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Do Team and Individual Debriefs Enhance Performance? A Meta-Analysis
Abstract
Debriefs (or "after-action reviews") are increasingly used in training and work environments as a means of learning from experience. We sought to unify a fragmented literature and assess the efficacy of debriefs with a quantitative review.
Used by the U.S. Army to improve performance for decades, and increasingly in medical, aviation, and other communities, debriefs systematize reflection, discussion, and goal setting to promote experiential learning. Unfortunately, research and theory on debriefing has been spread across diverse disciplines, so it has been difficult to definitively ascertain debriefing effectiveness and how to enhance its effectiveness.
We conducted an extensive quantitative meta-analysis across a diverse body of published and unpublished research on team- and individual-level debriefs.
Findings from 46 samples (N = 2,136) indicate that on average, debriefs improve effectiveness over a control group by approximately 25% (d = .67). Average effect sizes were similar for teams and individuals, across simulated and real settings, for within- or between-group control designs, and for medical and nonmedical samples. Meta-analytic methods revealed a bolstering effect of alignment and the potential impact of facilitation and structure.
Organizations can improve individual and team performance by approximately 20% to 25% by using properly conducted debriefs.
Debriefs are a relatively inexpensive and quick intervention for enhancing performance. Our results lend support for continued and expanded use of debriefing in training and in situ. To gain maximum results, it is important to ensure alignment between participants, focus and intent, and level of measurement.
... Debriefing is where much of the learning happens in simulation-based training [28,104]. The debriefing process allows participants to reflect on their actions, discuss mistakes, and consolidate learning through guided reflection and feedback, enhancing understanding and application of the skills practised during the simulation [28,104], and enabling formative assessment of both individual and team performance [54,70]. ...
... Debriefing is where much of the learning happens in simulation-based training [28,104]. The debriefing process allows participants to reflect on their actions, discuss mistakes, and consolidate learning through guided reflection and feedback, enhancing understanding and application of the skills practised during the simulation [28,104], and enabling formative assessment of both individual and team performance [54,70]. This aligns with Schon's Reflection Theory [96], where reflective practice is central to learning from experience, encouraging learners to critically examine their actions and decisions for deeper learning and improvement. ...
... Yet, conducting team nursing simulations and facilitating guided discussions during debriefs present challenges that may limit opportunities for effective learning and reflection. During the clinical scenario, educators must manage multiple tasks, such as observing team dynamics, comparing the team's demonstrated behaviours to expected outcomes based on learning objectives (e.g., communication, patient management, task prioritisation), and sometimes operating simulation technology, leading to increased mental demands and divided attention [33,104]. Additionally, educators may find it difficult to capture all relevant behaviours for discussion in debriefs, particularly in complex scenarios with multiple participants, as these mental demands can quickly escalate [33]. ...
Healthcare simulations help learners develop teamwork and clinical skills in a risk-free setting, promoting reflection on real-world practices through structured debriefs. However, despite video's potential, it is hard to use, leaving a gap in providing concise, data-driven summaries for supporting effective debriefing. Addressing this, we present TeamVision, an AI-powered multimodal learning analytics (MMLA) system that captures voice presence, automated transcriptions, body rotation, and positioning data, offering educators a dashboard to guide debriefs immediately after simulations. We conducted an in-the-wild study with 56 teams (221 students) and recorded debriefs led by six teachers using TeamVision. Follow-up interviews with 15 students and five teachers explored perceptions of its usefulness, accuracy, and trustworthiness. This paper examines: i) how TeamVision was used in debriefing, ii) what educators found valuable and challenging, and iii) perceptions of its effectiveness. Results suggest TeamVision enables flexible debriefing and highlights the challenges and implications of using AI-powered systems in healthcare simulation.
... Debriefing (sometimes referred to as after action review, AAR), can be summarized as "a systematic technique that turns a recent appear equivocal, Tannenbaum and Cerasoli (2013) recommend expert facilitation and the use of a structured approach. Furthermore, it is pointed out that it is important to align the debriefing content with the intent of the training; if the goal is to improve team performance, debriefing should be directed to the team and not to the individual, and vice versa. ...
... Debriefing structure is one central dimension identified in prior research (Tannenbaum & Cerasoli, 2013;Keiser & Arthur, 2021), but has received relatively little attention in studies of debriefing interaction (see Reierson et al., 2017, on the impact of a structured debriefing model on a set of variables, including feedback, reflection, knowledge development, and psychological safety). The relation between instructions, models and plans on the one hand, and situated action on the other, is a prime topic of theoretical and empirical interest in ethnomethodological studies (see for example Suchman, 2007). ...
... Given the small number of studies, central dimensions of debriefing as identified in prior meta studies are far from exhausted. There is much room for research to further refine our understanding of debriefing processes (see Tannenbaum & Cerasoli, 2013). Although this assessment clearly applies to facilitator guidance and performance review media as well, we have identified four areas which we see as promising foci for future research: self-led debriefing; debriefing structure; the disciplinary shaping of debriefing practices; and the sensitive nature of critical feedback. ...
... The process of an action or event, feedback, reflection, and discussion that defines the afteraction review (AAR) or debrief is applied across a variety of industries and organizations (Allen et al., 2018;Keiser & Arthur, 2021Tannenbaum & Cerasoli, 2013). AARs are both practically useful as a quick and inexpensive training approach (also described as a special type of work meeting; Allen et al., 2018) and broadly effective (Keiser & Arthur, 2021. ...
... For instance, in their integrative review, Allen et al. (2018) acknowledged the potential role of technology in the AAR as a future direction for practice as a means of offering better capability for distributed administration. Despite a few notable exceptions (Jarrett et al., 2016;Stephanian et al., 2015), the only area of the AAR literature that acknowledges (albeit indirectly) the role of technology is in the use of objective review media (Keiser & Arthur, 2021;Tannenbaum & Cerasoli, 2013;Villado & Arthur, 2013). The objective AAR leverages some form of recall aid, often collected and administered via technology (e.g., a video camera), to provide trainees with feedback, whereas the subjective AAR relies solely on trainees' recall of the prior performance episode (Keiser & Arthur, 2021;Villado & Arthur, 2013). ...
... Not all objective review media have the same design characteristics nor are they used in the same way. Understandably, the empirical literature comparing the objective to the subjective AAR broadly, but not summarily, supports conceptual rationale for the benefits of providing trainees with objective feedback (Keiser & Arthur, 2021;Tannenbaum & Cerasoli, 2013;Villado & Arthur, 2013). ...
The after-action review (AAR), also termed debrief, is a training approach that commonly encompasses some form of technology, but technology is largely a tangential consideration, which serves as the impetus for this review. Based on a systematic review of 91 empirical studies (113 AARs), a variety of nuances are identified about (1) where in the AAR technology is used, and the (2) users, (3) type, and (4) use of that technology. Technology is indeed common to AARs, but typically relegated to either aid in the task performance episode (92%) or in the provision of task feedback (52%). More broadly, the findings from the present review reflect the inherent complexity of determining how best to use technology in AARs with little extant guidance. These findings are followed by a set of six recommendations that will ideally spur greater use of technology in AARs to address longstanding issues that attenuate its effectiveness.
... The latter in particular can be challenging for participants and requires thoughtful facilitation [39,40]. A natural place for such discussions to take place is during the debriefing, after a simulation scenario, where most learning from ISBTT typically occurs [41][42][43][44][45]. During the pre-briefing, when facilitators discuss ground rules and expectations for participants, they can forecast that these topics will be discussed. ...
... During the pre-briefing, when facilitators discuss ground rules and expectations for participants, they can forecast that these topics will be discussed. Best practices for how to facilitate pre-and debriefings have been published and various models exist, [45][46][47][48][49] but most published guidelines do not explicitly discuss how to debrief interprofessional teams, despite common recognition that this is more challenging than for uni-professional teams [27,36,50,51]. The literature on how to facilitate ISBTT thus remains limited, and experts in interprofessional debriefing have called for increased research in evaluating debriefing in ISBTT [27,52]. ...
Background
Interprofessional simulation-based team training (ISBTT) is commonly used to optimize interprofessional teamwork in healthcare. The literature documents the benefits of ISBTT, yet effective interprofessional collaboration continues to be challenged by complex hierarchies and power dynamics. Explicitly addressing these issues during ISBTT may help participants acquire skills to navigate such challenges, but guidelines on how to do this are limited.
Methods
We applied an educational design research approach to develop and pilot structured facilitator guidelines that explicitly address power and hierarchy with interprofessional teams. We conducted this work in a previously established ISBTT program at our institution, between September 2020 and December 2021. We first reviewed the literature to identify relevant educational theories and developed design principles. We subsequently designed, revised, and tested guidelines. We used qualitative thematic and content analysis of facilitator interviews and video-recording of IBSTT sessions to evaluate the effects of the guidelines on the pre- and debriefs.
Results
Qualitative content analysis showed that structured guidelines shifted debriefing participation and content. Debriefings changed from physician-led discussions with a strong focus on medical content to conversations with more equal participation by nurses and physicians and more emphasis on teamwork and communication. The thematic analysis further showed how the conversation during debriefing changed and how interprofessional learning improved after the implementation of the guidelines. While power and hierarchy were more frequently discussed, for many facilitators these topics remained challenging to address.
Conclusion
We successfully created and implemented guidelines for ISBTT facilitators to explicitly address hierarchy and power. Future work will explore how this approach to ISBTT impacts interprofessional collaboration in clinical practice.
... The CDG provided a safe space to share ideas and concerns which ensured psychological safety; "the extent to which team members perceive that they can take interpersonal risks such as speaking up, admitting a mistake, acknowledging confusion and offering a dissenting opinion without undue risk of being punished or rejected" [48]. This psychological safety is critical to facilitating creativity and enhancing effectiveness and performance [49]. ...
... They also organised regular meetings and events to present updates on vaccination efforts across all the local vaccine delivery sites and share learning and good practice. These meetings have been shown in other contexts as enhancers of teams' performance [48]. Furthermore, this information sharing among all stakeholders, being heard and understood as equal partners, and taking part in shared decision-making are suggested by Norris et al. (2017) as key ways to ensure active engagement among stakeholders from multiple hierarchical levels within complex healthcare systems [51]. ...
Background
Vaccination remains one of the most successful public health interventions in preventing severe disease and death. The roll-out of Covid-19 vaccination programmes has helped protect billions of people around the world against Covid-19. Most of these programmes have been unprecedented in terms of scale and resources, and have been implemented at times of significant humanitarian crisis. This study aims to outline the lessons learnt from the implementation of a regional Covid-19 vaccination programme. These will help inform emergency preparedness and future crisis management.
