Redundant Automation Monitoring: Four Eyes Don’t See More Than Two, if Everyone Turns a Blind Eye

2018 ◽  
Vol 60 (7) ◽  
pp. 902-921 ◽  
Author(s):  
Dietlind Helene Cymek
Keyword(s):  
Team Performance ◽  
Performance Feedback ◽  
Failure Detection ◽  
Individual Performance ◽  
Social Loafing ◽  
Expected Gain ◽  
Individual Feedback ◽  
Monitoring Behavior ◽  
To Receive ◽  
Working Alone

Background: In safety-critical and highly automated environments, more than one person typically monitors the system in order to increase reliability. Objective: We investigate whether the anticipated advantage of redundant automation monitoring is lost due to social loafing and whether individual performance feedback can mitigate this effect. Method: In two experiments, participants worked on a multitasking paradigm in which one task was the monitoring and cross-checking of an automation. Participants worked either alone or with a team partner on this task. The redundant group was further subdivided. One subgroup was instructed that only team performance would be evaluated, whereas the other subgroup expected to receive individual performance feedback after the experiment. Results: Compared to participants working alone, those who worked collectively but did not expect individual feedback performed significantly less cross-checks and found 25% fewer automation failures. Due to this social loafing effect, even the combined team performance did not surpass the performance of participants working alone. However, when participants expected individual performance feedback, their monitoring behavior and failure detection performance was similar to participants working alone and a team advantage became apparent. Conclusion: Social loafing in redundant automation monitoring can negate the expected gain, if individual performance feedback is not provided. Application: These findings may motivate safety experts to evaluate whether their implementation of human redundancy is vulnerable to social loafing effects.

scholarly journals The effects of contingent relationship magnitude between pay and performance on social loafing behaviors

2013 ◽  
Vol 26 (1) ◽  
pp. 103-118
Author(s):  
Insub Choi ◽  
Kyehoon Lee ◽  
Shezeen Oah
Keyword(s):  
College Students ◽  
Distributive Justice ◽  
Factorial Design ◽  
Team Performance ◽  
Individual Performance ◽  
Social Loafing ◽  
Individual Work ◽  
Mixed Factorial Design ◽  
And Performance ◽  
Better Than

The main purpose of this study was to compare the effects of contingent relationship magnitude between pay and performance on social loafing behaviors and perception of the distributive justice. Sixty-four college students were applied in an ABC/ACB counter-balancing mixed factorial design(A: the high contingent relationship magnitude between pay and performance on individual performance, B: the high contingent relationship magnitude between pay and performance on team performance, C: the low contingent relationship magnitude between pay and performance on team performance), each participant attended 12 sessions in total. For this study, a brainstorming task was developed. The dependent variable was the sum of total idea frequency in the brainstorming task and the perception of the distributive justice. Analyses showed that each condition of contingent relationship magnitude between pay and performance had effectiveness in team idea frequency and perceived distributive justice. Result indicated that teamwork was better than individual work on performance. Also, the result suggested that social loafing behaviors or perception of the distributive justice could be effected depend upon the extent to which how the contingent relationship magnitude between pay and performance on team performance.

Performance Feedback Type and Employees' Subsequent Willingness to Help Other Employees

2018 ◽  
Vol 31 (3) ◽  
pp. 25-39 ◽  
Author(s):  
Paul W. Black ◽  
Andrew H. Newman ◽  
Bryan R. Stikeleather ◽  
Nathan J. Waddoups
Keyword(s):  
Performance Feedback ◽  
Helping Behavior ◽  
Individual Performance ◽  
Data Availability ◽  
Production Task ◽  
Feedback Systems ◽  
Feedback Type ◽  
Management Accountants ◽  
Individual Feedback ◽  
Willingness To Help

ABSTRACT We investigate whether the type of performance feedback (individual versus relative) firms provide employees on one task alters employees' willingness to help other employees on a subsequent, unrelated task. Consistent with prior research, results from our experiment show that employees perform better on a production task when they receive relative performance feedback as opposed to individual performance feedback about the task. However, we document that the valence of RPI feedback appears to moderate the effect of RPI on subsequent helping behavior. Specifically, those who receive RPI feedback indicating that they performed (better) worse than another participant exhibit (lower) higher levels of helping behavior relative to those who receive only individual feedback. Our results highlight the complex tradeoffs confronting managers and management accountants when designing performance feedback systems and the need for them to consider employees' tasks holistically rather than in isolation when deciding what type of performance feedback to provide. JEL Classifications: C71; M41; J31. Data Availability: Available upon request.

