Enhancing Team Training and Performance With Automated Performance Assessment Tools

IntroductionEffective teamwork plays a critical role in achieving high-performance outcomes in healthcare. Consequently, conducting a comprehensive assessment of team performance is essential for providing meaningful feedback during team trainings and enabling comparisons in scientific studies. However, traditional methods like self-reports or behavior observations have limitations such as susceptibility to bias or being resource consuming. To overcome these limitations and gain a more comprehensive understanding of team processes and performance, the assessment of objective measures, such as physiological parameters, can be valuable. These objective measures can complement traditional methods and provide a more holistic view of team performance. The aim of this study was to explore the potential of the use of objective measures for evaluating team performance for research and training purposes. For this, experts in the field of research and medical simulation training were interviewed to gather their opinions, ideas, and concerns regarding this novel approach.MethodsA total of 34 medical and research experts participated in this exploratory qualitative study, engaging in semi-structured interviews. During the interview, experts were asked for (a) their opinion on measuring team performance with objective measures, (b) their ideas concerning potential objective measures suitable for measuring team performance of healthcare teams, and (c) their concerns regarding the use of objective measures for evaluating team performance. During data analysis responses were categorized per question.ResultsThe findings from the 34 interviews revealed a predominantly positive reception of the idea of utilizing objective measures for evaluating team performance. However, the experts reported limited experience in actively incorporating objective measures into their training and research. Nevertheless, they identified various potential objective measures, including acoustical, visual, physiological, and endocrinological measures and a time layer. Concerns were raised regarding feasibility, complexity, cost, and privacy issues associated with the use of objective measures.DiscussionThe study highlights the opportunities and challenges associated with employing objective measures to assess healthcare team performance. It particularly emphasizes the concerns expressed by medical simulation experts and team researchers, providing valuable insights for developers, trainers, researchers, and healthcare professionals involved in the design, planning or utilization of objective measures in team training or research.

Effective teamwork is not only essential for teams themselves, but also for organizations and our society. To facilitate team processes and enhance team performance, feedback interventions are a widely used means. However, different types of feedback (i.e., individual vs. team-level feedback, performance vs. process feedback) can have various effects leaving the question of their effectiveness unanswered. This is especially important when team members’ attitudes (namely collective orientation) are considered. Thus, understanding the interplay between types of feedback and team members’ attitudes would reveal new opportunities for fostering reliable teamwork. The methodology of the present study is based on a laboratory approach. Teams (N = 142) of two worked together over four scenarios to extinguish forest fires in a microworld. We examined the effects of collective orientation on team coordination and team performance. To understand the interplay between feedback and attitudes we examined the effect of different feedback interventions on team performance and on a change in collective orientation. For analyzing multilevel mediation and changes over time, Bayesian multilevel models were applied. Results show a positive relationship between collective orientation and team performance mediated by coordination. Additionally, team-level process and performance feedback seem to be slightly more beneficial for maintaining performance over time with increasing difficulty of the task compared to individual-level process feedback. Feedback can lead to an increase in collective orientation if these values are low at the beginning. Our research highlights the importance of collective orientation and feedback interventions on team processes and performance for interdependently working teams.

The study aims to examine the association between team emotional intelligence (EI) and team performance, particularly in construction projects, with a deliberate focus on identifying the factors that may foster or hinder team performance. To examine the hypothesized nexus of the model, dyadic data of 302 project employees and their site supervisors was collected, representing 53 teams in total. Organizations working on construction projects and relevant participants were selected through purposive sampling method. Findings of the study pronounce a positive association between team EI and team performance of engineers. Further, this study supports the mediating role of team trust between focal variables. Notably, task interdependence buffers the association between team EI and team performance. Coupled with the theoretical contribution, the study also offers valuable insights for managerial consideration, which may help them to maintain the workflow in construction projects and enhance team performance. Although EI constitutes essential resources for higher performance, prior research has not investigated whether and when team EI facilitates team performance, particularly in construction projects. We contributed to filling this gap by establishing the direct and indirect association between team EI and team performance via team trust. Moreover, the study also established task interdependence as a relevant moderator. In sum, the study at hand brings to the fore the dispositional and contextual antecedents that could potentially impact team performance, particularly in the construction project context.