Methods
This qualitative study sought to explore the key drivers to the successful implementation of the Covid-19 vaccination programme in a region in the Southwest of England, applying the Normalisation Process Theory lens (NPT) to examine multi-stakeholder perspectives. Data collection involved semi-structured interviews with 75 participants. Document analysis was also used to corroborate the findings emerging from the interviews. Inductive thematic analysis of the data was used to identify the key drivers for the successful implementation of the programme. The NPT lens was then applied to map the themes identified to the domains and constructs of the framework.
Results
Ten key drivers to the successful implementation of the Covid-19 vaccination programme locally were identified, including: the clarity and consistency of the programme’s goal; the diverse representation of stakeholders within the programme leadership team and the mechanisms created by this team to ensure psychological safety, autonomy, operational flexibility and staff empowerment; Communication and data specialists’ input, and collaboration with local communities to maximise the reach of the programme; and allocating funding to tackle health inequalities.
Conclusions
This study highlights the lessons learnt from the implementation of the Covid-19 vaccination programme at a local level, and the mechanisms that can be used in future crises to respond efficiently to the needs of individuals, communities and governments.
... When discrepancies arise, adjustments must be made to actions (single-loop learning), assumptions (double-loop learning), or the mental context (tripleloop learning) [12]. Debriefing, as proposed by Keiser and Arthur [75], Tannenbaum and Cerasoli [76], and Villado and Arthur [77], emerges as one of the most effective strategies for facilitating learning after task completion. Debriefing is the counterpart to briefing, where outcomes, goals, and actions are assessed against the assumptions established during the briefing phase. ...
... (Error review); and 4. What can we learn from this? (Lessons learned review) [78]. Debriefings have become prevalent tools for fostering learning in different military contexts and are increasingly adopted in other sectors, such as aviation, medicine, and non-HROs [71,76,77]. ...
Within the dynamic, complex, and often safety-critical operations of many process industries, the integration of technology and human elements has given rise to sociotechnical systems (STSs), where the interaction between people and technology plays a pivotal role. To thrive in this complex environment, organizations must adopt adaptive error management strategies and cultivate organizational resilience. This approach involves managing the unexpected and designing systems to embrace disorder by organizational learning from errors in STSs. The main objective of this article was to present empirical data of error-causing elements in STSs based on the Dirty Dozen concept, their underlying structure, and implications for error causation screening and adaptive error management systems. A sample of 544 workers employed in seven process industries, such as automotive, chemicals, defense, metal, and timber, participated in this study. The results revealed a three-factor model of human error causation in STSs. Based on these results, an adaptive error management system (AEMS), which includes evidence-based interventions to manage causes of human errors and mitigate their risky consequences, was presented. Finally, implications for organizational resilience and safety culture in STSs were discussed.
... Debriefing, a postexperience analytic process (Lederman, 1984;1992) originated from army (Gardner, 2013), plays an imperative role in the process of professional development in various fields. Due to its simplicity and effectiveness in improving performance (Tannenbaum & Cerasoli, 2013), the debriefing technique was then applied to other career fields, such as nursing and healthcare (Dreifuerst, 2015), human resource management (Reyes, Tannenbaum, & Salas, 2018), and software development (Collier, DeMarco, & Fearey, 1996). ...
During the process of teacher professional development, debriefing serves as a critical element, which not only helps teachers reflect on their own teaching practice but also helps all peer teachers promote their professional development. A successful debriefing session requires teachers to recollect their experience of a taught lesson. The more details are recollected, the more issues will be identified, which, in turn, may enhance the effects of debriefing. In this vein, the authors develop a system, Sokrates Video Player (Sokradeo), which incorporates the abilities of automatic data collection and analysis, enhanced video player, and analytic dashboards to help teachers reconstruct their experience and identify critical issues of their teaching. A preliminary study was conducted to evaluate the effects of using Sokradeo to support post-lesson debriefing. Although the results indicated that Sokradeo might enhance the efficiency of debriefing and helped novice teachers master the use of smart classroom tools within a relatively short time, the study was not a well-controlled experiment due to the fact that the school schedule did not allow such an experiment. Hence, rigorous studies should be further conducted to investigate how Sokradeo contributes to the process of post-lesson debriefing.
... Checklists and cognitive aids have proven valuable in guiding healthcare providers during time-critical interventions, ensuring essential steps are not overlooked in high-stress situations [53]. Strategies such as debriefing after real-life emergencies or simulation sessions enable reflection on decision-making processes, identifying areas for improvement and reinforcing positive practices [54]. Additionally, fostering a culture of open communication and psychological safety within healthcare teams encourages the sharing of concerns and potential errors, allowing for collective learning and improvement. ...
In the high-stakes realm of emergency medicine, time remains an unforgiving adversary, where every minute counts and swift, decisive actions can mean the difference between life and death. As the cornerstone of successful patient outcomes, the art of rapid decision making in time-critical emergencies demands meticulous scrutiny and strategic analysis. This literature review delves into the paramount significance of timely interventions , exploring the intricacies of early recognition and diagnosis, the pivotal role of prehospital decision-making, and the incorporation of cutting-edge technologies and decision support systems. By investigating the dynamic interplay of human factors, cognitive biases, and ethical considerations, we uncover the underlying complexities faced by healthcare professionals in their quest to optimize time-sensitive care.
Additionally, this review elucidates quality improvement initiatives and evaluates the challenges that hinder the seamless execution of rapid decisions. Armed with an array of evidence-based insights, this research not only delves into the present landscape of time-critical emergencies but also paves the way for future innovations that shall shape the course of emergency medicine and empower clinicians to defy the constraints of time, fostering superior patient outcomes and healthcare efficacy.
... B. regelmäßige (Kurz-)Simulationen von anspruchs vollen Kommunikationssituationen und das Testen von verschiedenen Mög lichkeiten im Sinneeines "Pre-Briefings" sowie die möglichst zeitnahstattfin dende Nachbesprechung von schwierigen Gesprächen ("De-Briefing") die Handlungskompetenz und Resilienz in herausfordernden Situationen und helfen dem gesamten Team, MI zu vertiefen (z. B. Salas et al., 2018;Allen et al., 2018;Tannenbaum & Cerasoli, 2013). ...
Quality counselling is a key driver of success in activating job seeking and work integration within the system of a minimum income for job seekers according to Social Law II (SGB II, Bürgergeld). Changing labour-markets, social change and recent developments of the legal framework have created new challenges for the practice of counselling in job centres. This book highlights the principles and conditions of good practice in counselling from the different perspectives of academic research and innovative practices, with contributions by high-profile experts from academia, intermediate organisations, government, and counselling in practice. It places particular emphasis on innovative approaches to counselling and strategies of integrated quality development in job centres. With contributions by Peter Bartelheimer | Frank Bauer | Tim Bendixen | Jenny Bennett | Uwe Berlit | Alexander Berzel | Olaf Craney | Stefan Godehardt-Bestmann | Carolin Freier | Corinna Funke | Philipp Fuchs | Jan F. C. Gellermann | Andreas Hammer | Susanne Igelmann | Anika Jäckle | Jan Kaltofen | Silvia Kaps | Matthias Knuth | Carolin Martin | Christian Mittermüller | Jana Molle | Petra Rahn | Matthias Rübner | Uli Sann | Berina Saygaz | Àgota Scharle | Matthias Schulze-Böing | Frank Unger | Dagmar Wiesmann | Peter Weber
... TDIs are "systematic activit[ies] aimed at improving requisite team competencies, processes, and overall effectiveness" (Lacerenza et al., 2018, p.518). TDIs often involve training supported by feedback and reflection (Hughes et al., 2016;Tannenbaum & Cerasoli, 2013), which directs participant attention to past behaviors and reactions, thus improving self and other behavioral awareness (Carden et al., 2022;Konradt et al., 2015;Popov et al., 2023). While such interventions are effective in producing positive team-level responses (Anseel et al., 2009;Gabelica et al, 2014;Konradt et al., 2015), their implications for team perceptions regarding each other's and the leaders' behavioral shifts remain unknown. ...
... [29][30][31] The content was derived from our literature review. 27,[32][33][34][35][36][37][38] We revised the items using an iterative process with a panel of local and national experts including an expert in clinical debriefing (PM), an expert in debriefing after simulation (MBF), and an expert in educational checklist development methodology (KH). To ensure that the measurable leadership behaviors reflected the experiences of other ED staff and to further strengthen content validity, we gathered feedback from experienced PEM advanced practice providers and a nurse educator in our ED (AG, KSS, DD). ...
Objectives
Clinical event debriefing (CED) improves healthcare team performance and patient outcomes. Most pediatric emergency medicine (PEM) physicians do not receive formal training in leading CED. Our objectives were to develop a CED curriculum and evaluate its effect on performance, knowledge, comfort, and clinical practice.
Methods
This was a single group pre-post-retention study. We developed a hybrid curriculum with simulation, an interactive module, and individual feedback. We invited faculty and fellows from the PEM division of our hospital to participate. During an in-person training day, participants led standardized clinical simulation scenarios followed by simulated CED with immediate feedback on their leadership performance. They watched an interactive module between scenarios. Participants returned for a retention assessment 2–6 months later with a third simulation and debrief. Participants completed surveys measuring attitudes, experiences, and knowledge. Participants also evaluated the curriculum.
The primary outcome was CED leadership performance using a novel 21-item tool that we developed, the Debrief Leadership Tool for Assessment (DELTA). A blinded, trained rater measured performance with DELTA. Secondary outcomes included changes in knowledge and comfort and changes in clinical practice.
Results
Twenty-seven participants enrolled and completed all parts of the curriculum and assessments. Debrief leadership performance improved by a mean of 3.7 points on DELTA pre-training to post-training (95% confidence interval = 2.7, 4.6, P < 0.01) and by 1.4 points from pre-training to retention (95% confidence interval = 0.1, 2.8, P = 0.03). Knowledge and comfort also significantly improved from pre-training to post-training and were sustained at retention. Most (67%) participants changed their clinical practice of CED after completing the curriculum. All participants would recommend the training to other PEM physicians.
Conclusions
A hybrid simulation-based curriculum in leading CED for PEM physicians was associated with improvement in CED leadership performance, knowledge, and comfort. PEM physicians incorporated training into their clinical practice.
... Trainers and facilitators provide appropriate opportunities for trainees to self-reflect on the quality of their decision-making and how it could be improved (Ellis and Davidi 2005). There is also opportunity to improve procedural/tacit knowledge learning from decision-making on-the-job following an incident if suitable discussion among personnel involved is facilitated or reflective practice is undertaken (Ford 2021;Hoffman et al. 2014;Tannenbaum and Cerasoli 2013). ...