Trade-Offs in a Team Tracking Task as a Function of Performance Feedback

1994 ◽  
Vol 38 (18) ◽  
pp. 1204-1209 ◽  
Author(s):  
Florian G. Jentsch ◽  
Guillermo Navarro ◽  
Clint A. Bowers
Keyword(s):  
Team Performance ◽  
Performance Feedback ◽  
Team Member ◽  
Statistical Significance ◽  
Tracking Error ◽  
Tracking Task ◽  
Team Members ◽  
Trade Offs ◽  
Individual Feedback ◽  
The Difference

Team members often have to make decisions about which aspects of their tasks they should emphasize. One of the factors that may determine these decisions is the type of feedback. In this study, the influence of the type of concurrent performance feedback on team performance in a pursuit tracking task was investigated. Eighteen dyads performed a reciprocally interdependent team tracking task. Subjects' goal was to optimize team performance under three different conditions: One team member never received feedback, while the other received either team, individual, or no feedback. The tracking error was measured. The results from this study largely confirmed the findings from previous research which had indicated a feedback by team member interaction: When provided with individual feedback, team members seemed to emphasize the perceived individual aspects of their task at the expense of the team effort. Under team feedback, the reverse occurred. In support of these findings, the current study found a significant gap in performance between the two team members under individual feedback conditions. The team member receiving individual feedback performed significantly better than their interdependent cohort. Yet, when subjects received either team or no feedback, their performance was worse than that of their team member, even if the difference failed to reach statistical significance. The results suggest that feedback can adequately focus subjects' attention towards specific aspects of their task.

scholarly journals Does Individual Performance Feedback Increase the Use of Retrieval Practice?

2021 ◽  
Author(s):  
Luotong Hui ◽  
Anique B. H. de Bruin ◽  
Jeroen Donkers ◽  
Jeroen J. G. van Merriënboer
Keyword(s):  
Performance Feedback ◽  
Test Scores ◽  
Testing Effect ◽  
Retrieval Practice ◽  
Individual Performance ◽  
Long Term Effects ◽  
Short Term ◽  
Individual Feedback ◽  
The Individual

AbstractThe testing effect—the power of retrieval practice to enhance long-term knowledge retention more than restudying does—is a well-known phenomenon in learning. However, retrieval practice is hardly appreciated by students and underutilized when studying. One of the reasons is that learners usually do not experience immediate benefits of such practice which often present only after a delay. We therefore conducted 2 experiments to examine whether students choose retrieval practice more often as their learning strategy after having experienced its benefits. In Experiment 1, students received individual feedback about the extent to which their 7-day delayed test scores after retrieval practice differed from their test scores after restudy. Those students who had actually experienced the benefits of retrieval practice appreciated the strategy more and used it more often after receiving feedback. In Experiment 2, we compared the short-term and long-term effects on retrieval practice use of individual performance feedback and general instruction about the testing effect. Although both interventions enhanced its use in the short term, only the individual feedback led to enhanced use in the long term by those who had actually experienced its benefits, demonstrating the superiority of the individual feedback in terms of its ability to promote retrieval practice use.

Are operating room distractions, interruptions, and disruptions associated with performance and patient safety? A systematic review and meta-analysis

2021 ◽  
Author(s):  
Ryan D McMullan ◽  
Rachel Urwin ◽  
Peter Gates ◽  
Neroli Sunderland ◽  
Johanna I Westbrook
Keyword(s):  
Patient Safety ◽  
Operating Room ◽  
Random Effects ◽  
Team Performance ◽  
Operative Time ◽  
Meta Analysis ◽  
Individual Performance ◽  
Negative Effects ◽  
Total Operative Time ◽  
Operative Duration

