sentence makes to the main proposition, contributed by sentential mood. Building on recent work in the formal semantics of evidentials and related phenomena, the proposed semantics does not appeal to separate dimensions of illocutionary meaning. Instead, I argue that all sentences make three contributions: at‐issue content, not‐at‐issue content, and an illocutionary relation. At‐issue content is presented, made available for subsequent anaphora, but is not directly added to the common ground. Not‐at‐issue content directly updates the common ground. The illocutionary relation uses the at‐issue content to impose structure on the common ground, which, depending on the clause type (e.g., declarative, interrogative), can trigger further updates. Empirical support for this proposal comes from Cheyenne (Algonquian, primary data from the author’s fieldwork), English, and a wide variety of languages that have been discussed in the literature on evidentials.


2020 ◽  
Vol 16 (1) ◽  
pp. 87-121
Author(s):  
Bárbara Eizaga-Rebollar ◽  
Cristina Heras-Ramírez

AbstractThe study of pragmatic competence has gained increasing importance within second language assessment over the last three decades. However, its study in L2 language testing is still scarce. The aim of this paper is to research the extent to which pragmatic competence as defined by the Common European Framework of Reference for Languages (CEFR) has been accommodated in the task descriptions and rating scales of two of the most popular Oral Proficiency Interviews (OPIs) at a C1 level: Cambridge’s Certificate in Advanced English (CAE) and Trinity’s Integrated Skills in English (ISE) III. To carry out this research, OPI tests are first defined, highlighting their differences from L2 pragmatic tests. After pragmatic competence in the CEFR is examined, focusing on the updates in the new descriptors, CAE and ISE III formats, structure and task characteristics are compared, showing that, while the formats and some characteristics are found to differ, the structures and task types are comparable. Finally, we systematically analyse CEFR pragmatic competence in the task skills and rating scale descriptors of both OPIs. The findings show that the task descriptions incorporate mostly aspects of discourse and design competence. Additionally, we find that each OPI is seen to prioritise different aspects of pragmatic competence within their rating scale, with CAE focusing mostly on discourse competence and fluency, and ISE III on functional competence. Our study shows that the tests fail to fully accommodate all aspects of pragmatic competence in the task skills and rating scales, although the aspects they do incorporate follow the CEFR descriptors on pragmatic competence. It also reveals a mismatch between the task competences being tested and the rating scale. To conclude, some research lines are proposed.


2018 ◽  
pp. 281-286
Author(s):  
S. Nassir Ghaemi

The diagnosis and treatment of personality are probed. Some DSM definitions are viewed as either invalid (narcissistic personality disorder) or related to other conditions (schizotypal personality). Instead, DSM-based personality “disorders” are seen as psychoanalytic speculations, with weak empirical support, except for borderline personality and antisocial personality. Other aspects of personality are best understood as traits, rather than “disorders,” or as symptomatic changes that are acute and occur lower in the hierarchy of diagnosis than mood or psychotic states, and are caused by the latter. The common report of purported comorbidity is seen as an overestimation, with personality changes often being part of other conditions. Symptomatic treatment is seen to be questionable in benefit over risk, both for dopamine blockers and for SRIs.


2020 ◽  
Vol 32 (2) ◽  
pp. 187-200 ◽  
Author(s):  
Alessandro Benedetto ◽  
Maria Concetta Morrone ◽  
Alice Tomassini

Research in the last decade has undermined the idea of perception as a continuous process, providing strong empirical support for its rhythmic modulation. More recently, it has been revealed that the ongoing motor processes influence the rhythmic sampling of sensory information. In this review, we will focus on a growing body of evidence suggesting that oscillation-based mechanisms may structure the dynamic interplay between the motor and sensory system and provide a unified temporal frame for their effective coordination. We will describe neurophysiological data, primarily collected in animals, showing phase-locking of neuronal oscillations to the onset of (eye) movements. These data are complemented by novel evidence in humans, which demonstrate the behavioral relevance of these oscillatory modulations and their domain-general nature. Finally, we will discuss the possible implications of these modulations for action–perception coupling mechanisms.


Author(s):  
Alireza Anushirvani ◽  
Ehsan Alinezhadi

Comparative Literature is categorized among interdisciplinary studies and tries to bridge a gap between different and separated spheres of human studies. Adaptation studies is a subdivision of Comparative Literature that makes a bond between Literature and Cinema. Both Literature and Cinema are two different mediums or different means of expression. Each has its own language to convey meaning. While novel uses words, cinema uses visual and aural images to convey meaning. Linda Hutchean is a famous adaptation theorist and her theories are used by many critics. She categorizes four different parts for her theory. What? Who and Why? How? When and Where? Through these four main parts, she scrutinizes adaptation process. What, refers to the form, changes, gains and losses, using different tools to convey meaning. Who, refers to the adapter. She poses this question that in adaptation process who is the real adapter? Director, composer, screenplay writer or editor? Why, refers to the motivation of the adapter. She tries to find out different motivation of an adapter to adapt a work. When and Where, refers to the time and place of the adaptation process and its influence both during creation and reception process. In this thesis all of these four main parts of Hutcheon’s theory are scrutinized over 2013 adaptation ofThe Great Gatsbyby Buz Luhrmann. Similarities and differences between a novel and film are illuminated through this research. By determining differences between a film and a novel, hidden and unhidden aspects of the novel will be illuminated and this is a pleasure that a comparatist seeks.