The importance of training for effective performance in high-stakes, high-risk work settings is well-known. Successful training is the systematic acquisition of skills, rules, concepts or attitudes that result in improved work performance. Simply exposing people to training situations is not sufficient for them to develop knowledge and skills. This will only occur if the activity results in learning. While much training focuses on the development of technical skills, it is important to train people in non-technical skills, such as decision-making. This paper presents the results of a literature review of 95 peer-reviewed articles that consider the current training and exercise practices used to develop emergency management decision-making capability. The different approaches to training can be categorised into 4 types: discussion-based, operation-based, E-based and post-incident debriefs. This paper discusses current practice in emergency management decision-making training in each of these categories together with studies that have evaluated their effectiveness noting the generally limited nature of evaluation studies. To promote evaluation of training, several studies have developed tools to assess the effectiveness of training. Finally, key takeaway points related to emergency management organisational training and exercise programs are provided.
... Devoting attention to these processes as they unfold in police team contexts has two important implications. First, they contribute to effective and often live-saving team collaboration and leader-member relationships Tannenbaum & Cerasoli, 2013). Second, they are crucial to the successful management of institutional change (Klonek et al., 2015;Redlbacher, 2020). ...
In the daily work of police officers, human lives are at stake.
To ensure that the routines that guide police officers in their
work are safe and efficient, reflection of past operations and
an effective culture of error management are central. Regular
debriefings or after-action reviews (AARs) represent prime
arenas for these processes to unfold. Yet, it remains unclear
how debriefs shape a culture of error management. To go
further, the current diversification of traditionally male dominated
police departments may create a shift that requires
appropriate management. While research shows that gender
impacts meetings in general, its role in debriefs and especially
error management remains unclear. In this study we
seek to explore these questions qualitatively analyzing interviews
with police officers (N = 17) via summarizing content
analysis (Mayring, 2015). Interviewees demonstrated great
interest in addressing errors appropriately and viewed AARs
as opportunities for mutual learning in the team.
... Despite the fact that this is a valid comparison, which considers just the decrease in the number of fatalities, accordingly for a more legitimate comparison, different parameters should be considered as well. Such comparisons consistently help enterprises and individuals to gain from one another experiences and to enhance H&S performance (Tannenbaum & Cerasol, 2013). ...
The study critically evaluates strategic implementation of health and safety (H&S) and its effect on Environmental Management in the United Arab Emirates (UAE) construction industry. Previous research indicates that the construction industry, while improving its injury rates, is not making up sufficient ground on all industry-specific average performances. In a modernising construction industry, it must be asked why there is no bold commitment to lowering these rates by high percentages? Perhaps it is time for responsible authorities to step up and do their job. Construction workers comprise a significant percentage of the Gulf Cooperation Council’s (GCC) migrant workforces. The study adopted mixed research methods. Qualitative data collected were analysed using thematic analysis has been performed for qualitative data collected by six interviews, and for the quantitative approach in a survey of 106 UAE construction professionals and has been conducted to support the findings.
The findings indicate that reviews and audits and evaluations are integral for projects to sustain their specialist competence. These mechanisms assist project heads in navigating the evolving landscape of the industry by leveraging accumulated expertise. Traditional engineering guidance seems insufficient for today's construction project overseers. Construction project outcomes are often gauged by work efficiency, which gets swayed by the effectiveness of construction practices. Given the labour centric nature of construction, the workforce emerges as a primary asset. Common challenges include a lack of clarity and executing tasks in an unordered manner, which can impede construction effectiveness. Reward structures appear to have a positive influence on job contentment, organizational allegiance, and worker output. Tech-driven solutions have been embraced to bolster workplace safety and enhance service standards. Boosting service excellence involves refining operations and sidestepping missteps.
... The story-telling sessions are reminiscent of the larger role of storytelling in culture as a foundational component of human interaction and learning (Cajete, 1994). Furthermore, the discussions provided some benefits associated with team debriefings where teams reflect on team goals, strategies, and processes to enhance adaptation and learn lessons from their experiences (Lines et al., 2021;Schippers et al., 2014;Tannenbaum & Cerasoli, 2013). Although these nightly gatherings might benefit from further structure to enhance reflection (Smith-Jentsch & Sierra, 2023), even in their current forms the meetings played an important role. ...
Teams operating in isolated, confined, and extreme (ICE) environments are especially rare and difficult to study. Their inaccessibility limits our understanding of the team processes driving effective functioning in ICE environments and our ability to support them. Contributing to this research space, we present a qualitative study of nine teams each deployed to Antarctica during the summer season for approximately six weeks. By analyzing participants’ daily journal entries reflecting on their teamwork and experiences, we generate an ecological model of extreme team functioning. Our model integrates individual, team, leadership, and contextual characteristics and processes to demonstrate how team functioning is often idiosyncratic and emerges from co-evolving relationships within and across levels. Our dynamic perspective helps move beyond the input-process-output organizing heuristic that has guided teams research for decades, but is limited in its ability to provide insights for specific teams. We take an idiographic approach to focus on understanding the unique processes of specific teams to provide insights into how to support a particular team and better direct interventions. Importantly, we find that the social relationships within the team are especially pertinent for determining team functioning in this ICE environment and identify team structures that supported positive psychosocial functioning and the role of leadership in fostering those structures. We discuss implications for future research and suggest teams in extreme environments can be better supported through special attention to the idiosyncratic processes of a given team and ensuring their social lives are considered alongside their taskwork.
... Debriefing after tasks, shifts, and events in healthcare facilitates shared reflective practice, promotes team learning, and facilitates iterative improvement adaptations in healthcare teams, as well as driving sustainable improvement and resilience of health systems ( 9 ). Clinical debriefing has been defined as "guided conversations in which members discuss, interpret and learn from recent events" ( 10 ), and has been shown to improve team processes ( 11 ), and patient outcomes (12)(13)(14), as well as financially benefit institutions ( 14 ), demonstrating its essential role in supporting the continuous development of team members, improving health systems, optimizing the quality and sustainability of care, and the potential to reduce health care inequities. Debriefing has also been shown to reduce burnout and increase staff well-being and resilience ( 15 , 16 ). ...
Background. Healthcare systems must adapt iteratively in response to external and local challenges while keeping patients and staff safe. Clinical debriefing is a cost-effective
contributor to safety culture, facilitating learning and team adaptations that lead to improved processes, patient outcomes, and staff resilience. In the aftermath of the COVID- 19 pandemic, an interest has emerged in adopting TALK© to guide clinical debriefing to promote safety, mutual support, and cultural change within healthcare teams in Latin American contexts. Aims. To evaluate the quality and applicability of TALK© debriefing training in Latin American settings and the willingness to debrief after an educational intervention. Methods. Retrospective and descriptive study, examining anonymous data collected over 18 months after completing a “TALK© Debriefing Course for Healthcare Professionals” face-to-face or online. Data collected included participant characteristics, course details, quality and applicability of the intervention, and willingness to debrief. Results. Five hundred and forty-five participants were enrolled, most from Argentina and Mexico. The overall quality of the intervention scored 19.62/20 points, obtaining 4.86/5 points for applicability. There were no significant differences between virtual and
face-to-face sessions. After the intervention, ≥93.76% of participants felt able to engage in clinical debriefing, and 97.06% reported willingness to debrief. Conclusions. Dissemination of multi-professional clinical debriefing training in Latin America is feasible and easily scalable. The quality of the educational intervention was rated excellent in both virtual and face-to-face settings, supporting the value of remote educational diffusion. Most participants in this study intervention felt prepared and willing to debrief following the intervention. © 2024 The Author(s). Published by Elsevier Inc. on behalf of Instituto Mexicano del Seguro Social (IMSS). This is an open access article under the CC BY-NC-ND license.
... Tailoring training programs to address the specific risks associated with different maintenance tasks is important. As argued by Tannenbaum and Cerasoli (2013), customized training that addresses specific job hazards can be more effective than generic training. In Malaysian higher education settings, training could be Othman, Zahari, Suhidin, Sanusi and Liaw customized for different types of maintenance work, such as electrical safety for electricians or chemical safety for cleaning staff. ...
In Malaysia, ensuring the adherence of facilities maintenance employees to safety management guidelines within higher education institutions presents a significant challenge. While the importance of maintaining a safe workplace is widely recognized, the extent to which safety regulations are followed by facilities maintenance departments remains unclear. This research emphasizes the value of preserving employee safety and wellbeing by examining how successfully facilities maintenance employees at Malaysian higher education institutions adhere to safety management practices. Using a quantitative methodology, the study evaluated 242 participants' compliance with safety procedures from a range of higher education institutions located throughout Malaysia. Finding the prevalent safety culture in the facilities maintenance profession and analyzing how organizational policies, individual characteristics, training programs, and communication strategies affect adherence to safety procedures were the objectives. The results of the data analysis show that ‘individual factors’ are the primary variables impacting the safety management practices employed by the facilities maintenance staff of these institutions' assets. This research is particularly relevant to higher education institutions striving to improve their safety procedures because it offers useful insights on how to make facilities maintenance employees' work environments safer. These findings provide a thorough understanding of the condition of safety procedures in this sector currently, assisting in facilitating the development of safety management strategies.
... Debriefing is a valuable tool for reflecting on and discussing experiences in training and real-world settings. This helps individuals and teams identify strengths, areas for improvement, and lessons learned, thereby enhancing learning and future performance [72]. However, effective debriefing relies on facilitators with strong skills to maximize learning outcomes [73]. ...
Background
Interprofessional assessment and management of health needs for older adults living at home can help prioritize community service resources and enhance health, yet there is a shortage of professionals with the necessary competencies. Therefore, support and training for healthcare professionals in community settings to assess older adults’ health with the aim of for health promotion are needed.
Aim
To identify and provide an overview of published papers describing approaches for training healthcare professionals in assessing physical, mental, and social health needs in older adults living at home.
Method
A systematic literature search of the Cinahl, Medline, Academic Search Ultimate, Scopus, Embase, and British Nursing Index databases was performed. We considered studies focusing on the training of healthcare professionals in assessing a single or multiple health needs of older adults aged 65 and above living at home. We considered studies published between 1990 – and March 2024. The review evaluated qualitative, quantitative, and mixed methods studies published in English-language peer-reviewed academic journals. A quality appraisal was conducted via the Mixed Methods Appraisal Tool (MMAT).
Results
Twenty-three studies focused on training healthcare professionals to assess health needs and plan care for older adults living at home were included. The majority of the included studies combined teacher-driven pedagogical approaches consisting of educational sessions, written materials or e-learning, and more participant-engaging pedagogical approaches such as knowledge exchange or various forms of interactive learning. Healthcare professionals were trained to detect and manage single and multiple health needs, and some studies additionally incorporated interprofessional collaboration. Healthcare professionals were satisfied with the training content and it increased their confidence and competencies in health needs assessment and care planning for older adults. Moreover, some studies have reported that training interventions foster the implementation of new and effective ways of working and lead to positive outcomes for older adults.
