When goal orientations collide: Effects of learning and performance orientation on team adaptability in response to workload imbalance.

The authors draw on resource allocation theory (Kanfer & Ackerman, 1989) to develop hypotheses regarding the conditions under which collective learning and performance orientation have interactive effects and the nature of those effects on teams' ability to adapt to a sudden and dramatic change in workload. Consistent with the theory, results of a laboratory study in which teams worked on a computerized, decision-making task over 3 performance trials revealed that learning and performance orientation had independent effects on team adaptability when teams had slack resources available for managing their changed task. Time helped explain the independent effects of performance orientation. Results also revealed that learning and performance orientation had interactive effects when teams did not have slack resources. Finally, the results of this study indicate that teams lacking slack resources were better able to balance high levels of learning and performance orientation over time with practice on the changed task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of individual differences on the performance of hierarchical decision-making teams: Much more than g.

The authors propose (a) that team members' general cognitive ability ( g) and conscientiousness are key resources for hierarchical decision-making teams with distributed expertise; (b) that a conjunctive model is most appropriate for capturing staff members' standing on these attributes; and (c) that in addition to main effects, staff attributes interact with those of the leader to determine team performance. Results from a study of 51 four-person teams performing a computerized decision-making task show that decision accuracy was highest when both the leader and staff (defined conjunctively) were high on g and conscientiousness. Post hoc analyses suggest reactions to the weakest member differed depending on whether the member was low in g or conscientiousness. Low- g members were helped, whereas low-conscientiousness members were ignored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mutlilevel theory of team decision making: Decision performance in teams incorporating distributed expertise.

The purpose of this research was to develop and test a theory of decision-making performance for hierarchical teams with distributed expertise. This theory identifies 3 core team-level constructs (team informity, staff validity, and hierarchical sensitivity) and 3 constructs below the team level that are central to decision-making accuracy in hierarchical teams with distributed expertise. Two studies are presented to test the proposed theory. A total of 492 college students worked on a computerized command-and-control simulator. Results from these studies are discussed in light of the theory. Similarities and differences in results across the 2 studies are discussed, as are potential modifications of the theory considering the data. Finally, implications of the theory for applied team contexts are elaborated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive engagement and cognitive aging: Is openness protective?

The purpose of this study was to examine whether openness to experience is related to longitudinal change in cognitive performance across advancing age. Participants were 857 individuals from the Swedish Adoption/Twin Study of Aging (SATSA). Factors for 5 cognitive domains were created, including verbal ability, spatial ability, memory, processing speed, and a global score, g. Latent growth curve models were used to assess level and longitudinal trajectories of cognitive performance. It was hypothesized that individuals who endorsed higher levels of openness would have higher cognitive test scores and lesser rates of cognitive decline. As predicted, higher openness to experience was associated with significantly higher performance across all cognitive tests for both men and women even after adjusting for education, cardiovascular disease, and activities of daily living. Openness, however, was not predictive of differences in the trajectories of cognitive performance over age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stimulus and response fidelity in team training.

Transfer performance of 2-man teams was observed in a simulated radar-controlled aerial intercept task following either high or low stimulus (S-) fidelity and either high or low response (R-) fidelity training treatments. Both high S- and high R-fidelity training treatments resulted in superior transfer task performance; however, the effects of high R-fidelity training were relatively brief. It was concluded that whereas both are desirable, it is less important to provide high R-fidelity training at least for tasks where the major output requires verbal communication skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of work-group structure and certain task variables on group performance.

This investigation explored how team performance varies as a function of information processing demands and how the information-handling capacity of teams depends upon the requirements for internal transmission of information imposed by a communication structure. 3-man groups performed a simple "team" task under 2 different work structures, differing in the extent to which they required the transmission of information. "… the most difficult structure was that in which a larger proportion of information had to be relayed… from several different sources… . Errors for both structure conditions significantly increased when the rate of change of instrument readings increased." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Deep-level composition variables as predictors of team performance: A meta-analysis.

This study sought to unify the team composition literature by using meta-analytic techniques to estimate the relationships between specified deep-level team composition variables (i.e., personality factors, values, abilities) and team performance. The strength of the team composition variable and team performance relationships was moderated by the study setting (lab or field) and the operationalization of the team composition variable. In lab settings, team minimum and maximum general mental ability and team mean emotional intelligence were related to team performance. Only negligible effects were observed in lab settings for the personality factor and team performance relationships, as well as the value and team performance relationships. In contrast, team minimum agreeableness and team mean conscientiousness, openness to experience, collectivism, and preference for teamwork emerged as strong predictors of team performance in field studies. Results can be used to effectively compose teams in organizations and guide future team composition research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Team versus individual training, training task fidelity, and task organization effects on transfer performance by three-man teams.

