The effects of team training on team outcomes: A meta-analysis

Delise, Lisa A.; Gorman, C. Allen; Brooks, Abby M.; Rentsch, Joan R.; Steele-Johnson, Debra

doi:10.1002/piq.20068

Cited by 48 publications

(36 citation statements)

References 56 publications

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“…As a first step in the design process, we identified specific training goals during several workshops and interviews with trainers, police officers, members of the helicopter crew and members of the human resources department. These training goals could be clustered according to the distinction of knowledge, skills and attitudes (for similar taxonomies of outcomes, see also Kraiger, Ford, and Salas 1993;Salas and Cannon-Bowers 2001;Kirkpatrick 1976;Delise et al 2010). The trainees had to acquire knowledge about what a helicopter can do and how it works (knowledge).…”

Section: Training Context and Learning Goalsmentioning

confidence: 99%

Training in virtual environments: putting theory into practice

Moskaliuk

Bertram²,

Cress³

2013

Ergonomics

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Feeling of presence, social context, learning motivation and perspective-taking are relevant for training in virtual environments. The theory-into-practice framework presented here supports developers and trainers in implementing virtual training tools. The framework was validated with an interview study of stakeholders of a virtual training project. We identified limitations, opportunities and challenges.

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Section: Training Context and Learning Goalsmentioning

confidence: 99%

Training in virtual environments: putting theory into practice

Moskaliuk

Bertram²,

Cress³

2013

Ergonomics

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“…All team members need certain knowledge, skills, and abilities to solve the common task. 13 There is a lack of empirical investigation into the effectiveness of virtual training for complex and collaborative tasks, despite the variety of tools and concepts for the use of VTE. The questions are whether trainees can gain the required knowledge through virtual training and whether the training technology is efficient.…”

Section: Introductionmentioning

confidence: 99%

“…Even for nonvirtual training of complex, collaborative tasks, up to now only a small number of field studies have been conducted. 13 We confronted this gap and designed a study to measure the impact of VTE on the acquisition and transfer of knowledge. We assessed if virtual training can result in at least the same outcomes as standard face-to-face training, and if it can have better results than a non-treatment control group.…”

Section: Introductionmentioning

confidence: 99%

Impact of Virtual Training Environments on the Acquisition and Transfer of Knowledge

Moskaliuk

Bertram²,

Cress³

2013

Cyberpsychology, Behavior, and Social Networking

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Virtual training environments are appropriate to train complex tasks that require collaboration and interaction among the members of a team, especially if training in reality is not possible, too expensive or too dangerous. The field study reported in this paper compared three training conditions (virtual condition, standard condition, and control condition). The participants were police officers who were being trained in the communication between ground forces and a helicopter crew during an operation. This task (like many other tasks of the police, fire brigade and emergency services) is of high complexity and has no single "correct" solution, is based on specialization of tasks within a team, requires intensive communication among team members, and consists of situations in which human beings are in danger. Learning outcomes and knowledge transfer were measured as dependent variables. The results validate that virtual training was as efficient as standard training with regard to knowledge acquisition, and it was even more efficient with regard to knowledge transfer. With regard to the perceived value of the training, the participants judged standard training to be better than virtual training (except for training satisfaction, where no difference was found between standard and virtual training). These results indicate that virtual training is an effective tool for training in complex tasks that require collaboration and cannot fully be trained for in reality.

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“…In work settings that emphasize teamwork, employees must have knowledge, skills and abilities (KSAs) that empower them to communicate and coordinate with their colleagues 2 . The ability to act as an effective team member and leader is critical for engineering graduates entering industry, business or other career paths.…”

Section: Introductionmentioning

confidence: 99%

“…In the following activity, students were randomly assigned to teams of six (based on a code on their handout) and given one of three roles, director (2), runner (2) or builder (2). The activity replicated the typical flow of information/ideas between project managers, engineers/designers, and workers working on a common project.…”

Section: Descriptionmentioning

confidence: 99%

Towards a Multidisciplinary Teamwork Training Series for Undergraduate Engineering Students: Development and Assessment of Two First-year Workshops

Hurst¹,

Jobidon²,

Prier³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Ada Hurst is a Lecturer in the Department of Management Sciences at the University of Waterloo. She has taught and coordinated the capstone design project course for the Management Engineering program since 2011. She also teaches courses in organizational theory, technology, and behaviour. She received her Bachelor of Applied Science in Electrical Engineering and Master of Applied Science and PhD in Management Sciences, all from the University of Waterloo. Ada's research and teaching interests include decision making under uncertainty, subjective probability, expert vs. novice review in engineering design, team processes, gender issues in STEM disciplines, and experiential and online learning. Ms Mrs. Stephanie Joan Johnson M.Ed, University of WaterlooStephanie Johnson is an academic development specialist. She designs and facilitates workshops, programs and lectures to help students achieve academic success at the post-secondary level. She also works with students one-on-one in all disciplines. Prof. Sanjeev Bedi P.Eng., University of WaterlooDr. Sanjeev Bedi is the Director of the Engineering Ideas Clinic. He earned his PhD from the University of Victoria in 1987. As a Professor of Mechanical Engineering at the University of Waterloo, his research focus is machining, and he is well known for developing innovative 5-axis tool-positioning and flankmilling techniques.c American Society for Engineering Education, 2016 Towards a Multi-Disciplinary Teamwork Training Series for Undergraduate Engineering Students: Development and Assessment of Two First-Year Workshops AbstractTeams have become the default work structure in organizations; thus, in work settings that emphasize teamwork, employees must have knowledge, skills and abilities (KSAs) to communicate and coordinate with their colleagues. Yet, teamwork skills are rarely "taught" in engineering curricula; in fact, compared to business representatives, university educators have been found to underestimate the value of teamwork KSAs. Instead, students are expected to develop teamwork and leadership skills via a sink-or-swim approach where they are assigned group work and left to perform as they can. Often, these poor teamwork experiences combined with the lack of training and opportunities for guided reflection lead to students disliking working in groups, impacting not just the cognitive but also the affective domain of learning.In response to this identified weakness, a committee of representatives from the Faculty of Engineering and other support units at the University of Waterloo is developing a series of six workshops intended to be delivered to engineering students in all disciplines in their first three years of study. The first three workshops will provide an introduction to team-forming and building, team communication, and conflict management. The last three workshops will provide reinforcement and opportunities for application in the same areas and in multidisciplinary settings.This paper describes the first two workshops in this series. Their design i...

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The effects of team training on team outcomes: A meta-analysis

Cited by 48 publications

References 56 publications

Training in virtual environments: putting theory into practice

Training in virtual environments: putting theory into practice

Impact of Virtual Training Environments on the Acquisition and Transfer of Knowledge

Towards a Multidisciplinary Teamwork Training Series for Undergraduate Engineering Students: Development and Assessment of Two First-year Workshops

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