Conclusion
Healthcare professionals were satisfied with a combination of participant-engaging and teacher-driven pedagogical approaches used to train them in assessing health needs and planning care for older adults living at home. Such training can lead to enhanced assessment skills and facilitate improvements in practice and health promotion for older adults. Future research is recommended on interprofessional simulation training for conducting structured and comprehensive health needs assessments of older adults living at home, as well as on the implementation of such assessments and health-promoting interventions.
... Quatre caractéristiques semblent sous-tendre ces visées. Identifiés par une méta-analyse des recherches portant sur le débriefing post-opération de travail réel et post-opération de travail simulé en formation (Tannenbaum & Cerasoli, 2013), nous les formulons comme suit : (i) une dimension de participation active des bénéficiaires non limitée à la réception de feedbacks, (ii) une visée d'apprentissage-développement et d'amélioration et non -ou en tout cas non seulement -à visée évaluative, (iii) une indexation à des événements vécus identifiables et non à des généralités du travail, et (iv) une confrontation de points de vue subjectifs des acteurs directement impliqués (ayant participé à la situation simulée) ou non (observateurs, formateurs). Ces quatre caractéristiques constituent de bons repères pour baliser ce dont on parle lorsqu'il est question de débriefing. ...
... Formal training programs cannot adequately prepare employees for all possible scenarios and are usually not designed to equip people for continuous learning on the job; employees need to acquire new knowledge and skills continuously through informal programs as non-curricular means (Tannenbaum and Cerasoli, 2013). In Sambrook's (2005) research, it is suggested that for the achievement of JOB, the use of both FL and or IL should be encouraged, in other words, both forms of learning should be integrated to maximize the benefits of employee development. ...
The purpose of this paper is to examine the effects of knowledge management through informal learning on the relationship between employability and job performance of recent graduates in their first jobs. A quantitative, cross-sectional survey of 392 graduates of business school management programs at 4 universities in Lima, Peru was conducted to study the relationship between employability and job performance as moderated by informal learning inside and outside the work environment. It is confirmed that informal learning positively moderates the relationship between employability and job performance of recent graduates. However, informal learning impacts the employability dimensions differently. The results challenge traditional methods of learning and training inside and outside the work environment and provide new insights for knowledge management, talent management and their induction, training and development programs for a dynamic workforce with digital skills developed since the university stage. The implications of limiting employees' access to informal learning activities may limit future employability and job performance; employees can develop knowledge and competencies through informal learning activities on their own initiative, however, it is important to facilitate this process within the organization's processes. This study provides further evidence of the relationships between employability, informal learning and job performance in young recent graduates. In addition, it provides knowledge on how business schools can include informal or non-instructional learning activities in their curricula, thus generating self-learning skills for upcoming graduates and improving their skills and competencies.
... [14] While each phase of the simulation (pre-briefing, simulation, debriefing) contributes to its success (Fig. 2), debriefing in particular boosts educational effectiveness. [15] We recommend formal training in debriefing and facility in using different debriefing models so that the facilitator can tailor the debrief to the unique learner group and learning objectives. Kern's 6-step approach to curriculum development [88]: Simulation case design is heavily dependent on the learning objectives, learner characteristics, and resources available. ...
Purpose of review
This review presents a critical appraisal of the current state of simulation-based education in neurocritical care, including a brief summary of its supporting conceptual frameworks and its emergence as a tool for quality improvement and patient safety. We discuss technological developments that will expand the uses of simulation within the field and/or lower entry costs.
Recent findings
Simulation-based educational interventions have improved learner performance in simulation-based assessments of interpretation of continuous electroencephalography ( as well as management of acute stroke and status epilepticus. Three recent studies demonstrate improved door-to-needle times for thrombolytics in acute ischemic stroke after simulation-based training, especially when such training focuses on interprofessional teamwork. Simulation can also be used to teach safety analysis and to identify patient safety threats.
Summary
Access to simulation and its application is growing in neurocritical care. More rigorous, multicenter studies are required to demonstrate translational outcomes for improved patient care.
... Notions of active, social and constructivist learning which inform many teachers' efforts to develop knowledge and cognition have also been applied to the teaching of generic and applied skills and attitudes and the teaching of mature adults (Pitsoe & Maila, 2012;Rutt et al., 2013;Virtanen & Tynjälä, 2018). These approaches alert teachers to the importance of learners: setting goals (Miller, 2018); feeling confident in their ability to succeed (Bandura, 1997); being motivated to learn (Chan & Yeung, 2019); engaging in reflection and receiving feedback (Tannenbaum & Cerasoli, 2013), being self-aware and engaging in metacognitive thinking (Tynjälä et al., 2016) and in being skilled learners (Chan, 2010). Learning with others seems to be more successful than learning alone (Chi et al., 2008;Johnson & Johnson, 2002). ...
The chapter describes a framework used to guide teaching staff in universities as they attempt to respond to emerging trends in the capabilities universities seek to develop and the students they seek to serve. The framework was developed in New Zealand through a national project involving five universities responding to a need to prepare graduates for uncertain futures. It draws on a range of theoretical perspectives to identify four summarising shifts in practice to guide academics in their course design and teaching. The chapter begins by describing trends in what and who universities are teaching. A conceptual analysis of selected learning theories is offered and the implications for shifts in practice are captured. The framework aims to support teachers as they shift their mindsets from disciplinary knowledge and traditional age students to generic capabilities development in a more mature and diverse student body. It encourages teachers to deliver aligned curricula that: enthuse learners, enable them to prepare by exploring their learning journey and then to expand and exhibit their capabilities. The academic development strategies adopted to promulgate the framework are described and evaluation outcomes are shared. Finally, the chapter discusses the implications for higher education institutions role in preparing graduates for their futures.
... This theory emphasizes that effective learning involves actively engaging in experiences, reflecting on them, conceptualizing the insights gained, and then applying these insights in practice (13). Debriefings are likely to be a suitable learning infrastructure (14,15), particularly for ad hoc teams in healthcare with their temporal instability (16). While the potential of debriefings is increasingly recognized (17,18) and empirical studies have demonstrated their benefits (19-21), they are still underutilized (15,22,23). ...
Background
Debriefing enhances team learning, performance, and patient safety. Despite its benefits, it’s underused. To address this, we developed an evidence-based debriefing app.
Methods
This pilot study, conducted at a Swiss hospital, evaluated team performance during two anesthesia inductions using the Team Performance Scale (TPS). Following the first induction, teams engaged with the Zurich Debriefing App, with debriefing sessions meticulously recorded for subsequent evaluation. To mitigate bias, raters underwent comprehensive TPS training. The debriefings were analyzed through the DE-CODE framework. We utilized paired t-tests to examine performance improvements and linear regressions to assess the impact of reflective statements on performance, moderated by psychological safety.
Results
Team performance significantly improved from the first to the second induction (t (9) = −2.512, p = 0.033). Senior physicians’ (n = 8) reflective statements predicted post-assessment TPS scores (R² = 0.732, p = 0.061), while consultants (n = 7) and nurse anesthetists (n = 10) did not. Interaction analysis revealed no moderation effects, but a main effect indicated the significance of senior physicians’ reflective statements.
Conclusion
This pilot study confirms the efficacy of the evidence-based debriefing app in enhancing anesthesia team performance. Senior physicians’ reflective statements positively influenced performance; however, no moderation effects were observed. The study highlights the potential of debriefing apps to streamline and enhance team debriefing processes, with significant implications for improving clinical practice and patient safety. Further research is needed to validate these findings on a larger scale and optimize the integration of debriefing into routine clinical practice.
... According to Albrecht et al. (2015), employee engagement, fostered through OD initiatives, is closely associated with increased job satisfaction and organizational commitment, which, in turn, enhance productivity and reduce turnover. Additionally, studies by Tannenbaum and Cerasoli (2013) emphasize that continuous training and development are key to maintaining high levels of employee performance and engagement, as they provide employees with the skills needed to meet evolving job demands and contribute effectively to organizational goals. eadership development is another critical aspect of OD that significantly impacts short-term performance. ...
This study investigates the impact of Organizational Development (OD) initiatives on business performance, addressing gaps in understanding how OD affects various performance dimensions in the short and long term. A qualitative approach through a comprehensive literature review was employed, utilizing thematic analysis and narrative synthesis to explore the effectiveness of OD initiatives such as training, leadership development, and change management across different organizational contexts. The analysis reveals that OD initiatives significantly enhance employee engagement, productivity, and morale in the short term, while contributing to financial performance, market positioning, and organizational resilience in the long term. Key factors influencing the success of these initiatives include organizational culture, industry dynamics, and organizational size. This study provides actionable insights for practitioners to design effective OD strategies and underscores the importance of aligning these initiatives with organizational goals and contextual factors to achieve sustainable growth and competitive advantage.
... Quatre caractéristiques semblent sous-tendre ces visées. Identifiés par une méta-analyse des recherches portant sur le débriefing post-opération de travail réel et post-opération de travail simulé en formation (Tannenbaum & Cerasoli, 2013), nous les formulons comme suit : (i) une dimension de participation active des bénéficiaires non limitée à la réception de feedbacks, (ii) une visée d'apprentissage-développement et d'amélioration et non -ou en tout cas non seulement -à visée évaluative, (iii) une indexation à des événements vécus identifiables et non à des généralités du travail, et (iv) une confrontation de points de vue subjectifs des acteurs directement impliqués (ayant participé à la situation simulée) ou non (observateurs, formateurs). Ces quatre caractéristiques constituent de bons repères pour baliser ce dont on parle lorsqu'il est question de débriefing. ...
Cet article questionne un allant-de-soi en formation par simulation : la nécessité d'un débriefing consécutif à la mise en situation simulée. Nous analysons d'abord deux principes fondamentaux du débriefing. Nous analysons ensuite des données empiriques sur l'activité et l'expérience de participants à deux types de formation par simulation dans des domaines à enjeux de sécurité (protection de la population et transport ferroviaire). Les spécificités étudiées sont les suivantes : (i) la première ne comportait pas de débriefing à vocation formative, et (ii) la seconde comportait un débriefing à contenu, format, et durée variables, selon l'appréciation située du formateur. Malgré cette faible importance accordée au débriefing, de nombreuses configurations favorables à la dimension constructive de l'activité des participants ont été observées et décrites en cours de simulation. Nous les explicitons et les analysons relativement à trois fonctions typiquement dévolues au débriefing (l'examen rétrospectif et critique des événements et des opérations, la fabrique du travail collectif, et la dimension transformative de l'activité passée vers l'activité future). Nous abordons en discussion les implications possibles pour la pratique.
... Nine articles discussing questioning design [1,22,23,[37][38][39][40][41][42] are categorized under instructor presence. Table 3 describes the 25 empirical studies, with the majority looking at instructor presence as the dominant category (10 studies) [3], [43][44][45][46][47][48][49][50][51], followed by social presence (3 studies) [52][53][54] and cognitive presence (3 studies) [55][56][57]. There are 9 studies with overlapping categories of cognitive and social presence, cognitive and social presence, social and instructor presence, or cognitive and instructor presence [18], [58][59][60], [62][63][64]. ...
