Looking Beyond the Team: Team Member Behaviors After a Transactive Memory Intervention

2021 ◽  
Vol 2021 (1) ◽  
pp. 11273
Author(s):  
John R. Austin
2011 ◽  
Author(s):  
Jessica L. Siegel ◽  
Matthew Pearsall ◽  
Michael S. Christian ◽  
Aleksander P. J. Ellis

2020 ◽  
pp. 119-136
Author(s):  
Scott Tannenbaum ◽  
Eduardo Salas

Teams perform better when its members possess a shared, accurate, and complimentary understanding about key elements such as the team’s purpose, priorities, roles, and tasks—“shared cognitions.” This chapter describes eight types of shared cognitions, including an understanding of who on the team has specific expertise (sometimes called transactive memory) and if–then contingencies (what to do when certain situations arise). Shared cognitions improve routine coordination and enable faster, smarter adjustments. This chapter also reveals that team member familiarity can help up to a point, but too much familiarity may create a risk of complacency. Research shows that professional familiarity, such as knowing team members’ work-related strengths and weaknesses is more valuable than personal familiarity, such as knowing their hobbies. Methods for building shared cognitions are described related to direction setting (e.g., visioning, chartering), preparing (e.g., role clarification exercises, scenario-based training), updating (e.g., debriefs, huddles), and assimilating (e.g., onboarding).


2014 ◽  
Vol 18 (1) ◽  
pp. 69-86 ◽  
Author(s):  
Jessica Siegel Christian ◽  
Matthew J. Pearsall ◽  
Michael S. Christian ◽  
Aleksander P. J. Ellis

2006 ◽  
Vol 32 (4) ◽  
pp. 575-594 ◽  
Author(s):  
Matthew J. Pearsall ◽  
Aleksander P. J. Ellis

In an effort to extend theory and research linking personality to team effectiveness, this study used the workflow networks literature to investigate the effects of critical team member dispositional assertiveness on team performance and satisfaction. Results from 64 teams working on a command-and-control simulation indicated that critical team member dispositional assertiveness positively affected team performance and team satisfaction. Results also indicated that both of those effects were due to improvements in the team's transactive memory system.


1986 ◽  
Vol 17 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Lou Tomes ◽  
Dixie D. Sanger

A survey study examined the attitudes of interdisciplinary team members toward public school speech-language programs. Perceptions of clinicians' communication skills and of the clarity of team member roles were also explored. Relationships between educators' attitudes toward our services and various variables relating to professional interactions were investigated. A 64-item questionnaire was completed by 346 randomly selected respondents from a two-state area. Classroom teachers of grades kindergarten through 3, teachers of grades 4 through 6, elementary school principals, school psychologists, and learning disabilities teachers comprised five professional categories which were sampled randomly. Analysis of the results revealed that educators generally had positive attitudes toward our services; however, there was some confusion regarding team member roles and clinicians' ability to provide management suggestions. Implications for school clinicians were discussed.


2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.


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