Transfer performance of teams was measured in a simulated radar-controlled aerial intercept task. Superior performance occurred after training on an independently organized task (as compared to that after training which required verbal interaction among controllers), and superior performance occurred in an independently organized transfer task. However, these 2 variables interacted such that performance on an interaction condition of the transfer task was equivalent to that on an independently organized task if prior training was under the independent task organization. Training task fidelity influenced performance only on the interaction transfer task, with superior performance following a high-fidelity training situation in which controllers could acquire the same skills to be required in transfer for communication to interceptor pilots. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Backing up behaviors in teams: The role of personality and legitimacy of need.

In this article, the authors developed several hypotheses regarding both the main and interactive effects of 2 types of team inputs on backing up behaviors in teams: (a) team composition characteristics in terms of the personality of the members of the team and (b) team task characteristics in terms of the extent to which the nature of the task is one that legitimately calls for some members of the team to back up other members of the team. Results from a study of 71 4-person teams performing a computerized tactical decision-making task suggest that the legitimacy of the need for back up has an important main effect on the extent to which team members provide assistance to and receive assistance from each other. In addition, the legitimacy of the need for back up also has important interactive effects with both the personality of the back up recipient and the personality of the back up providers on backing up behaviors in teams. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Virtual Teams: Effects of Technological Mediation on Team Performance.

Recent advances in networking environments and telecommunications have led to the proliferation of teams that do not work face-to-face but interact over a computer-mediated communications network. Although some have asserted that virtual teams transcend boundaries of time or distance, others have claimed that working remotely in a mediated team environment differs in significant ways from working face-to-face. In this article, the authors examine the effects of technological mediation on team processes such as cohesiveness, status and authority relations, counternormative behavior, and communication. They discuss conditions under which distance matters in virtual team interaction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of error training and individual differences on training outcomes: An attribute-treatment interaction perspective.

The authors examined the effectiveness of error training for trainees with different levels of cognitive ability, openness to experience, or conscientiousness. Participants (N=181) were randomly assigned to control, error-encouragement, or error-avoidance conditions and trained to perform a decision-making simulation. Declarative knowledge, task performance, and self-efficacy were measured posttraining. Findings suggest the effectiveness of error training is dependent on the cognitive ability or dispositional traits of trainees. High cognitive ability or more open individuals benefit more from error-encouragernent training than low cognitive ability or less open individuals. Conscientiousness has a negative effect on self-efficacy when trainees are encouraged to make errors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Physician and patient communication training in primary care: Effects on participation and satisfaction.

[Correction Notice: An erratum for this article was reported in Vol 28(2) of Health Psychology (see record 2009-03297-015). There was a typographical error in the text on page 521, in the first sentence of the first full paragraph. The corrected sentence is provided in the erratum.] Objective: To assess the effects of a communication skills training program for physicians and patients. Design: A randomized experiment to improve physician communication skills was assessed 1 and 6 months after a training intervention; patient training to be active participants was assessed after 1 month. Across three primary medical care settings, 156 physicians treating 2,196 patients were randomly assigned to control group or one of three conditions (physician, patient, or both trained). Main Outcome Measures: Patient satisfaction and perceptions of choice, decision-making, information, and lifestyle counseling; physicians' satisfaction and stress; and global ratings of the communication process. Results: The following significant (p     

Team adaptation and postchange performance: Effects of team composition in terms of members' cognitive ability and personality.

The present study extended research on relationships between individual differences and individual-level adaptation (J. A. LePine, J. A. Colquitt, & A. Erez, 2000). This study focused on team-level relationships (N = 73 teams) and demonstrated that after an unforeseen change in the task context, performance was superior for teams with members who had higher cognitive ability, achievement, and openness and who had lower dependability. These relationships were mediated by a measure of role structure adaptation (i.e., the effectiveness with which teams adapted their role structure when faced with an unforeseen change in their task context). Members' individual differences did not explain variance in team performance prior to the unforeseen change in the task context. Overall, results suggest differential relationships for team composition across routine and changing task contexts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Considering Prework on Industrial Projects

Prefabrication, preassembly, modularization, and off-site fabrication, collectively termed as prework have become more viable with recent advances in design and information technologies. These construction methods offer a substantial opportunity to improve project performance when circumstances merit. Successful implementation of these methods on a particular project requires systematic analysis and early decision making based on specific factors of the project. This paper identifies those factors influencing decisions on the use of prework, and current industry practices for evaluating the applicability of prework on industrial projects. It then presents a decision framework to assist industry practitioners with evaluating the applicability of prework on their project, and describes a computerized tool to aid project teams in the decision-making process. The developed framework and tool are useful and effective in the decision-making process, and easy to use, as validated by practitioners in the industry.     

The role of social and emotional communication skills in leader emergence and effectiveness.

Three studies explored the role that basic social/communication skills play in leader emergence and effectiveness. In Study 1, 218 undergraduate students were administered self-report measures of social/communication skills and extraversion, worked in small groups on a problem-solving task, and elected leaders at task midpoint. Coders measured leaders' verbal communication. Groups elected leaders who spoke most and were extraverted but were not more socially skilled. In Study 2, leaders were selected on the basis of their possession of communication skills and led small groups in 2 tasks. More skilled communicators were rated as more effective leaders, but they did not lead more productive groups. Study 3 examined fire service leaders. Social skills were related to satisfaction with the leader but related to leader performance only for higher level leaders. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Barriers to effective cross-cultural counseling.