Debriefing is a process in physical or online learning that encourages learners to reflect on their own learning experiences. Effective questioning techniques and evoking positive experiences are methods for regulating and guiding students toward an environment that promotes mental health. The purpose of this scoping review is to identify effective debriefing questioning techniques and experiences for addressing the three presences in the Community of Inquiry framework, namely social presence, cognitive presence, and instructor presence, among learners in an educational or occupational setting. The result of the synthesis provided a comprehensive picture of which question types and experiences are present for the projection of each or a combination of the three presences. On Google Scholar, Education Resources Information Center, ResearchGate, and ScienceDirect, a search pertaining to debriefing strategy and questioning techniques was performed. From 2002 to 2020, 265 articles on debriefing strategy and questioning techniques were eliminated, leaving only 60 articles that were largely relevant. Results indicated that open-ended questions that are oriented toward higher-order thinking with the purpose of stimulating, following up, and clarifying are prevalent. Based on the Debriefing Experience Scale, the majority of the learners’ experiences involve Learning and Making Connections with Learning, followed by Appropriate Facilitator Guidance, Facilitator Skill in Conducting Debriefing, and then Analyzing Thoughts and Feelings. Questioning is a relevant aspect of facilitating experiences in different types of presence, and the types of questions used can influence the quality of those experiences.
... Meanwhile, guided reflection allowed learners to receive feedback from more knowledgeable others, which supported their meaning-making and knowledge construction (Grossman, 2009;Sanders, 2009). One of the most used strategies of reflection in simulation-based learning was debriefing (Gaba et al., 2001;Tannenbaum & Cerasoli, 2013). As a post-simulation activity, debriefing asked learners to recall, re-evaluate, and analyze their actions and decision-making in actual or simulated situations, thereby promoting purposeful reflection (Decker et al., 2013). ...
In this paper, the authors describe one leadership preparation program's approach to enhancing ethics and ethical decision-making by embedding high-impact practices and experiential learning opportunities for leadership candidates. The conceptual framework for this research was based on Kolb's Experiential Learning Theory (ELT) and Kuh's High-Impact Practices (HIPs) to connect theory and practice through practical feedback and leadership coaching. Using experiential virtual simulation experiences provided opportunities for Educational Leadership candidates to apply instructional and ethical leadership practices to authentic, problem-based situations in an innovative online educational leadership program. This approach allowed faculty to offer specific growth areas to strengthen and improve aspiring school leaders' ethical decision-making practices. Furthermore, the paper discusses how virtual simulation enhanced candidates' transformation learning process and bridge theory to practice in a virtual reality environment.
... Por esta razón, el modelo de debriefing se ha convertido en una herramienta fundamental para identificar las fortalezas y áreas de mejora en los equipos de atención médica. Numerosos estudios realizados por varios autores respaldan la efectividad de la implementación del debriefing, demostrando un aumento en el rendimiento de los equipos que lo utilizan en comparación con aquellos que no lo hacen 4 . ...
... Debriefing after simulation-based learning for healthcare students leads to a significant increase in confidence in their ability to care for unstable patients [40][41][42][43]. Debriefing should be based on a structured framework; however, researchers differ as to which framework is most effective [21,22]. ...
Background
Currently, there are no separate debriefing models for online simulation training, and existing models simply imitate the traditional models used in on-site simulation training (the physical presence of individuals, such as students or trainees, in a simulation center). This involves hands-on, in-person training within a simulated environment to enhance practical skills and knowledge in a controlled setting. This scenario does not fully meet the requirements and capabilities of distance learning.
Objective
To develop a staged defragmented debriefing model as integrated micro-debriefing components inside an online simulation to support the development of clinical decision-making and competencies formation within medical education and offer recommendations to support the use of this debriefing model as a teaching strategy.
Methods
This descriptive study was conducted from August 2020 to September 2023. To build a staged defragmented debriefing model as integrated micro-debriefing components inside an online simulation for competencies formation the traditional debriefing model's components for on-site simulation training, simulation type, and structure, modern concepts of e-learning, and classification of the seriousness of medication errors were used. The main focus of this study was on providing a detailed account of the debriefing components for online simulation training, features, and implementation of this new teaching model. A total of 38 participants, healthcare professionals, were recruited for this study. The participants were randomly assigned to two groups: one experiencing the staged defragmented debriefing model (n = 20) and the other control group, which received traditional debriefing following simulation training (n = 18).
Results
The results allowed us to successfully develop a staged defragmented debriefing model inside the simulation that integrates micro-debriefing components located at different points of the simulation scenarios. This teaching approach was successfully implemented in online clinical case scenarios in the “ClinCaseQuest" Simulation Training Platform for continuous medical education. Additionally, an internal validation experiment comparing the effectiveness of the staged defragmented debriefing model with the traditional debriefing method demonstrated superior learning outcomes and participant satisfaction in the staged debriefing group.
Conclusions
The staged defragmented debriefing model, when integrated into online simulations, represents a promising strategy for advancing clinical decision-making skills and competencies formation in medical education. Implementation of this debriefing model as a teaching strategy holds promise for enhancing learning outcomes in medical education settings. Further research, validation, and implementation are recommended to maximize the model’s potential impact on medical education and training.
Learning does not occur automatically and immediately; not every entrepreneur is skilled in this process. Based on the sample of 173 restarting venture firms after failure in Korea, this paper shows that entrepreneurs’ reflection as a specific learning behavior in the event of business failure is critical for a better understanding of the relationship between failure experience and the performance of the subsequent firm. Further, this study shows that organizational vision change and industry change negatively moderate the positive relationship between the reflection of prior failure and subsequent venture performance. The findings in this paper highlight that individual learning behavior determines the effectiveness of transferring prior experience into new knowledge. At the same time, it extends behavioral research on the effects of failure experience on subsequent venture performance, demonstrating that entrepreneur learning behavior is an essential and additional unit of analysis for the research on entrepreneurial failure. The findings also demonstrate that the contexts of organizational vision change and industry change can affect the transfer of knowledge from the reflective analysis.
Background
The population is rapidly growing, significantly impacting healthcare settings such as hospitals and long‐term care. Falls are a major concern, being a leading cause of hospitalisations and injuries especially among adults aged 60 and above. Despite extensive research on falls prevention and risk factors, there is limited study on effective post‐fall management strategies, making it crucial to review and develop interventions to improve care and safety for older adults in healthcare settings.
Aim
To explore the interventions implemented for post‐fall management for residents and patients within healthcare settings, including hospitals and long‐term care facilities.
Design
A scoping literature review.
Methods
We used the Joanna Briggs Institute guidance and the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis extension for scoping reviews (PRISMA‐ScR). Eligible articles included hospital and long‐term care post‐fall management interventions. Data were manually extracted by two independent reviewers using the AACTT (Actor, Action, Context, Target and Time) Framework to detail intervention characteristics and guide the data charting process, allowing for thematic analysis and narrative synthesis of key findings.
Data Sources
Medline, CINAHL, PsychINFO and Scopus were searched from inception until 30th September 2024.
Results
Eighteen articles were included. Over half the studies (55.5%) focused on post‐fall interventions in LTCFs, testing assessment tools (50%), structured protocols (27.7%), huddles (11.1%) or multifactorial approaches (11.1%), with varied effectiveness. While assessment tools and huddles showed mixed results, structured protocols showed encouraging results with reduced unnecessary hospital transfers and hospitalisations.
Conclusion
This scoping review identified a variety of interventions used after falls in healthcare settings. However, there is inconclusive evidence about the effectiveness of interventions to reduce hospitalisation and injuries. This review identified areas for research that may help to inform post‐fall management, including the need for further research into various interventions (e.g., standardised toolkit) to enhance care immediately following a fall.
Patient or Public Contribution
No Patient or Public Contribution.
Background The medical workplace presents challenges for workplace-based learning. Structured debriefing of shared clinical experiences has been proposed as a way to take advantage of workplace-based learning in a setting that facilitates deep learning conversations.
Objective To investigate faculty and learner acceptance of private, face-to-face, structured debriefing of performance of entrustable professional activities (EPAs).
Methods During the 2020-2021 academic year, faculty at the University of Colorado (CU) and the University of Utah (UU) debriefed fellow performance of jointly selected EPAs in neonatal-perinatal medicine pertinent to shared 1- to 3-week clinical rotations. Private face-to-face debriefing was structured by a comprehensive EPA-specific list of behavioral anchors describing 3 levels of entrustment/accomplishment. Sessions ended with joint decisions as to level of entrustment/accomplishment and goals for improvement. We used thematic analysis of semistructured fellow interviews and faculty focus groups to identify themes illustrated with representative quotations.
Results We interviewed 17 fellows and 18 faculty. CU participants debriefed after clinical rotations; UU usually debriefed during rotations. Debriefing sessions for 1 to 2 EPAs lasted 20 to 40 minutes. Themes represented in fellow interviews and faculty focus groups suggested that debriefing facilitated formative feedback along with shared understanding of clinical performance and assessment criteria. The standardized format and private conversations supported assessment of aspects of performance for which review might otherwise have been overlooked or avoided. The conversations also provided valuable opportunities for formative discussion of other matters of importance to fellows.
Conclusions Structured debriefing of recently shared clinical experiences fostered formative assessment viewed positively by teachers and learners.
Forty years ago, Dyer summarized team science research, finding that in many areas, we lacked theoretical backing and empirical evidence—sometimes to the point of meagerness. This commentary summarizes the last four decades of team research with Dyer’s seven leading questions—finding our progress far from scant. We have uncovered groundbreaking theories, moved past understanding teamwork as only the task, researched hundreds of team emergent states, and conducted vast meta-analytic research while continuing to uncover how to make teamwork more effective and what conditions foster greatness. We also find we continue to require work in other areas, from developing better methodological practices to considering teamwork’s dynamic nature. This commentary seeks to revisit team science’s most significant breakthroughs, such as the vast improvement of team training research, and weak spots, such as our continued lack of longitudinal research. By doing so, we highlight how much progress we can make together.
INTRODUCTION
Both the quantity and quality of communication are universal predictors of the performance of work teams and are usually considered as one of the main components ensuring a smooth operation of missions in exposed teams. Thus, the measurement and analysis of crew communication in simulated flights serve as an important basis for implementing measures contributing to maintaining high crew performance and reliability. This paper aims to present a series of analyses of the structure and dynamics of communication in the SIRIUS 2017-2023 experiments and to compare quantitatively and qualitatively its three stages. Each of them involved a distinct team, and each had a different total duration of isolation.