Development of a 2nd-generation version of a Team Performance Assessment Technology (TPAT) is briefly described in this article. The TPAT resides in a computer-based simulation that provides real-time assessment of both team and individual performance in a complex decision-making and problem-solving environment. The TPAT system consists of a suite of interrelated software programs allowing for tailored scenario design, session supervisor control, running of the scenario, and analysis of both individual and team performance. It also includes a fully configured participant training program. The measurement system provides complex graphic scoring profiles, known as time/event matrices, which portray the planning and decision-making activities of individual, subteam, and total team performance. They also incorporate more than 50 measures to collect data on any individual player or any combination of players up to a total of 9, or both. The built-in scenario employs a strategic search and rescue scenario (know...

A high-performance construction workplace invests in its human resources and facilitates their technical and innovation skills through team development. Though team development has been explored in many studies, to date, little research has disentangled how team development and compensation methods enhance team performance in construction companies. Accordingly, team development as a hierarchical, reflective construct, incorporating six associated components was extended and the variables of the model in a nomological network analysed using partial least squares (PLS). As a result, with the help of PLS path modelling, a hierarchical team development construct with the mediating effects of compensation on the relationship between team development and team performance was developed. The research analysis was completed on a sample population of 128 construction design teams and the results lead to the development of a model that shows team development has a significant direct and indirect impact on team performance. The results also confirm the mediating role of group compensation on the relationship between team development and team performance. In general, it is suggested that the design teams achieved better performance when the leaders adapted team compensation methods consistent with the team development practices.

In contemporary higher education settings, fostering collaboration among students is paramount. However, integrating teamwork into learning processes can pose challenges, such as the ‘free-rider syndrome’, in the development of student team projects. Additionally, divergent opinions on task goals and methods, escalating interpersonal tensions, and power struggles can hinder effective teamwork. Unlike much of the existing conflict research that predominantly focuses on conflict resolution, this study underscores the necessity of comprehending conflict's impact and mechanisms, premised on its inherent inevitability. Specifically, our aim is to investigate the relationships between contribution conflict (a process conflict type) and team performance with psychological safety and exploring different perspectives (a team learning behavior) as explanatory mechanisms. A time-lagged design was employed, collecting data from a sample of 1002 Romanian students, organized into 199 teams. Results reveal a significant and negative indirect effect of the contribution conflict on team performance. Psychological safety significantly mediates the effects of contribution conflict on team performance, facilitating the engagement in exploring different perspectives. Interestingly, the exploration of diverse perspectives did not significantly enhance team performance, underscoring the complexity of the link between team learning behaviors and performance outcomes. This research offers empirical evidence supporting theories that posit a secure and respectful team environment is crucial for cultivating productive team interactions and outcomes, even in the face of inevitable conflict. Recognizing the importance of constructively approaching differences is essential in fostering positive team dynamics among students.

(1) Background: Traditional one-to-one online consultations with doctors often fail to provide timely and accurate treatment plans; consequently, creating cross-hospital and cross-regional teams has become a new pattern for doctors aiming to offer Internet medical services. Because the online doctor team is a new virtual organizational model, it remains to be explained and investigated. (2) Methods: Combining the information processing view and the social categorization view, this study takes the perspective of team diversity and empirically investigates the effect of team diversity on team performance. We consider four kinds of team diversity, including status capital diversity, decision capital diversity, online reputation diversity, and professional knowledge diversity, and we investigate how team composition from the diversity perspective affects online doctor team performance and how leader reputation moderates the effect of team diversity on team performance. We use secondary data from a leading online medical consultation platform in China (Good Doctor), and our research data include 1568 teams with a total of 5481 doctors. (3) Results: The results show that status capital diversity and decision capital diversity negatively affect team performance; diversity in terms of online reputation and professional knowledge positively affect team performance; and leader reputation moderates the impact of status capital diversity and online reputation on team performance. (4) Conclusions: Our study offers management suggestions on how to form a high-performance doctor team and provides advice for the future development of online doctor teams.

