Team Knowledge Research

Wildman, Jessica L.; Thayer, Amanda L.; Pavlas, Davin; Salas, Eduardo; Stewart, John E.; Howse, William R.

doi:10.1177/0018720811425365

Cited by 67 publications

(38 citation statements)

References 90 publications

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“…Team knowledge, in turn, allows implicit coordination and thus the anticipation of upcoming events and actions that team members are about to take (e.g., Entin & Serfaty, 1999;Espinosa, Slaugther, Kraut, & Herbsleb, 2007;Rico et al, 2008;Stout, CanonBowers, Salas, & Milanovich, 1999). One of the most researched team cognitive structures are transactive memory systems (TMSs; Ren & Argote, 2011;Wildman et al, 2012). TMSs are based on the idea that individuals are able to benefit from differentiated knowledge insofar as they elaborate a good shared understanding of who knows what in the team and synchronize this knowledge collaboratively to complete tasks efficiently (e.g., Austin, 2003;Brandon & Hollingshead, 2004;Lewis, 2004;Wegner, 1986).…”

Section: Team Coordinationmentioning

confidence: 99%

Establishing team knowledge coordination from a learning perspective

et al. 2016

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Research has identified the importance of knowledge coordination in highperforming teams. However, little is known on the processes through which these cognitive structures are developed, more specifically on the learning occurring as teams communicate and interact to build new team knowledge. In a multiple-measures experiment, 33 teams with no prior experience in flight simulations were assigned to newly formed dyads to complete 4 successive performance episodes of a flight simulation task, modeling a complex, fast-paced, and high workload task context. The study showed how team learning processes (i.e., team learning behaviors and team reflexivity), driven by task cohesion, and group potency supported coordination development, which in turn predicted team performance.

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Section: Team Coordinationmentioning

confidence: 99%

Establishing team knowledge coordination from a learning perspective

et al. 2016

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“…The development of an adequate shared understanding of the work to be done is of critical importance to team functioning and performance (Mohammed, Ferzandi, & Hamilton, 2010;Salas, Fiore, & Letsky, 2012;Wildman et al, 2012). Previous studies have mainly documented the importance for team members to possess a similar and accurate understanding of the work to be accomplished to operate as a unified structure (see the literature review by Mohammed, Ferzandi, et al, 2010).…”

mentioning

confidence: 99%

Perceived shared understanding in teams: The motivational effect of being ‘on the same page’

Aubé

Rousseau

Tremblay

2014

British J of Psychology

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This study examines the role of perceived shared understanding with regard to team performance, taking into account the motivational mechanisms (i.e., group potency and team effort) involved in this relationship and the moderating role of task routineness. Using a multisource approach and a team-level design, we collected data from 101 teams (i.e., 381 members and their 101 immediate superiors) working in a Canadian public safety organization. The results support the mediating role of group potency and team effort in the relationship between perceived shared understanding and team performance. Moreover, the results show that the relationship between team effort and team performance is moderated by task routineness, such that this relationship is stronger when task routineness is high. On the whole, the findings of this study help to better understand why and under what circumstances perceived shared understanding may enhance team performance.

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“…However, the conceptual model includes a strong cognitive perspective and therefore does not emphasize affective, social, communication, and process-oriented components (Bartelt, Den nis, Yuan, & Barlow, 2013;Wildman et al, 2012). Hence, future work should advance the conceptual model and test the underlying theoretical assumption within controlled experimental settings.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

“…Hence, possible effects of these variables were not addressed in this empirical investigation. Future studies may include a more comprehensive assessment of knowledge dimensions of individuals and teams (Wildman et al, 2012) .…”

Section: Limitations and Future Researchmentioning

confidence: 99%

“…Previously, most of the team-based assessment instruments re quired a great deal of time and effort using highly trained research ers (e.g., think-aloud protocol analysis) and were mainly limited to subjective self-reports (Wildman et al, 2012), and they as also required labor-intense manual analysis of performance indicators (Almond, Steinberg, & Mislevy, 2002). As a result, such assess ments have been limited to the scientific community and have had only a minor impact on practical issues such as the design of effective learning, teaching, and working environments.…”

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confidence: 99%

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Toward automated computer-based visualization and assessment of team-based performance.

Ifenthaler

2014

Journal of Educational Psychology

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A considerable amount of research has been undertaken to provide insights into the valid assessment of team performance. However, in many settings, manual and therefore labor-intensive assessment instru ments for team performance have limitations. Therefore, automated assessment instruments enable more flexible and detailed insights into the complex processes influencing team performance. The central objective of this study was to advance knowledge in automated assessment of team-based performance using a language-oriented approach. Fifty-six teams of learners (N = 224) in 3 experimental conditions solved 2 tasks in an online learning environment. They were analyzed with the Automated Knowledge Visualization and Assessment (AKOVIA) methodology. AKOVIA integrates a natural language-oriented algorithm and enables a structural and semantic compression of individual-and team-based knowledge representations. Findings indicate initial evidence of the feasibility and validity of the fully automated methodology. A framework for integrating research and methodology development is suggested for improving educational technology innovations such as computer-based assessment environments in international large-scale assessments.

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Team Knowledge Research

Abstract: Human factors researchers are increasingly involved in the study of teams. This review and the resulting organizing framework provide researchers with a summary of team knowledge research over the past 10 years and directions for improving further research.

Cited by 67 publications

References 90 publications

Establishing team knowledge coordination from a learning perspective

Establishing team knowledge coordination from a learning perspective

Perceived shared understanding in teams: The motivational effect of being ‘on the same page’

Toward automated computer-based visualization and assessment of team-based performance.

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