METHODS
Six-person crews (three men and three women each) participated in all three stages of the SIRIUS experiment. The first stage lasted 17 days, the second stage 4 months, and the third stage lasted 8 months. In all stages, the quantity and quality of communication were measured by assessment questionnaires using Likert scales (both frequency and qualitative-developmental). Each crew member individually assessed all their colleagues; thus, the data collected is relational and matrix structured. Responses were collected before, after, and during the mission at regular intervals (every two weeks). The collected data was analyzed using control charts and the Sociomapping method, which focuses on the analysis and visualization of relational data.
RESULTS
AND DISCUSSION The study compared communication patterns both between stages and within each stage at different time frames. A comprehensive series of results of the control charts from all the stages under study shows that the method used to measure communication is sufficiently reliable over time and at the same time sensitive enough to capture both sudden changes and longer-term trends in the overall quantity and quality of communication, its structure, dynamics, communication subgroups (national, gender), etc. With this complexity, the applied methodological approach brings unique insights into crew communication during the mission and offers new possibilities in the field of follow-up interventions. The experience of the SIRIUS experiment suggests that the measurement of communication does not only serve research purposes but also as a tool to focus the crew’s attention on the level of their intercommunication throughout the experiment, contributing to maintaining it at an appropriate level throughout the simulated flight.
Purpose
Effective interprofessional health care team (IHT) members collaborate to reduce medical errors, use resources effectively, and improve patient outcomes, making interprofessional collaboration imperative. Because physicians are often designated as the positional leaders of IHTs, understanding their perspectives on collaboration within IHTs could help to mitigate the disconnects between what is suggested in theory and what is happening in practice. This study aimed to explore leader-follower dynamics within medical teams that are commonly working in clinical care contexts.
Method
Using a constructivist approach, the authors conducted 12 individual, semistructured interviews from November 2022 to September 2023 with attending physicians who have led IHTs in perioperative (i.e., preoperative clinic, operating room, postoperative and recovery unit) or emergency department settings. The transcripts were analyzed from December 2022 to December 2023 using inductive thematic analysis.
Results
Three themes explained the physician perceptions of IHT leadership-followership dynamics: (1) physicians are comfortable sharing leadership intra professionally, (2) the clinical culture and environment constrain interprofessional followership and shared leadership, and (3) hierarchical models hold true even while active followers are appreciated, when appropriate.
Conclusions
The data in this study suggest that, in perioperative and emergency department settings, shared leadership largely may not occur inter professionally but occurs intra professionally. Participants suggested that the clinical culture and environment (i.e., legal concerns, hierarchical assumption, patient care ownership responsibilities) constrained interprofessional followership and shared leadership. On the basis of the study’s findings and how they align with previous research, future research into interprofessional collaboration and followership roles should focus on what factors enable and constrain active followership and shared leadership. Such collaboration can only be achieved when active followership and shared leadership are allowed and promoted. These findings and others suggest that not all contexts are enabling such types of interprofessional collaboration due to legal concerns, hierarchical traditions, and patient ownership considerations.
The aim of this article is to present the use of PRISM Team Performance Diagnostic to diagnose the team performance of the employees of an IT company. The article presents the different stages of team performance diagnosis with results and identifies possible solutions to the problem of poor performance of the team and the precise actions which should be taken by the leader. The teams managed with traditional methods never obtain high performance. The implementation of enterprise performance management tools using the PRISM Team Performance Diagnostic allows an organisation to build a high-performance team and achieve better business results. In companies using this tool, the involvement of employees, the company’s revenues, customer satisfaction and the level of customer retention can be increased from 1 up to 20%.
The extent to which self- and observer ratings of team reflection are related and whether the different data sources can explain incremental variance in team performance improvement has not yet been examined. We therefore studied teams working on a hidden profile task. Team reflection was measured using self-reports and audio data. Self- and observer ratings did not correlate with each other but simultaneously predicted team performance improvement. In contrast to self-ratings, observer-rated quality positively predicted performance improvement independent of controlling for observer-rated quantity. Conclusively, both data sources appear to be diagnostically valuable and should be considered when examining team reflection.
Background
Developing teamwork skills is a central objective of engineering education. Psychological safety and conflict management are pivotal components of teamwork, yet despite their significance, research in engineering project‐based learning (PBL) contexts is scant. Understanding students' experiences with psychological safety and its interaction with conflict is crucial to inform PBL pedagogy.
Purpose
This study delves into first‐year engineering students' experiences of psychological safety and conflict, including their evolution in a PBL course.
Methods
Throughout the semester, we collected data from 82 students via written reflections and focus groups. Employing a thematic analysis underpinned by the team conflict dynamics model, we characterized students' experiences with psychological safety and conflict.
Findings
At the semester's outset, psychological safety was notably lacking. Students often hesitated to share ideas due to apprehensions about peer reactions and fears of negative judgments. As the semester advanced, consistent positive affirmations nurtured psychological safety, increasing students' confidence and readiness to discuss ideas openly and engage in healthy task conflict. Notably, process conflicts arising from absenteeism, poor communication, and procrastination were prevalent across teams. When unresolved, these conflicts eroded psychological safety, intensifying stress, exacerbating frustrations, and provoking relationship conflict.
Conclusions
Our study underscores the intertwined nature of psychological safety and conflict in shaping the first‐year design experience in student teams. We urge faculty to recognize their pivotal role in fostering an inclusive culture and highlight pedagogical strategies that can bolster psychological safety at the onset, encourage healthy task conflict, and monitor unhealthy process and relationship conflicts.
The increasing interest in supporting human psychological wellbeing in the workplace should be applauded. Within the animal health industry, especially in veterinary and welfare sectors, the need to support staff has perhaps never been more salient. One support method that can be appealing for organisations is to offer interventions that are group based. Groups can be viewed as cost effective by delivering help to a number of people at one time; however, they are often wrongly perceived as a quick and cheap option. Moreover, groups are commonly believed to be pleasant places which, by their very nature, will be social, kind and healing – but this can be a misplaced belief. Groups may provide few or none of the intended outcomes, or even cause more harm than good. Just as a medication can have unwanted and sometimes harmful side effects, so too can psychological and social interventions. Leaning on our experience of running formal groups in a number of different ways, in this article we aim to share thinking about what is needed to run groups to support staff wellbeing. We also cover factors to consider before embarking on this type of intervention to ensure that groups help staff rather than harm them.
In the ever-evolving leadership landscape, the journey to becoming an effective leader is both a personal and professional quest that demands continuous growth, adaptability, and introspection. "The Reflective Leader's Handbook: Mapping the Path to Effective Leadership" introduces the transformative concept of reflective leadership, a powerful approach emphasizing the importance of self-awareness, continuous learning, and thoughtful consideration in leadership practices.
Reflective leadership is a beacon for those who aspire to not only lead but to inspire, motivate, and make a meaningful impact in their organizations and communities. It is rooted in the understanding that effective leadership extends beyond mere decision-making and strategic planning; it involves a deep, introspective journey into one's values, beliefs, and experiences. This approach encourages leaders to reflect on their motivations, biases, and the effects of their actions on others and the organization as a whole.
The significance of reflective leadership in today's dynamic world cannot be overstated. The ability to stop, reflect, and adapt is invaluable in an era of rapid change, complexity, and global challenges. Reflective leaders possess the agility to navigate uncertainties, the wisdom to make informed decisions, and the empathy to connect with and empower their teams. By fostering a culture of reflection, they promote a learning environment where feedback is welcomed, diverse perspectives are valued, and growth is prioritized.
This book is designed to guide current and aspiring leaders through the principles of reflective leadership, offering insights, strategies, and practical exercises to cultivate a deeper level of self-awareness and effectiveness. Through the exploration of reflective practices, readers will learn how to harness their insights for personal development, enhance their leadership skills, and positively influence their organizations.
As we embark on this journey together, "The Reflective Leader" invites you to embrace the power of reflection, challenge the status quo, and chart a course toward truly effective leadership. Whether you are leading a small team or an entire organization, the principles outlined in this book will illuminate the path to a more insightful, impactful, and transformative leadership approach.
Overview of the book's structure
Chapter 1: The Power of Reflection in Leadership
This chapter delves into how reflection serves as a cornerstone for leadership development, highlighting its role in enhancing personal and professional growth. We discuss the myriad benefits of integrating reflective practices into daily routines, such as bolstered self-awareness and improved decision-making skills. Additionally, insights are provided on how leaders can leverage reflection to deepen their understanding of themselves and their leadership style.
Chapter 2: Developing a Reflective Mindset
Here, we explore the essential elements of a reflective mindset, including techniques for fostering self-reflection, mindfulness, and introspection. The chapter emphasizes the significance of curiosity, open-mindedness, and humility on the journey toward reflective leadership, offering guidance on cultivating these qualities.
Chapter 3: Reflective Leadership in Action
This chapter examines the stories of real-world leaders who embody reflective leadership, showcasing the positive impact they have on their organizations. Characteristics and behaviors common among reflective leaders are discussed, alongside practical strategies for integrating reflective practices into everyday leadership activities.
Chapter 4: Reflective Decision Making
We explore the pivotal role of reflection in enhancing the decision-making process. This chapter covers methods for evaluating options, considering diverse viewpoints, and finding the right balance between intuition and analytical data. We also provide tools and frameworks to support reflective leaders in making well-informed decisions.
Chapter 5: Leading with Emotional Intelligence
This chapter investigates the connection between reflection and emotional intelligence, highlighting how reflective practices can enhance self-awareness, empathy, and effective relationship management. It offers strategies for developing emotional intelligence through reflective practices are offered, emphasizing their importance in reflective leadership.
Chapter 6: Creating a Reflective Culture
Focusing on how leaders can cultivate a reflective culture within their teams and organizations, this chapter discusses methods for promoting open dialogue, feedback, and a commitment to continuous learning. It also shares insights on leading by example and encouraging reflective behaviors among team members.
Chapter 7: Reflection as a Catalyst for Growth and Resilience
The final chapter underscores the role of reflection in fostering personal growth and resilience among leaders. Strategies for learning from setbacks, adapting to changes, and embracing feedback are discussed. The connection between reflection, continuous improvement, and sustained leadership success is explored, highlighting reflection as a key driver of growth and resilience.
https://etcor.org/book-publications/the-reflective-leaders-handbook-mapping-the-path-to-effective-leadership
Purpose
Teams across a wide range of contexts must look beyond task performance to consider the affective, cognitive and behavioral health of their members. Despite much interest in team health in practice, consideration of team health has remained scant from a research perspective. The purpose of this paper is to address these issues by advancing a definition and model of team health .
Design/methodology/approach
The authors review relevant literature on team stress, processes and emergent states to propose a definition and model of team health.
