Feedback and Team Training: Exploring the Issues

Author(s):  
Elizabeth L. Blickensderfer ◽  
Janis A. Cannon-Bowers ◽  
Eduardo Salas

As team researchers have endeavored to understand team performance and team training, feedback in the team environment has been a neglected topic. A number of issues are involved in the design and provision of feedback to teams. These include team process/outcome issues in addition to characteristics of the task, team as a whole, and the team members as individuals. The inherent problems in team feedback provide the impetus for considering new approaches to team feedback. One such approach, team self-correction, may be valuable in clarifying anticipations and explanations among team members.

2010 ◽  
Vol 9 (4) ◽  
pp. 203-211 ◽  
Author(s):  
Erika Engel Small ◽  
Joan R. Rentsch

Shared leadership is an emergent team process defined by the distribution of leadership functions among multiple team members. Past empirical research on shared leadership has operationalized it as the overall quantity of leadership in the team, neglecting the essence of the conceptual definition – the distribution of leadership. In order to align the conceptual definition with an operational one, we examined shared leadership as network centralization using social network analysis. Using this operational definition, shared leadership was positively related to team performance. Additionally, longitudinal analyses revealed that shared leadership increased over time and was differentially related to antecedents of trust and team collectivism.


Author(s):  
Mustafa Demir ◽  
Nathan J. McNeese ◽  
Nancy J. Cooke ◽  
Christopher Myers

Project overview. The current project is part of a larger effort that focuses on Human-Automation Teaming (HAT) interaction in the context of the development, integration, and validation of a computational cognitive model that acts as a full-fledged synthetic teammate for a three-agent Unmanned Aircraft System (UAS) ground control crew. Our most recent effort looked at team process and team performance within the HAT. In order to be considered a team player, the synthetic teammate must be able to communicate and coordinate with its human teammates and do so in a subtle manner (Demir et al., 2016). In this task, there were three different and interdependent team members: 1) Air Vehicle Operator (AVO) – controls the UAS’s heading, altitude, and airspeed; 2) Data Exploitation, Mission Planning, and Communications (DEMPC) – provides a dynamic flight plan as well as speed and altitude restrictions; and 3) Payload Operator (PLO) – monitors sensor equipment, negotiates with the AVO, and takes photographs of target waypoints. The communication within a three-agent UAS team occurred over a text-based communications system. In this research, there were three conditions which are differentiated by the AVO role: 1) the Synthetic - the synthetic teammate was assigned the AVO role; 2) the Control - the AVO was an inexperienced human participant; 3) the Experimenter - the AVO was one of the experimenters who was experienced with the task. The experimenter AVO asked questions of other team members to ensure timely and adaptive passing of information at target waypoints. In this current study, the coordination among the team members occurs at each target waypoint and requires a specific sequence of information passing for an optimum team performance (Cooke, Gorman, Duran, & Taylor, 2007): the information is provided by the DEMPC about the upcoming target waypoint to the AVO. After that, the PLO and the AVO negotiate regarding an appropriate altitude and airspeed for the target waypoints about required camera settings. Finally, the PLO sends feedback to other team members about the status of the target photo. Method. Activities during this period included conducting an experiment to: 1) evaluate the synthetic teammate’s performance, and the HAT team performance in comparison to all human teams, 2) understand how team process differs between all human and human-synthetic teams and how this impacts performance, and 3) compare the human-synthetic teams and all human control teams to a team with a pilot that is experienced in pushing and pulling information across the team. For this experiment, participants were randomly assigned for the duration of the experiment. Within each of the five missions, teams were told to obtain as many “good” photos as possible while avoiding alarms and rule violations in less than 40 minutes. The overall focus of this paper is: team process that is comprised of eight verbal behaviors associated with team effectiveness; team performance that is a combination of mission variables, including the rate of successful target photographs, time spent in alarm and warning states (for each individual), and the critical waypoint acquisition rate; and target processing efficiency took into account the time spent inside a target waypoint to get a good photo. Results and discussion. In general, findings indicate that synthetic AVOs perform more poorly than control AVOs in terms of team performance. Synthetic teams perform as well at the mission level as control teams. However, in terms of target processing efficiency, synthetic teams perform poorer than control teams. In terms of team process, synthetic teams demonstrate interaction patterns corresponding to more pulling of information than pushing with little change over time. In summary, these results indicate that there is a strong potential for using synthetic team member as a teammate in real world tasks and for training.


2007 ◽  
Vol 35 (8) ◽  
pp. 1035-1048 ◽  
Author(s):  
Huey-Wen Chou ◽  
Ying-Jung Yeh

The effects of team process on team performance in ERP implementation teams were investigated. Data collected from 103 companies in Taiwan that had completely or mostly implemented ERP systems were analyzed. We found positive effects of cohesiveness on team performance, which suggests the critical role of cohesiveness on determining ERP implementation team success. The significant direct and positive effects of problem-solving and compromising strategy on team performance partially conform to previous research (Montoya-Weiss, Massey, & Song, 2001). The results suggest that in order to deal effectively with different degrees of conflict situation, team members ought to learn various conflict management strategies.


Author(s):  
Nancy J. Cooke ◽  
Janis A. Cannon-Bowers ◽  
Preston A. Kiekel ◽  
Krisela Rivera ◽  
Rene'e J. Stout ◽  
...  