2021 ◽  
Author(s):  
◽  
Davide Santoro

<p>The extreme ecological success of insect societies is frequently attributed to the division of labour within their colonies (Chittka & Muller, 2009; Holldobler & Wilson, 2009; E. Wilson & Hölldobler, 2005). Yet, we are far from understanding the causes and consequences of division of labour, implying workers’ specialization (Chittka & Muller, 2009; Dornhaus, 2008). Moreover, little studied is the behaviour of individual workers (Jeanson & Weidenmüller, 2013). Social wasps (Hymenoptera: Vespidae) have received less attention than social bees and ants, and our knowledge of basic aspect of their ecology is still poor (Jeanne, 1991; Greene, 1991). With my thesis, I aimed to contribute to a better understanding of the common wasp (Vespula vulgaris) foraging ecology and organization of labour. With a particular attention to their foraging behaviour, I investigated the inter-individual variability among wasp workers and their cooperation.  My thesis shows evidence of information sharing and co-ordination in V. vulgaris foragers’ activity. In fact, the discovery and choice of resources by wasp foragers was assisted by information provided by experienced nestmates (Chapter 2). When resources known to portion of the workforce became newly available, the foraging effort of the whole colony increased. My observations of common wasps are hence consistent with foraging activation mechanisms and suggest piloting (in which one individual leads one or more nestmates to a resource) as a possible foraging recruitment mechanism in social wasps.  I found huge variation in lifetime activity, task performance, and survival among common wasp workers (Chapter 3). Some individuals specialized on alternative foraging tasks over their lifetime, and a minority individuals performed a disproportionately high number of foraging trips (elitism). Foragers appeared to become more successful with age, accomplishing more trips and carrying heavier fluid loads. Compared to smaller nestmates, larger wasps contributed more to the colony foraging economies. High mortality was associated with the beginning of the foraging activity, relative to lower mortality in more experienced workers.  I evaluated the performance of common wasp workers within the same insect colony, and found empirical support for the hypothesis that specialist foragers are more efficient than generalists (Chapter 4). In fact, V. vulgaris behavioural specialists performed more trips per foraging day and their trips tended to be shorter. Despite their more intense foraging effort, specialists lived longer than generalists.  I investigated the intra-colonial variation in the sting extension response (SER) of common wasps, measured as a proxy for individual aggressiveness (Chapter 5). I found that wasps vary greatly in their SER and that individuals change during their life. Aggressive individuals tended to become more docile, while docile individuals more aggressive. Older wasps tended to be more aggressive. Wasp size was not significantly related to the SER. Wasp foragers had a less pronounced sting extension than individuals previously involved in nest defence. For the same individual, the aggressive response was proportional to the intensity of the negative stimulus.</p>


2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Eleni Georganta ◽  
Katharina G. Kugler ◽  
Julia A.M. Reif ◽  
Felix C. Brodbeck

Purpose Several theoretical models have been developed to describe the process of successful team adaptation. Testing the models through empirical research is lacking. This study aims to empirically examine the way teams adapt to unexpected or novel circumstances and investigate the four-phase team adaptation process (i.e. situation assessment → plan formulation → plan execution → team learning), as proposed by Rosen et al. (2011). Design/methodology/approach To test the positive relationship between the four team adaptation phases and their suggested sequence, a cross-sectional field study was conducted. Data were collected from 23 teams participating during an 8-week team project. Findings Results from random intercept models confirmed that the team adaptation process consisted of four phases that were positively related to each other. As expected, plan formulation mediated the positive relationship between situation assessment and plan execution. However, team learning was independently related to all three previous phases, and not only to situation assessment as theory suggests. Originality/value To the best of the authors’ knowledge, the present study is one of the first attempts to test the theoretical model of the team adaptation process presented by Rosen et al. (2011). Findings illustrated that the team adaptation process is not a simple four-phase sequence, but it constitutes four dynamic phases that are strongly interrelated to each other.


2014 ◽  
Vol 165 (1) ◽  
pp. 3-18 ◽  
Author(s):  
Jan H. Hulstijn

The Common European Framework of Reference for Languages (CEFR, Council of Europe, 2001) currently functions as an instrument for educational policy and practice. The view of language proficiency on which it is based and the six proficiency levels it defines lack empirical support from language-use data. Several issues need to be investigated collaboratively by researchers working in the fields of first and second language acquisition, corpus linguistics and language assessment. These issues are concerned with (i) the CEFR’s failure to consistently distinguish between levels of language proficiency (static aspect) and language development (dynamic aspect), (ii) with the CEFR’s confounding of levels of language proficiency and intellectual abilities, and (iii) the potential problem of mismatches between second-language learners’ communicative and linguistic competences. Furthermore, from a more theoretical perspective, this paper proposes (iv) to investigate which CEFR proficiency levels are attainable by native speakers and (v) to empirically delineate the lexical, morpho-syntactic and pragmatic knowledge shared by all native speakers (called Basic Language Cognition).


2020 ◽  
Vol 15 (6) ◽  
pp. 201-216
Author(s):  
E.Y. ASTAFICHEVA ◽  

The purpose of the study: analysis of the mechanism of socio-psychological adaptation of personnel as a factor in ensuring the effectiveness of organizational interaction in corporations. The subject of research: corporate relations that develop in the process of social and psychological adaptation of personnel. Social and psychological adaptation of personnel requires special, organizationally separate attention of corporate management. The personnel adaptation process should not be "let loose" or be mixed with the professional adaptation of workers. The management of the corporation must have a planned program of action specifically aimed at ensuring the social and psychological adaptation of personnel to changes. As a result of the study, it was substantiated that socio-psychological adaptation as an institution of organizational behavior has an internal structure, the most significant components of which are the adaptation of “newcomers”, their “entry into the team”; development by employees of new job duties due to internal corporate changes; staff getting used to the new conditions of the corporation.


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