Evaluating and enhancing team performance is a cornerstone of transdisciplinary engineering, yet the absence of a formal method to categorize and assess the efficacy of group performance experiments remains a significant challenge. In particular, what kinds of results can an experiment on team performance produce, and how can researchers ensure these results remain epistemologically sound? This study addresses these foundational questions by proposing a structured framework to categorize and assess team performance experiments. The framework integrates cognitive measurements, statistical rigor, and meta-analytical evaluations of experimental maturity to enhance the credibility and reliability of study outcomes. The approach is illustrated through the analysis of data from two team performance experiments, serving two primary objectives. First, the analysis demonstrates the actionable insights into team dynamics enabled by the framework, showcasing its practical applicability. Second, it systematically addresses critical factors influencing experimental reliability, including the identification of methodological pitfalls, thereby offering tools and strategies to enhance the design and evaluation of team performance studies. This work bridges the gap between theoretical concepts and practical implementation, contributing to the advancement of methodologies for transdisciplinary teamwork and performance measurement. The findings are particularly relevant to researchers and practitioners seeking robust, reproducible methodologies for assessing team dynamics across diverse disciplines, offering a guideline for future studies aimed at refining team performance evaluation methods.

The impact of leadership on group performance was investigated in the context of a semiautonomous work team environment. The relationship between group performance and team leadership, as exhibited by the designated, internal leader, was moderated by team size. Team leadership, as rated by team members, was related to the managers’ ratings of quality and overall performance for smaller teams, but not for larger teams. In addition, the managers’ ratings of team performance were not significantly correlated with ratings of team performance obtained from the team members.

Effective teamwork is an important component in the control of multiple unmanned vehicles (UVs). Personality traits of individual team members may be a factor influencing overall team performance and individual levels of perceived workload and stress. In this study, a multiple UV environment was simulated by use of the RoboFlag game. Participants played the RoboFlag game individually or in two-person teams and were presented with this sequence of task-phases: RoboFlag alone, RoboFlag with a secondary task, RoboFlag alone. It was predicted that the RoboFlag performance would relate to ‘Big Five’ personality traits. It was also expected that Neuroticism would relate to higher workload and stress, especially in more demanding task conditions. The results suggested that the influence of personality is generally limited, but may sometimes be important. Specifically, high Neuroticism individuals showed higher workload and stress in a team player condition, which may impose social as well as task demands.

Purpose The purpose of this paper is to examine the effect of team learning processes (information acquisition, information processing and information storage and retrieval) on team performance in software development projects and to assess the effect of ethical leadership and its influence on these processes. Design/methodology/approach The authors examined 354 software development project teams in Thailand. A quantitative study was conducted through a Web-based survey, with structural equation modelling used to test the hypotheses. Findings The results of this study revealed that ethical leadership is positively correlated with the team learning processes of information acquisition, information processing and information storage and retrieval. However, only information processing and information storage and retrieval are positively related to team performance. The results indicate that ethical leadership has a positive direct effect on team performance. The results also show that the positive relationship between ethical leadership and team performance is partially mediated by team learning processes, namely, information processing and information storage and retrieval. Research limitations/implications This study highlights the importance of ethical leadership and guides managers towards considering the characteristics of both ethical leadership and team learning processes for enhancing team performance in software development projects. Originality/value This is the first study to the best of authors’ knowledge to examine the role of team learning processes in mediating the relationship between ethical leadership and team performance, particularly concerning software development projects. The present research contributes to the literature on team performance management, emphasising the manner in which ethical leadership can result in team learning and team performance. The findings of this study can be used to encourage organisations to develop ethical leadership behaviours and team learning processes in software development projects.

