Measuring Team Knowledge During Skill Acquisition of a Complex Task

Cooke, Nancy J.; Kiekel, Preston A.; Helm, Erin E.

doi:10.1207/s15327566ijce0503_10

Cited by 99 publications

(110 citation statements)

References 13 publications

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“…Task structure refers to the extent to which the task, methods, and outcomes are observed as prescribed/given or open/unpredictable (Ellström 2001). Task complexity involves recognizing the task's difficulty and any absence of standard solutions (Cooke et al 2001;De Dreu and Weingart 2003).…”

Section: The Role Of Task Perception On Team Learning Behaviormentioning

confidence: 99%

“…Observing lowstructured tasks implies that team members may feel the need to clarify their task, develop new methods, and deal with ambiguous outcomes together (Devine 2002). If team members perceive task complexity as high, this suggests they are more likely to collaborate in order to solve their difficult and unstandardized problem (Cooke et al 2001;De Dreu and Weingart 2003;Van der Haar et al 2013). Ellström (2001) explains the influence of task perception on team learning using two learning levels: adaptive and developmental learning.…”

Section: The Role Of Task Perception On Team Learning Behaviormentioning

confidence: 99%

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Leadership for team learning: the case of university teacher teams

et al. 2017

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Teacher team involvement is considered a key factor in achieving sustainable innovation in higher education. This requires engaging in team learning behaviors that should result in new knowledge and solutions. However, university teachers are not used to discussing their work practices with one another and tend to neglect any innovation in their tasks. Team leadership behavior is often considered essential for stimulating team learning behavior, but it is unclear how this transpires. Therefore, the present study explores university teacher team members' perceptions of team learning behavior, their assigned task, and leadership behaviors in their team. Interviews were conducted with 16 members of different teacher teams at a university of applied sciences. Findings included that the vast majority of the team learning behaviors only involved sharing ideas; engaging in constructive conflicts and co-constructions was not observed. Only a few teams combined all three team learning behaviors. In these teams, members observed that existing methods and solutions were no longer adequate, with leaders appearing to combine transformational and transactional behaviors, but operating from a distance without actively interfering in the process. Furthermore, these team members shared leadership behaviors while focusing on the team as a whole, instead of solving problems at individual level. This strongly indicates that task perception and specific vertical and shared team leadership behaviors play a role in stimulating teachers in seeking controversy and co-constructing new knowledge.

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Section: The Role Of Task Perception On Team Learning Behaviormentioning

confidence: 99%

Section: The Role Of Task Perception On Team Learning Behaviormentioning

confidence: 99%

Leadership for team learning: the case of university teacher teams

et al. 2017

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“…(For details on the simulation and calculation of performance information, see Cooke, Kiekel, & Helm, 2001;Cooke & Shope, 1998;. Each waypoint in the database was associated with coordinates, type information, restrictions on altitude and airspeed, and camera requirements.…”

Section: Softwarementioning

confidence: 99%

Understanding Aspects of Individual and Collaborative Skill Acquisition in Face-to-Face and Distance Training Situations

Lee¹,

Gillan²,

Cooke³

2007

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“…Our work has been greatly influenced by the assumption that synthetic tasks provide ideal environments for cognitive engineering research on complex tasks in that they serve as a middle ground between the difficult to control field and the artificial tasks typically found in the lab. We have developed in the CERTT Lab a UAV-STE based on a cognitive task analysis (Gugerty, DeBoom, Walker, & Burns, 1999) (Cooke, Salas, Kiekel, & Bell, 2004;Cooke, Kiekel, Bell, & Salas, 2002;Cooke, Kiekel, & Helm, 2001a;Cooke, Kiekel, & Helm, 2001b;). Major findings from these empirical studies are as follows:…”

Section: Development Of Uav-stementioning

confidence: 99%

Near Infrared Spectroscopy for Improving Breast Core Needle Biopsy

Bydlon¹

2007

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Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing this collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden to Department of Defense, Washington Headquarters Services, Directorate for Information , 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS. (From -To) 03-15-2004 to 12-31-2007 5a. CONTRACT NUMBER 5b. GRANT NUMBER REPORT DATE 25-05-2007 REPORT TYPE Final Report DATES COVERED FA8650-04-2-6442 TITLE AND SUBTITLE ACQUISITION AND RETENTION OF TEAM COORDINATION IN COMMAND-AND-CONTROL5c. PROGRAM ELEMENT NUMBER 5d. PROJECT NUMBER 5e. TASK NUMBER AUTHOR(S)Nancy J. Cooke, Jamie Gorman, Harry Pedersen, Jennifer Winner, Jasmine Duran, Amanda Taylor, Polemnia G. Amazeen, Dee H. Andrews, and Leah Rowe 5f. WORK UNIT NUMBER 1123AM02 PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) 8. PERFORMING ORGANIZATION REPORT NUMBERCognitive Engineering Research Institute (CERI) 5810 S. Sossaman Rd. Suite 106 Mesa, AZ 85212 SPONSORING / MONITORING AGENCY NAME(S) AND ADDRESS(ES) 10. SPONSOR/MONITOR'S ACRONYM(S)AFRL; AFRL/HEA SPONSOR/MONITOR'S REPORT NUMBER(S)Air DISTRIBUTION / AVAILABILITY STATEMENTApproved for public release; distribution is unlimited SUPPLEMENTARY NOTES ABSTRACTThis project took place in the context of simulated Uninhabited Air Vehicle (UAV) command-and-control. In Experiment 1 we addressed the development of team coordination with experience and over lengthy intervals without practice in situations in which the team retains the same or different members over time. Team coordination is characterized by timely and adaptive information exchange among team members. A procedural model of team coordination was developed and used to generate a model-based metric of team coordination. This metric was then applied to track coordination development in two experiments. Results from the first experiment, showing a team performance decrement and a longer-term process benefit due to longer retention intervals or changes in team composition were used to guide the development of a dynamical systems model of the acquisition and retention of team coordination. The model was then used to generate additional predictions that were tested empirically in a second experiment. In the second experiment, coordination was trained using a rigid procedural model, cross training, or perturbations in the environment constraining coordination. Results indicated that perturbation training resulted in superior team per...

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Measuring Team Knowledge During Skill Acquisition of a Complex Task

Cited by 99 publications

References 13 publications

Leadership for team learning: the case of university teacher teams

Leadership for team learning: the case of university teacher teams

Understanding Aspects of Individual and Collaborative Skill Acquisition in Face-to-Face and Distance Training Situations

Near Infrared Spectroscopy for Improving Breast Core Needle Biopsy

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