The influence of teammates' shared mental models on team processes and performance was tested using 56 undergraduate dyads who "flew" a series of missions on a personal-computer-based flight-combat simulation. The authors both conceptually and empirically distinguished between teammates' task- and team-based mental models and indexed their convergence or "sharedness" using individually completed paired-comparisons matrices analyzed using a network-based algorithm. The results illustrated that both shared-team- and task-based mental models related positively to subsequent team process and performance. Furthermore, team processes fully mediated the relationship between mental model convergence and team effectiveness. Results are discussed in terms of the role of shared cognitions in team effectiveness and the applicability of different interventions designed to achieve such convergence.

This chapter reviews the training research literature reported over the past decade. We describe the progress in five areas of research including training theory, training needs analysis, antecedent training conditions, training methods and strategies, and posttraining conditions. Our review suggests that advancements have been made that help us understand better the design and delivery of training in organizations, with respect to theory development as well as the quality and quantity of empirical research. We have new tools for analyzing requisite knowledge and skills, and for evaluating training. We know more about factors that influence training effectiveness and transfer of training. Finally, we challenge researchers to find better ways to translate the results of training research into practice.

Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a meta-analysis to decipher which teaching method, games and interactive simulations or traditional, truly dominates and under what circumstances. It was found that across people and situations, games and interactive simulations are more dominant for cognitive gain outcomes. However, consideration of specific moderator variables yielded a more complex picture. For example, males showed no preference while females showed a preference for the game and interactive simulation programs. Also, when students navigated through the programs themselves, there was a significant preference for games and interactive simulations. However, when teachers controlled the programs, no significant advantage was found. Further, when the computer dictated the sequence of the program, results favored those in the traditional teaching method over the games and interactive simulations. These findings are discussed in terms of their implications for exiting theoretical positions as well as future empirical research.

SummaryThe purpose of this paper is to highlight several fundamental questions that remain regarding shared cognition: (1) What must be`shared'? (2) What does`shared' mean? (3) How should shared' be measured? and (4) What outcomes do we expect shared cognition to affect? A general and integrative description of these questions is provided. In addition, the value of shared cognition is discussed along with recommendations for future research.

Critical decisions are made every day by teams of individuals who must coordinate their activities to achieve effectiveness. Researchers recently suggested that a shared mental model (SMM) among team members may help them to make successful decisions. Several avenues for developing SMMs in teams exist, one of which is planning. We explored the relationship between team planning, SMMs, and coordinated team decision making and performance. Results indicated that effective planning increased the SMM among team members, allowed them to utilize efficient communication strategies during high-workload conditions, and resulted in improved coordinated team performance. In addition, the communication strategy alone affected the degree of coordinated performance attained by teams during periods of increased workload. Implications of these results and team functioning are discussed. Actual or potential applications of this research include performance and training in settings that require interdependent actions among operators.

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SummaryWe tested the impact of teammates' team and task mental model sharedness on team processes and performance using 70 undergraduate teams that completed a series of missions on a PCbased flight simulator. Moreover, we considered how the quality of mental models might moderate such relationships. Team processes were found to partially mediate the relationship between task mental model sharedness and team performance. Although team mental model sharedness failed to exhibit a significant linear relationship with team processes or performance, it did evidence a multiplicative relationship as moderated by the quality of those models. Team processes and performance were better among teams sharing higher-quality team mental models than among teams evidencing less sharedness or who had lower-quality models. Again, team processes partially mediated these relationships. Results are discussed in terms of the equifinality of mental model quality and applications to various team environments.

Multioperator tasks often require complex cognitive processing at the team level. Many team cognitive processes, such as situation assessment and coordination, are thought to rely on team knowledge. Team knowledge is multifaceted and comprises relatively generic knowledge in the form of team mental models and more specific team situation models. In this methodological review paper, we review recent efforts to measure team knowledge in the context of mapping specific methods onto features of targeted team knowledge. Team knowledge features include type, homogeneity versus heterogeneity, and rate of knowledge change. Measurement features include knowledge elicitation method, team metric, and aggregation method. When available, we highlight analytical conclusions or empirical data that support a connection between team knowledge and measurement method. In addition, we present empirical results concerning the relation between team knowledge and performance for each measurement method and identify research and methodological needs. Addressing issues surrounding the measurement of team knowledge is a prerequisite to understanding team cognition and its relation to team performance and to designing training programs or devices to facilitate team cognition.