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.

The aim: theoretical substantiation and development of approaches to assessing the effectiveness of the results of the sports team's performance in international athletics competitions (on the example of endurance).
 Material and methods: theoretical analysis and generalization of scientific and methodological literature and information of the Internet, data of information databases of athletics (Tilastopaja), (All-Athletics), printed and electronic sources of the Association of Track & Field Statisticians- ATFS ), the official website of the European Athletics Association (EAA), the Federation of Athletics of Ukraine, systematization, content analysis. An analysis of the results of competitive activities of athletes (n = 297) of the best thirteen European teams that participated in the XXIV European Athletics Championships (Berlin, 2018) in endurance and have gold awards. The criteria that allow to expand the approaches to assessing the effectiveness of the performance of the full team were considered.
 Results. The performance of thirteen best teams in athletics in endurance at the XXIV European Athletics Championships (Berlin, 2018) was analyzed. The obtained data allowed us to conclude that in order to create an objective assessment of the team's performance in athletics, it is not enough to take into account only the number of medals won and the places occupied by the team's athletes in the top eight. When determining the effectiveness of team performance in endurance classes, according to the existing evaluation system, medals were awarded to 2% to 33% of athletes from the total team, and places in the top eight were occupied by 18 to 75% of athletes.
 Conclusions. When evaluating the effectiveness of a sports team, you need to take into account a number of criteria that will create a diverse assessment of the performance of the sports team, which includes evaluation as a criterion - the performance of athletes at the level of personal achievement.

The purpose of this study was to investigate the effects of team composition on team performance. A total of 67 student teams participated in their team-based task for more than 10 weeks and a team is an unit of analysis. The composition variables included demographic diversity (gender and college starting year), cognitive diversity, and Big Five personality factors. To test the hypothesis that there will be significant differences in team performance between three groups (low-, medium-, and high-diversity) varying with demographic (gender and college starting year) and cognitive diversity, one-way ANOVAs and post-hoc analyses were used. Findings regarding gender diversity revealed that team performance was greater for medium- and low-diversity groups than for high-diversity group. While findings regarding college starting year revealed that team performance was greater for low- and high-diversity groups than for medium-diversity group, findings regarding cognitive diversity measured by diversity of attending colleges revealed that team performance was greater for medium-diversity group than for high-diversity group. These findings suggest that there will be an optimal level of diversity for enhancing team performance. Then we examined the relationships between Big Five personality factors as team composition variables and team outcomes. Team extroversion showed positive relationships with the creative part and team presentation. However, the minimum of team agreeableness showed negative relationships with the logical part of team performance, which was the opposite of our hypothesis. We discussed that the personality factors for team composition could vary with task characteristics.

Purpose This study aims to explore the influence of construction project manager competencies on team performance, using structural equation modeling (SEM) within the framework of social information processing theory. It investigates the multidimensional nature of project manager competencies and their impact on team processes and outcomes. Additionally, the study examines the mediating role of team processes in the relationship between competencies and team performance. Design/methodology/approach Drawing on data collected from 483 construction professionals in China, this study uses SEM to analyze the relationships among project manager competencies, team processes and team performance. Findings The results demonstrate a significant and positive effect of competencies on team performance. Specifically, task-related competencies directly contribute to performance, while people-related competencies enhance leader-member relations, and self-related competencies exert a gradual, cumulative influence. Moreover, the research confirms a three-factor competency structure and elucidates the nuanced mediating roles of team learning, monitoring and climate in the competency-performance relationship, shedding light on how specific competencies affect different stages of team development. Originality/value This study contributes to project management literature by applying social information processing theory to elucidate how project managers influence team cognition through competencies. From a practical standpoint, it advocates for a competency-based approach to project manager selection and training, aiming to enhance team performance. Overall, this research advances the understanding of the intricate interplay between project manager competencies and team performance, using SEM and a theoretical perspective rooted in social information processing theory.