The two goals were to investigate, first, the practicability and reliability of observational assessment of team situation awareness (SA) and, second, the nature of any team differences, their consistency and training implications. Five shift teams tackled three scenarios, each with three probe events concerning SA, and three observers viewed and rated concurrently each shift. This methodology was found to be practicable and achieved satisfactory rater reliability as indicated by intraclass and inter-rater correlations. Team differences in SA emerged although there was no consistent pattern. A retrospective analysis of individual and team behaviours relating to SA was performed using the Critical Incident Technique. A total of 75 incidents and 20 behavioural dimensions relevant to SA were identified and these were subsumed under planning, problem solving, team coordination, attention, communication and knowledge. These findings are discussed with regard to the nature and measurement of SA, and the content of training to improve SA for control room teams.
Our aim in this article is to elaborate the role of training in representational change theory (RCT), particularly in terms of Ohlsson's (2011) spread of activation explanation (named redistribution theory), and to develop novel training manipulations that effect the re-encoding mechanism proposed by RCT (Ohlsson, 1992). Two experiments are reported that aim to help solve verbal insight problems and to enable some constraint to be relaxed. In Experiment 1, participants were trained to use heuristics to solve unseen problems from the same category that shared the same representational obstacle, namely, ambiguous word and ambiguous name problems. Concurrent verbal protocols were collected and analyzed in terms of the hypotheses proposed by participants. Training improved solution rate of unseen problems from the trained categories and, as expected, positive transfer was specific to the trained category of problem. Analysis of the incorrect hypotheses proposed during problem solving provided supplementary evidence of the effectiveness of training at inducing representation change. In Experiment 2, a similar approach to training was developed to help solve functional fixedness problems. Solution rate increased with training, although transfer was specific to the trained category of problem. Theoretical and methodological issues are discussed.
This study analysed qualitatively the nature of instructor behaviours and their relationship to leadership. The Critical Incident Technique was used to collect effective and ineffective incidents of instructor behaviour in military training from both instructors' and trainees' perspectives (total incidents ¼ 1150, effective ¼ 696, ineffective ¼ 494), across the three UK Armed Services. Nine dimensions of instructor behaviour were developed with high inter-and intra-coder reliability. No differences were found between instructor and trainee generated incidents or among the three Armed Services. About 82% of the incidents could be recoded with high intercoder reliability into categories of both transformational and transactional leadership. Strong relationships emerged between the following dimensions of both instructor behaviour and leadership respectively: Showing and Demonstrating, and Appropriate Role Model; Using Instructional Strategies and Intellectual Stimulation; Feedback, Practice and Adapting, and Individual Consideration; Forms of Punishment and Control, and Contingent and Non-contingent Punishment. These results inform not only the relationships between instructor behaviours and leadership but also the future training of military instructors, particularly the balance between a traditional authoritarian approach and an individualised supportive one.
The aim of this study was to develop a novel cognitive procedure for operationalizing how the re-encoding and constraint relaxation, suggested by representational change theory (RCT) (Ohlsson, 1992, 2011), can effect representational change in verbal insight problem solving, thus circumventing the constraints imposed by past experience. Some participants were trained in using an evaluative cognitive procedure that aimed to facilitate the identification of any inconsistency between the participant's interpretation of the problem and the problem statement, and thus cue the re-encoding proposed by RCT. In Experiment 1, participants were randomly allocated to training, practice, or a no-training control condition, and were subsequently tested on 7 verbal insight problems. Concurrent verbal protocols were collected and analyzed to identify problem solvers' proposed hypotheses and also to assess whether problem solving behavior changed in line with the training. Inconsistency identification training, rather than practice or no training, improved solution rate across novel problems and resulted in more paraphrasing and questioning of the problem statement, and a modest increase in participants' reflection on their problem solving. Results from Experiment 2 indicated that this improvement in representation change through training was not due to increased awareness of the nature of verbal insight problems but rather training in identifying inconsistencies between the problem statement and a person's interpretation of it. Experiment 3 revealed that the performance improvement with training was sustained after a delay of 48 hr. Theoretical and methodological issues are discussed.
This study utilized a process tracing methodology to analyse the goals and strategies of control room teams in dealing with an unpredicted plant disturbance. The human processes of control used by operators and their supervisors, and interactions between them, were analysed during phases of detection, diagnosis, and control of a small plant leak. Five control room teams were videotaped tackling this simulated scenario on a full-scale simulator. The results found substantial differences both within and between teams in how the goals of monitoring and implementing procedures during the detection phase, and problem-solving and plant control during the diagnosis phase were achieved. The temporal patterning of the activities associated with these goals revealed that the teams used different strategies. The training implications of these findings are discussed, in particular with respect to the control room supervisor who had a pivotal role.
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