Recent investigations of team training have demonstrated advantages of cross training team members in the positions of other team members. Such benefits have been attributed to increases in interpositional knowledge. In an attempt to reduce the time demands of cross training, a conceptual cross-training condition that targeted teamwork knowledge was compared to traditional full cross-training and two control conditions. Three-person teams were assigned to a training condition and participated in two synthetic helicopter missions. Outcomes, team process behaviors, team situation awareness, taskwork knowledge, and teamwork knowledge were measured. Results indicated weak support for the benefits of full cross-training on team performance, yet minimal support for conceptual cross-training. Further, teams cross-trained in the traditional manner acquired more teamwork and taskwork interpositional knowledge than teams in any other condition. Both types of interpositional knowledge were correlated with team performance.


1983 ◽  
Vol 27 (13) ◽  
pp. 1048-1052
Author(s):  
Rohn J. Hritz ◽  
J. Thomas Roth ◽  
Charles M. Lewis ◽  
Dorothy L. Finley ◽  
Jean L. Dyer ◽  
...  

The purpose of this paper is to discuss a model or methodology for evaluating the proficiency or performance of military teams. The methodology is appropriate for evaluating the performance of any team type performing any of its assigned mission. The methodology contains procedures for assessing both team process (team behavior) and team outcome (team success). Application of the methodology to a specific team performing a specific mission generates information which is useful in identifying team training deficiencies and in establishing team training requirements. The procedure is also useful for assessing the effects of team training, i.e., for measuring the amount and kind of team proficiency realized as a result of specific training.


2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Changqing He ◽  
Jun Song ◽  
Jin Yang ◽  
Zhi Chen

PurposeAlthough voice behavior is important for team performance, scholars have yet to identify its underlying mechanisms and boundary conditions. Using the theory of social information processing (SIP), this study explores how and when team voice influences team performance by considering team learning as a mediator and contingent reward transactional (CRT) leadership as a moderator.Design/methodology/approachThe authors conducted a survey in China using a questionnaire to collect the data. The study sample consisted of 78 leaders and 441 employees nested in 78 teams.FindingsResults showed that team voice was positively related to team performance. The results also proved that the positive relationship between team voice and team performance was mediated by team learning. Additionally, CRT leadership enhanced the effect of team voice on team learning.Practical implicationsFirst, managers should consider individuals high in voice behavior when selecting team members. Second, leaders need to focus on enhancing the learning process. Third, the authors’ findings suggest that when selecting persons as team leaders, managers should pay additional attention to their leadership style.Originality/valueThe primary contribution of this study is that the research sheds light on the specific team process (i.e. team learning), through which team voice is related to team performance. Moreover, the current study deepens the authors’ understanding of the role of leadership in the voice process by identifying the moderating role of CRT leadership.


Author(s):  
Clint A. Bowers ◽  
Florian Jentsch ◽  
Eduardo Salas ◽  
Curt C. Braun

Several models of team performance have suggested that a clearer understanding of team process is needed to determine better training formats and reduce crew-generated errors. The present study investigated the degree to which analyzing communication sequences would contribute to the understanding of effective crew process in two simulated flight tasks. The results indicate that pattern analyses reveal additional strong differences between performance groups that would have been overlooked by simple frequency counts of communication. In each case, the sequential analysis shed additional light on the communication patterns that characterize better-performing teams. These results are discussed in terms of their implications for team performance research and team training. Potential applications of this research include training needs assessment, training design, and performance measurement after training.


Author(s):  
Sarah Berger ◽  
Robert Henning

Communication System Cues (CSCs) were used to provide information to distributed action teams regarding the integrity of the communication system they relied upon for task work. The impact of CSCs on team performance and stress was evaluated both qualitatively and quantitatively. Fifty-nine dyadic teams of undergraduates performed three 10-min trials of a simulated firefighting task. Team members in separate sound-isolated rooms depended on microphones and headphones for all communications, and experienced 0, 2, and 4 s audio delays randomly within each trial. Qualitative findings indicated that some teams receiving CSCs took steps to mitigate the detrimental effects of delays, but quantitative analyses revealed this did not translate to improved performance or reduced stress. These results suggest that CSCs are something that distributed action teams are able to use, but further research is needed to determine how CSCs can be used more effectively and if their use benefits team situation awareness.


Author(s):  
Nancy Cooke ◽  
Preston A. Kiekel ◽  
Brian Bell ◽  
Eduardo Salas

Team cognition is more than the sum of the cognition of the individual team members. Instead, it emerges from the interplay of individual cognition and team process behaviors. Team cognition has been implicated as a major factor underlying team performance and thus, its measurement is critical for team training and design. Measures of team cognition, however, are limited in a number of ways. For instance, measures are taken at an individual level and aggregated, rather than pursuing data collection at the more holistic level of the team. Further, measures do not capture the heterogeneous knowledge backgrounds of team members. We have begun to address these and other limitations by developing new measures and applying them in four studies of team performance in military synthetic task environments. We highlight the results of these studies, which support the validity of our measures of taskwork knowledge, teamwork knowledge, and team situation awareness.


2017 ◽  
Vol 76 (3) ◽  
pp. 91-105 ◽  
Author(s):  
Vera Hagemann

Abstract. The individual attitudes of every single team member are important for team performance. Studies show that each team member’s collective orientation – that is, propensity to work in a collective manner in team settings – enhances the team’s interdependent teamwork. In the German-speaking countries, there was previously no instrument to measure collective orientation. So, I developed and validated a German-language instrument to measure collective orientation. In three studies (N = 1028), I tested the validity of the instrument in terms of its internal structure and relationships with other variables. The results confirm the reliability and validity of the instrument. The instrument also predicts team performance in terms of interdependent teamwork. I discuss differences in established individual variables in team research and the role of collective orientation in teams. In future research, the instrument can be applied to diagnose teamwork deficiencies and evaluate interventions for developing team members’ collective orientation.


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