Findings
The authors advance a definition of team health, or the holistic, dynamic compilation of states that emerge and interact as a team resource to buffer stress. Further, the authors argue that team health improves outcomes at both the individual and team level by improving team members’ well-being and enhancing team effectiveness, respectively. In addition, the authors propose a framework integrating the job demands-resources model with the input-mediator-output-input model of teamwork to illustrate the behavioral drivers that promote team health, which buffers teams stress to maintain members’ well-being and team effectiveness.
Originality/value
This work answers calls from multidisciplinary industries for work that considers team health, providing implications for future research in this area.
Mehr denn je ist arbeitsbezogenes Lernen ein strategisch relevantes Thema in Unternehmen. Die Anforderungen, die aus einer dynamischen und vernetzten Arbeitswelt resultieren, fordern von Unternehmen und Beschäftigten eine permanente Weiterentwicklung. Klassische Fort- und Weiterbildungen allein reichen hierfür nicht mehr aus. Diesem Buch liegt ein breites Verständnis von Lernen zugrunde: Neben dem formalen Lernen, das nach vorgegebenen Curricula in strukturierten Lernumgebungen stattfindet und den Besuch von Weiterbildungsformaten wie Schulungen, Seminaren und Trainings umfasst, werden in diesem Band auch das informelle Lernen am Arbeitsplatz und das selbstregulierte Lernen in den Fokus genommen. Anhand von Modellen zum arbeitsbezogenen Lernen in Unternehmen und aktuellen metaanalytischen Befunden wird ein Überblick über die drei Lernformen des formalen, informellen und selbstregulierten Lernens gegeben. Zudem werden Konzepte zur lernförderlichen Arbeitsgestaltung und Etablierung einer positiven Lernkultur vorgestellt. Aufbauend auf relevanten Prozessschritten im Personalentwicklungszyklus wird ein Rahmenmodell zur Planung und Umsetzung von Programmen und Maßnahmen präsentiert, das zielgerichtet verschiedene Lernformen verknüpft. Darüber hinaus werden die Herausforderungen und Chancen aufgezeigt, die für arbeitsbezogenes Lernen aus der Digitalisierung resultieren (z. B. Microlearning), und neuere agile Lern- und Arbeitsmethoden (z. B. Scrum) ebenso wie klassische Ansätze skizziert. Praxisbeispiele aus verschiedenen Branchen illustrieren, wie arbeitsbezogenes Lernen systematisch gestaltet werden kann.
Rationale:
Endotracheal intubation is the third most common bedside procedure in U.S. hospitals. In over 40% of intubations preventable complications attributable to human factors occur. A better understanding of team dynamics during intubation may improve patient safety.
Objective:
To explore team dynamics and safety-related actions during emergent endotracheal intubations in the emergency department (ED) and intensive care unit (ICU), and to engage members of the care team in reflection for process improvement through a novel video-based team debriefing technique.
Methods:
Video-reflexive ethnography involves in-situ video-recording and reflexive discussions with practitioners to scrutinize behaviors and to identify opportunities for improvement. In this study, real-time intubations were recorded in the ED and ICU at Mayo Clinic Rochester and facilitated video-reflexive sessions were conducted with the multidisciplinary procedural teams. Themes about team dynamics and safety-related action were identified inductively from transcriptions of recorded sessions.
Results:
Between December 2022 and January 2023, eight video-reflexive sessions were conducted with a total of 78 participants. Multidisciplinary members included nurses (n=23), respiratory therapists (n=16), pharmacists (n=7), advanced practitioners (n=5), and physicians (n=26). Video-reflexive discussions identified major safety gaps and proposed several solutions related to the use of a multidisciplinary intubation checklist, standardized communication and team positioning, developing a culture of safety, and routinely debriefing after the procedure.
Conclusion:
The findings of this study may inform the development of a team supervision model for emergent endotracheal intubations. This approach could integrate key components such as a multidisciplinary intubation checklist, standardized communication and team positioning, a culture of safety, and debriefing as part of the procedure itself.
This case study follows the journey of a trainee sport and exercise psychologist who provided sport psychology support to a top-tier professional League of Legends team across a competitive season. The purpose of this case study is to highlight some of the pertinent professional and contextual demands associated with the process of embedding a three-level (e.g., individual, team, and coach) sport psychology service at the professional level of esports. Specifically, a detailed account of the microprocesses involved in the design and delivery of the sport psychology support is offered along with critical reflections on the lead author’s professional judgments throughout the case in relation to their model of practice and the contextual factors faced. It is hoped that this case study can provide a granular and thoughtful account of how to provide sport psychology support at the professional level in League of Legends.
In this article we examine the meaning of team process. We first define team process in the context of a multiphase episodic framework related to goal accomplishment, arguing that teams are multitasking units that perform multiple processes simultaneously and sequentially to orchestrate goal-directed taskwork. We then advance a taxonomy of team process dimensions synthesized from previous research and theorizing, a taxonomy that reflects our time-based conceptual framework. We conclude with implications for future research and application.
The authors summarize 35 years of empirical research on goal-setting theory. They describe the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives. The external validity and practical significance of goal-setting theory are explained, and new directions in goal-setting research are discussed. The relationships of goal setting to other theories are described as are the theory’s limitations.
Introduction: Nursing personnel injury related to patient transfer is epidemic, and reduction of injury rates is a national priority. Hierarchical task analysis (HTA) was chosen to address this issue. Method: HTA methods were used to create an optimum task set and protocol which consisted of Internet-based education, simulation practice, and debriefing. Participants (N = 71) were randomly assigned to teams to perform simulated transfers. Pre- to postintervention transfer success was evaluated by ergonomic experts. Results: Each team improved significantly from pre- to postintervention (N = 19), with every protocol step demonstrating improvement (N = 10). Interrater reliability of the evaluation instrument was calculated (43-.83) Conclusion: Simulation was used successfully to improve transfer success. This approach shows promise in reduction of transfer-related nursing injury. © 2012 International Nursing Association for Clinical Simulation and Learning.
This research investigated the effects of guided team self-correction using an empirically derived expert model of teamwork as the organizing framework. First, the authors describe the process used to define this model. Second, they report findings from two studies in which the expert model was used to structure the process of guided team self-correction. Participants were U.S. Navy command and control teams (25 in Study 1, 13 in Study 2). Results indicated that teams debriefed using the expert model-driven guided team self-correction approach developed more accurate mental models of teamwork (Study 1) and demonstrated greater teamwork processes and more effective outcomes (Study 2) than did teams debriefed using a less participative and chronologically organized approach that is more typical for these teams.
Several gaps exist in the training of clinicians in health care domains, such as anesthesiology, that have the cognitive profile of complexity and dynamism. These features are shared with other industries such as com- mercial aviation. Training for cockpit crews on Crew Resource Management (CRM) emphasizes deci- sion-making and teamwork principles. The authors created a simulation-based curriculum (ACRM) for anesthesiology based on principles of CRM in aviation. The training philosophy adapted to health care is one of training single-discipline crews to work in teams. The ACRM curriculum involves highly realistic simulation scenarios requiring complex decision making and interaction with multiple personnel. Sce- narios are each followed by a detailed debriefing using videotapes of the simulation session. ACRM has been adopted at major health care institutions around the world. Special training for instructors is provided, especially concerning debriefing. The ACRM approach has been extended to a wide variety of other health care domains that involve complexity and dynamism, such as emergency and trauma medicine, intensive care, and cardiac arrest response teams. Simulation-based training based on CRM principles is expected to become routine in many health care settings in the coming decade.
The growing popularity of meta-analysis has focused increased attention on the statistical models analysts are using and the assumptions underlying these models. Although comparisons often have been limited to fixed-effects (FE) models, recently there has been a call to investigate the differences between FE and random-effects (RE) models, differences that may have substantial theoretical and applied implications (National Research Council, 1992). Three FE models (including L. V. Hedges & I. Olkin's, 1985, and R. Rosenthal's, 1991, tests) and 2 RE models were applied to simulated correlation data in tests for moderator effects. The FE models seriously underestimated and the RE models greatly overestimated sampling error variance when their basic assumptions were violated, which caused biased confidence intervals and hypothesis tests. The implications of these and other findings are discussed as are methodological issues concerning meta-analyses. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examines research on the relation between attitude and behavior in light of the correspondence between attitudinal and behavioral entities. Such entities are defined by their target, action, context, and time elements. A review of available empirical research supports the contention that strong attitude–behavior relations are obtained only under high correspondence between at least the target and action elements of the attitudinal and behavioral entities. This conclusion is compared with the rather pessimistic assessment of the utility of the attitude concept found in much contemporary social psychological literature. (4½ p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Whether you're a manager, company psychologist, quality control specialist, or involved with motivating people to work harder in any capacity—Locke and Latham's guide will hand you the keen insight and practical advice you need to reach even your toughest cases. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Although shared team mental models are believed to be important to team functioning, substantial interstudy differences in the manner in which mental models are operationalized has impeded progress in this area. We use meta-analysis to cumulate 23 independent studies that have empirically examined shared mental models (SMMs) in relation to team process and performance and test three aspects of measurement as potential moderators: elicitation method, structure representation, and representation of emergence. Results indicate the way in which SMMs are measured and represented at the team level of analysis reveal meaningful distinctions in observed relationships. Specifically, shared mental model operationalization impacts the observed relationship between SMMs and team process; importantly, only methods that model the structure or organization of knowledge are predictive of process. Conversely, while the magnitude of the relationship differed across measurement method, SMMs were positively related to team performance regardless of the manner of operationalization. In summary, knowledge structure is predictive of team process, and both knowledge content and structure are predictive of team performance. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
What was noted by E. J. Langer (1978) remains true today: that much of contemporary psychological research is based on the assumption that people are consciously and systematically processing incoming information in order to construe and interpret their world and to plan and engage in courses of action. As did Langer, the authors question this assumption. First, they review evidence that the ability to exercise such conscious, intentional control is actually quite limited, so that most of moment-to-moment psychological life must occur through nonconscious means if it is to occur at all. The authors then describe the different possible mechanisms that produce automatic, environmental control over these various phenomena and review evidence establishing both the existence of these mechanisms as well as their consequences for judgments, emotions, and behavior. Three major forms of automatic self-regulation are identified: an automatic effect of perception on action, automatic goal pursuit, and a continual automatic evaluation of one's experience. From the accumulating evidence, the authors conclude that these various nonconscious mental systems perform the lion's share of the self-regulatory burden, beneficently keeping the individual grounded in his or her current environment. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Since the beginning of the century, feedback interventions (FIs) produced negative--but largely ignored--effects on performance. A meta-analysis (607 effect sizes; 23,663 observations) suggests that FIs improved performance on average (
d = .41) but that over one-third of the FIs decreased performance. This finding cannot be explained by sampling error, feedback sign, or existing theories. The authors proposed a preliminary FI theory (FIT) and tested it with moderator analyses. The central assumption of FIT is that FIs change the locus of attention among 3 general and hierarchically organized levels of control: task learning, task motivation, and meta-tasks (including self-related) processes. The results suggest that FI effectiveness decreases as attention moves up the hierarchy closer to the self and away from the task. These findings are further moderated by task characteristics that are still poorly understood. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Research conclusions in the social sciences are increasingly based on meta-analysis, making questions of the accuracy of meta-analysis critical to the integrity of the base of cumulative knowledge. Both fixed effects (FE) and random effects (RE) meta-analysis models have been used widely in published meta-analyses. This article shows that FE models typically manifest a substantial Type I bias in significance tests for mean effect sizes and for moderator variables (interactions), while RE models do not. Likewise, FE models, but not RE models, yield confidence intervals for mean effect sizes that are narrower than their nominal width, thereby overstating the degree of precision in meta-analysis findings. This article demonstrates analytically that these biases in FE procedures are large enough to create serious distortions in conclusions about cumulative knowledge in the research literature. We therefore recommend that RE methods routinely be employed in meta-analysis in preference to FE methods.