Many mental health professionals have noted that racial and ethnic factors may act as impediments to counseling. Misunderstandings that arise from cultural variations in verbal and nonverbal communication may lead to alienation and/or an inability to develop trust and rapport. An analysis of the generic characteristics of counseling reveals 3 variables that interact in such a way as to seriously hinder counseling with 3rd-world groups: (a) language variables—use of standard English and verbal communication; (b) class-bound values—strict adherence to time schedules, ambiguity, and seeking long-range solutions; and (c) culture-bound values—individual centered, verbal/emotional/behavioral expressiveness, client to counselor communication, openness and intimacy, cause–effect orientation, and mental and physical well-being distinction. These generic characteristics are contrasted with value systems of various ethnic groups. (47 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of verbal and mathematics task performance on task and career self-efficacy and interest.

To test a hypothesis from self-efficacy theory, we randomly assigned 149 subjects to verbal or mathematics and success or failure conditions in which they attempted to solve easy or difficult anagram or number series tasks. Changes in task self-efficacy and task interest as a result of task success or failure were in accordance with predictions from self-efficacy theory. We also examined the generalizability of the effects of task performance. The results indicated that task performance effects generalized to self-efficacy and interest ratings on an irrelevant task and to global ratings of math and verbal ability. Task performance effects did not generalize to career self-efficacy and career interest measures but consistent gender differences in self-efficacy emerged as a result of both math and verbal task performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Counselor deliberate postural lean and communication of facilitative conditions": Correction.

Reports an error in "Counselor deliberate postural lean and communication of facilitative conditions" by Gary L. Hermansson, Alan C. Webster and Ken McFarland (Journal of Counseling Psychology, 1988[Apr], Vol 35[2], 149-153). The date of receipt indicated for the revision of this article was incorrect. The correct date of receipt is provided in the erratum. (The following abstract of the original article appeared in record 1988-36435-001.) This experimental study examined the relation between counselor deliberate postural lean and the communication of intensity, empathic understanding, respect, and genuineness. Results, from 12 male counselors acting as their own controls under three postural lean conditions (forward, backward, and choice) in counseling interaction with female clients, suggested compensatory processes in operation. Making a required lean forward was associated with decreased facilitative levels and backward with increased levels. The latter effects were more marked, with significant differences in intensity and respect. The effects were also more marked with those counselors who, as revealed in their choice session, preferred to move forward rather than backward, with these counselors also being the most effective as assessed by communicated empathy levels. It was concluded that for effective counselors in particular, deliberate postural lean results in a subtle maintenance of an equilibrium of verbal–nonverbal communication behaviors judged as most appropriate to the moment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do you see what we see? The complex effects of perceptual distance between leaders and teams.

Previous distance-related theories and concepts (e.g., social distance) have failed to address the sometimes wide disparity in perceptions between leaders and the teams they lead. Drawing from the extensive literature on teams, leadership, and cognitive models of social information processing, the authors develop the concept of leader-team perceptual distance, defined as differences between a leader and a team in perceptions of the same social stimulus. The authors investigate the effects of perceptual distance on team performance, operationalizing the construct with 3 distinct foci: goal accomplishment, constructive conflict, and decision-making autonomy. Analyzing leader, member, and customer survey responses for a large sample of teams, the authors demonstrate that perceptual distance between a leader and a team regarding goal accomplishment and constructive conflict have a nonlinear relationship with team performance. Greater perceptual differences are associated with decreases in team performance. Moreover, this effect is strongest when a team's perceptions are more positive than the leader's are (as opposed to the reverse). This pattern illustrates the pervasive effects that perceptions can have on team performance, highlighting the importance of developing awareness of perceptions in order to increase effectiveness. Implications for theory and practice are delineated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

SHAPE-assisted intuitive decision making and problem solving: Information-processing-based training for conditions of cognitive busyness.

The present study tested the usefulness of a normative model of decision making designed for individuals and teams that emphasized 5 processes needed in cognitively busy decision situations: scrutinize symptoms, hypothesize solutions, analyze proposed solutions, perform modifications and corrections, and evaluate results (SHAPE). All teams (102) were trained in task skills and practiced solving problems before the experimental decision-making situation, a cognitively busy computer-simulated decision situation. Half of the teams were trained in the SHAPE algorithm. Half of the teams received no decision-making training (the intuition condition). Results indicate that SHAPE-assisted intuitive decision making is faster and more accurate than unassisted intuitive decision making. Furthermore, SHAPE-trained teams experienced lower levels of stress, maintained better task performance, and performed more synchronously than teams receiving no decision-making training. Preliminary evidence that SHAPE creates a shared metacognitive strategy is presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)