The comparative effect of subjective and objective after-action reviews on team performance on a complex task.

Villado, Anton J.; Arthur, Winfred

doi:10.1037/a0031510

Cited by 81 publications

(95 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…AARs have been found to increase leadership behavior following a leadership development program, especially for learners who have had challenging work experiences and are high in conscientiousness, openness to experience, and emotional stability (DeRue et al 2012b). Villado & Arthur (2013) found that student teams who used AARs, compared with those who did not, had enhanced team performance, team efficacy, openness of communication, and cohesion, but not team declarative knowledge. AARs were equally effective regardless of whether the feedback given was subjective or objective.…”

Section: Prelearning Interventions and Transfer Of Trainingmentioning

confidence: 99%

Learning in the Twenty-First-Century Workplace

Noe

Clarke

Klein

2014

Annu. Rev. Organ. Psychol. Organ. Behav.

337

303

View full text Add to dashboard Cite

Human capital resources are key for organizations to gain a competitive advantage. Learning based on formal training and development programs, informal learning, and knowledge sharing influences the development of human capital resources. This article provides a selective review of research on learning that occurs in many different forms and at the individual, team, and organizational levels. It is organized around five themes-thinking differently about learning, reconsidering the form and design of learning, facilitating learning in the workplace, expanding the scope of learning outcomes, and improving methodology in learning research. These themes provide a framework for understanding how learning can contribute to the development of human capital resources and organizations' competitive advantage. For each theme, relevant research is reviewed, and limitations and future research directions are provided.

show abstract

Section: Prelearning Interventions and Transfer Of Trainingmentioning

confidence: 99%

Learning in the Twenty-First-Century Workplace

Noe

Clarke

Klein

2014

Annu. Rev. Organ. Psychol. Organ. Behav.

337

303

View full text Add to dashboard Cite

show abstract

“…In addition to these three training approaches that occur outside of the team task environment (i.e., training within classroom and simulation settings), teamwork can also be fostered by incorporating team reviews in-situ (i.e., where the team actually performs its tasks), which allows teams to monitor/review their quality of teamwork on an ongoing basis. These team reviews involve some form of team briefs before (e.g., creating action plans), during (e.g., monitoring team members’ actions), and/or after (e.g., assessing the team’s performance) team task execution, and have also been shown to be efficacious in previous studies (e.g., [16]).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Teamwork Training on Teamwork Behaviors and Team Performance: A Systematic Review and Meta-Analysis of Controlled Interventions

et al. 2017

View full text Add to dashboard Cite

The objective of this study was to conduct a systematic review and meta-analysis of teamwork interventions that were carried out with the purpose of improving teamwork and team performance, using controlled experimental designs. A literature search returned 16,849 unique articles. The meta-analysis was ultimately conducted on 51 articles, comprising 72 (k) unique interventions, 194 effect sizes, and 8439 participants, using a random effects model. Positive and significant medium-sized effects were found for teamwork interventions on both teamwork and team performance. Moderator analyses were also conducted, which generally revealed positive and significant effects with respect to several sample, intervention, and measurement characteristics. Implications for effective teamwork interventions as well as considerations for future research are discussed.

show abstract

“…Learners can reflect on objective, video-based recordings or on subjective, memory-based recalls of their performance. Research has revealed that these ways of reflecting are equally effective (Villado & Arthur, 2013).…”

Section: When and For Whom Is Systematic Reflection Most Effective?mentioning

confidence: 99%

Systematic Reflection

Ellis

Carette

Anseel

et al. 2014

Curr Dir Psychol Sci

128

View full text Add to dashboard Cite

Although it is conventional wisdom that we learn most from failures and mistakes, for decades psychologists too have considered failures the most powerful learning sources. According to Thorndike's law of effect, negative outcomes that accompany failure serve as punishment, which increases the probability of adapted behavior in subsequent events. Furthermore, traditional attribution theories have posited that people who are capable of attributing failure to personal and controllable factors (e.g., limited effort) learn the most (Weiner, 2000).It is remarkable that scant research attention has been paid to the question of whether people want and are able to learn from their successes. Learning from successes not only is vital from a theoretical point of view but also has substantial practical relevance. For instance, in high-risk environments (e.g., hospitals, the nuclear power or aviation industries), failure can mean maiming, disability, and huge environmental, financial, societal, and psychological costs. Thus, it is key that people are also able to learn from their successes before disasters take place. Despite the motivational benefits successes may have (e.g., increased belief in one's competence; Hall, 1971), they also confirm prior expectancies and boost confidence in old routines, which causes restricted search and reduced attention, while increasing complacency and risk aversion (Sitkin, 1992;Zakay, Ellis, & Shevalsky, 2004).Our objective in this review was to highlight systematic reflection as an effective tool for learning from both failed and successful experiences. In the following section, we introduce systematic reflection as a learning procedure, after which we draw on a growing stream of findings that runs across different psychological domains to empirically substantiate its effectiveness. Subsequently, we review research that has sought to determine situational and person-based moderators that shape the effectiveness of systematic reflection. We end by discussing future research prospects.

show abstract

The comparative effect of subjective and objective after-action reviews on team performance on a complex task.

Cited by 81 publications

References 53 publications

Learning in the Twenty-First-Century Workplace

Learning in the Twenty-First-Century Workplace

The Effectiveness of Teamwork Training on Teamwork Behaviors and Team Performance: A Systematic Review and Meta-Analysis of Controlled Interventions

Systematic Reflection

Contact Info

Product

Resources

About