Abstract Background The operating room (OR) is a complex environment in which distractions, interruptions, and disruptions (DIDs) are frequent. Our aim was to synthesise research on the relationships between DIDs and (a) operative duration, (b) team performance, (c) individual performance, and (d) patient safety outcomes; in order to better understand how interventions can be designed to mitigate the negative effects of DIDs. Methods Electronic databases (MEDLINE, Embase, CINAHL, PsycINFO) and reference lists were systematically searched. Included studies were required to report quantitative outcomes of the association between DIDs and team performance, individual performance, and patient safety. Two reviewers independently screened articles for inclusion, assessed study quality, and extracted data. A random effects meta-analysis was performed on a subset of studies reporting total operative time and DIDs. Results Twenty-seven studies were identified. The majority were prospective observational studies (n=15), of moderate quality (n=15). DIDs were often defined, measured, and interpreted differently in studies. DIDs were significantly associated with: extended operative duration (n=8), impaired team performance (n=6), self-reported errors by colleagues (n=1), surgical errors (n=1), increased risk and incidence of surgical site infection (n=4), and fewer patient safety checks (n=1). A random effects meta-analysis showed that the proportion of total operative time due to DIDs was 22.0% (95% CI 15.7-29.9). Conclusion DIDs in surgery are associated with a range of negative outcomes. However, significant knowledge gaps exist about the mechanisms that underlie these relationships, as well as the potential clinical and non-clinical benefits that DIDs may deliver. Available evidence indicates that interventions to reduce the negative effects of DIDs are warranted, but current evidence is not sufficient to make recommendations about potentially useful interventions.

Development of an Instrument for Assessing Trauma Team Performance

2007 ◽  
Vol 51 (11) ◽  
pp. 678-682 ◽  
Author(s):  
Barbara Kuenzle Haake ◽  
Yan Xiao ◽  
Colin Mackenzie ◽  
F. Jacob Seagull ◽  
Thomas Grissom ◽  
...  
Keyword(s):  
Team Performance ◽  
Performance Feedback ◽  
Subject Matter ◽  
Clinical Performance ◽  
Trauma Team ◽  
Ease Of Use ◽  
Initial Assessment ◽  
Subject Matter Experts ◽  
Real Patient ◽  
Widespread Application

Teamwork training is critical for patient safety and has been advocated for widespread application in many settings. A key challenge for evaluating teamwork training is measurement. Despite much effort, the team performance instruments reported thus far suffer from a variety shortcomings that prevent their wide application in assessing teams in real settings. Based on review of video recorded trauma team activities in real patient care, a multi-disciplinary research team developed an instrument based on observable behaviors (UMTOP). A set of video clips were reviewed by 6 subject matter experts who were requested to provide “descriptors” about the observed team activities. The 167 collated descriptors were combined to a reduced list, which was then sent to the subject matter experts for revision. The revised list was then categorized into 5 areas of team performance (task and clinical performance, leadership organization, teamwork organization, social environment, sterile precaution). UMTOP was developed to be a tradeoff among four criteria: ease of use, reliability, usefulness for team performance feedback, and speed of scoring. An initial assessment of reliability was conducted with surgeon and nursing reviewers.

Conducting Midterm Performance Reviews: An Exercise for Teaching Performance Management

2017 ◽  
Vol 3 (1) ◽  
pp. 7-19
Author(s):  
Rebecca A. Bull Schaefer
Keyword(s):  
Performance Management ◽  
Performance Appraisal ◽  
Performance Feedback ◽  
Individual Performance ◽  
Performance Management Systems ◽  
Face To Face ◽  
Performance Review ◽  
Performance Reviews ◽  
Multiple Measure ◽  
Full Class

Although the annual performance review has received much criticism from practitioners and researchers alike, organizations continue to use coaching and/or reviews to maximize employee effectiveness and minimize liabilities. A semester class is a great context to practice skills relating to tracking and reviewing performance. This article describes how management instructors can implement performance reviews as an experiential exercise designed to improve students’ confidence related to receiving performance feedback. During a “Performance Appraisal Week,” instructors conduct individual performance reviews designed to discuss individual students’ class performance and elicit student–teacher feedback. Students experience the emotions of a professional face-to-face review, practice multiple-source and multiple-measure feedback interpretation, engage in performance-related dialogue, and consider plans to meet goals. During a full-class reflection and debrief, students apply concepts and discuss elements of performance management systems, and they build their confidence in how to navigate performance-related feedback discussions.

Measuring Process in Team Performance and Training

1992 ◽  
Vol 36 (17) ◽  
pp. 1342-1345
Author(s):  
Mary D Zalesny
Keyword(s):  
Team Performance ◽  
Individual Performance ◽  
Social Goal ◽  
Measuring Process ◽  
And Training

What if we took seriously the fact that team performance is not synonymous with individual performance? Although teams appear to be the new workhorses of economic and social goal accomplishment, the processes by which they accomplish their goals remains relatively unexplicated and not well understood. In this paper, we argue that coordination is an important unifying construct for defining, measuring, researching, and training effective team performance.

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