We present an in-depth analysis of post-flight reviews in a fighter aircraft squadron of the Israel Defense Force Air Force. Our findings demonstrate how organizations can learn non-metaphorically and highlight the dynamics of learning in a central organizational learning mechanism in this type of after-action review. They also show that learning in the post-flight reviews is a multi-layered process of retrospective sense-making, detection and correction of error, social comparison, social control, socialization, and bonding, where lessons-learned pertain to different domains and different levels — individual, unit, and Force-wide. The process is facilitated by five values specified by the multi-facet model (Lipshitz, Popper and Friedman 2002), and the assumption that learning through critical examination of one's own experience is the key to improvement.
Developed to offer researchers an informative account of which methods are most useful in integrating research findings across studies, this book will enable ...
Meta-analytic techniques were used to examine the effectiveness of Web-based instruction (WBI) relative to classroom instruction (CI) and to examine moderators of the comparative effectiveness of the 2 delivery media. The overall results indicated WBI was 6% more effective than CI for teaching declarative knowledge, the 2 delivery media were equally effective for teaching procedural knowledge, and trainees were equally satisfied with WBI and CI. However, WBI and CI were equally effective for teaching declarative knowledge when the same instructional methods were used to deliver both WBI and CI, suggesting media effects are spurious and supporting Clark's (1983, 1994) theory. Finally, WBI was 19% more effective than CI for teaching declarative knowledge when Web-based trainees were provided with control, in long courses, and when trainees practiced the training material and received feedback during training. Study limitations and directions for future research are discussed.
An unanswered question in employee development is how reflection can be used for improving performance in organizations. Drawing from research and theory on dual-process models, we develop and test a reflection strategy to stimulate deeper learning after feedback. Results of two studies (N = 640 and N = 488) showed that reflection combined with feedback enhanced performance improvement on a web-based work simulation better than feedback alone. Reflection without feedback did not lead to performance improvement. Further analyses indicated that the proposed reflection strategy was less effective for individuals low in learning goal orientation, low in need for cognition, and low in personal importance as they engaged less in reflection. Together, these findings provide a theoretical basis for the future study of reflection in organizations and suggest a practical and cost-effective strategy for facilitating employee development after feedback in organizations.
Drawing from Marks, Mathieu, and Zaccaro (2001) , we proposed that narrowly focused teamwork processes load onto 3 higher-order teamwork process dimensions, which in turn load onto a general teamwork process factor. Results of model testing using meta-analyses of relationships among narrow teamwork processes provided support for the structure of this multidimensional theory of teamwork process. Meta-analytic results also indicated that teamwork processes have positive relationships with team performance and member satisfaction, and that the relationships are similar across the teamwork dimensions and levels of process specificity. Supplemental analyses revealed that the 3 intermediate-level teamwork processes are positively and strongly related to cohesion and potency. Results of moderator analyses suggested that relationships among teamwork processes and team performance are somewhat dependent on task interdependence and team size. [ABSTRACT FROM AUTHOR] Copyright of Personnel Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Predictions from an information sampling model of group discussion were examined ( Stasser & Titus, 1985, 1987): (a) Groups are more likely to discuss information if it is held by all members than if it is held by 1 member, and (b) this focus on already shared information increases as group size increases. University students read descriptions of candidates for student body president. These descriptions were constructed so that some information (unshared) was read by 1 member before discussion, whereas other information (shared) was read by all members. Three-and 6-person groups discussed the candidates and decided which was best suited for the position. As predicted, discussions contained, on the average, 46% of the shared but only 18% of the unshared information; this difference was greater for 6-person than for 3-person groups. Moreover, structuring discussions increased the amount of information discussed, but this increase was predominately due to discussion of already shared information., (C) 1989 by the American Psychological Association
To design and implement a demonstration project to teach interprofessional teams how to recognize and engage in difficult conversations with patients.
Interdisciplinary teams consisting of pharmacy students and residents, student nurses, and medical residents responded to preliminary questions regarding difficult conversations, listened to a brief discussion on difficult conversations; formed ad hoc teams and interacted with a standardized patient (mother) and a human simulator (child), discussing the infant's health issues, intimate partner violence, and suicidal thinking; and underwent debriefing.
Participants evaluated the learning methods positively and a majority demonstrated knowledge gains. The project team also learned lessons that will help better design future programs, including an emphasis on simulations over lecture and the importance of debriefing on student learning. Drawbacks included the major time commitment for design and implementation, sustainability, and the lack of resources to replicate the program for all students.
Simulation is an effective technique to teach interprofessional teams how to engage in difficult conversations with patients.
This study investigated the role of after-action reviews on perceptions of safety climate at the group and organizational levels. Moderated and mediated regression analyses of data from 67 firefighting crews suggest that after-action review frequency positively influenced both levels of safety climate. Safety-oriented group norms fully mediated the relationship between after-action review frequency and group-level safety climate. Fire-station busyness moderated the relationship between after-action review frequency and organizational-level safety climate, such that the relationship was non-existent for highly busy stations. These findings suggest that after-action reviews constitute a specific venue through which managers can promote safety climate in high-risk environments.
In the current study, we compared the effect of personal and filmed after-event reviews (AERs) on performance, and the role that self-efficacy plays in moderating and mediating the effects of these 2 types of AER on performance. The setting was one in which 49 men and 63 women participated twice in a simulated business decision-making task. In between, participants received a personal AER, watched a filmed AER, or had a break. We found that individuals who participated in an AER, whether personal or filmed, improved their performance significantly more than those who did not participate in a review. Furthermore, there was no significant difference in performance improvement between the personal and the filmed AER, which suggests that the 2 are quite similar in their effect. We also found that the differences in performance improvement between the personal AER group and the control group were somewhat greater than those found in the filmed AER group. Self-efficacy mediated the effect of AER on performance improvement in both types of AER. In addition, the effect of AER on performance improvement was moderated by initial self-efficacy in the personal but not in the filmed AER: The personal AER was more effective, the higher the initial self-efficacy.
Major theories of team effectiveness position emergent collective cognitive processes as central drivers of team performance. We meta-analytically cumulated 231 correlations culled from 65 independent studies of team cognition and its relations to teamwork processes, motivational states, and performance outcomes. We examined both broad relationships among cognition, behavior, motivation, and performance, as well as 3 underpinnings of team cognition as potential moderators of these relationships. Findings reveal there is indeed a cognitive foundation to teamwork; team cognition has strong positive relationships to team behavioral process, motivational states, and team performance. Meta-analytic regressions further indicate that team cognition explains significant incremental variance in team performance after the effects of behavioral and motivational dynamics have been controlled. The nature of emergence, form of cognition, and content of cognition moderate relationships among cognition, process, and performance, as do task interdependence and team type. Taken together, these findings not only cumulate extant research on team cognition but also provide a new interpretation of the impact of underlying dimensions of cognition as a way to frame and extend future research.
Employee development can take a variety of forms including “developmental interactions” such as coaching, mentoring, apprenticeship, and action learning. The broad literature on approaches to development lacks agreement on what these constructs represent. Rather than impose new construct definitions on the field, the current research addressed the need for construct clarification using existing descriptions of common developmental interactions to create a snapshot of the developmental interaction literature. A qualitative, literature-based approach developed a nomological network of 13 common developmental interaction constructs. A total of 227 construct descriptions were extracted from 182 sources. These were systematically analyzed for the characteristics that help explain construct meanings. A model (i.e., nomological network) was developed to summarize the current understanding of developmental interaction constructs. Analysis of this model provides better understanding of the current state of the literature, identifies gaps in the literature, and informs and directs future research on developmental interaction constructs.
According to the hypothesis of misperception of feedback, people's poor performance in renewable resource management tasks can be attributed to their general tendency to systematically misperceive the dynamics of bioeconomic systems. The thesis of this article is that dynamic decision performance can be improved by helping individuals develop more accurate mental models of renewable resource systems through training using computer simulation-based interactive learning environments (CSBILEs) that include debriefing. A laboratory experiment is reported in which participants managed a dynamic task by playing the roles of fishing fleet managers. One group of participants used a CSBILE with debriefing, and another group used the same CSBILE but without debriefing. A comprehensive model consisting of four evaluation criteria was developed and used. The evaluation criteria were task performance, structural knowledge, heuristics, and decision time. It was found that debriefing was effective on all four criteria: Debriefing improved task performance, helped users learn more about the decision domain and develop heuristics, and reduced decision time in dynamic decision making.
Meta-analysis is the dominant approach to research synthesis in the organizational sciences. We discuss seven meta-analytic practices, misconceptions, claims, and assumptions that have reached the status of myths and urban legends (MULs). These seven MULs include issues related to data collection (e.g., consequences of choices made in the process of gathering primary-level studies to be included in a meta-analysis), data analysis (e.g., effects of meta-analytic choices and technical refinements on substantive conclusions and recommendations for practice), and the interpretation of results (e.g., meta-analytic inferences about causal relationships). We provide a critical analysis of each of these seven MULs, including a discussion of why each merits being classified as an MUL, their kernels of truth value, and what part of each MUL represents misunderstanding. As a consequence of discussing each of these seven MULs, we offer best-practice recommendations regarding how to conduct meta-analytic reviews.
The U.S. Army has adopted the After Action Review (AAR) as its primary method of providing feedback after unit collective training exercises. The AAR is an interactive discussion in which unit members decide what happened, why it happened, and how to improve or sustain collective performance in future exercises. other services and organizations outside the military are also beginning to employ the AAR as a feedback tool. This report describes the twenty-five year history of AAR research and development and the major behavioral research areas contributing to AAR development and refinement. In addition, this report defines goals for future AAR research.
explicate four kinds of validity [statistical conclusion validity, internal validity, construct validity and external validity] / describe and critically examine some quasi-experimental designs from the perspective of these four kinds of validity, especially internal validity / argue that the quality of causal inference depends on the structural attributes of a quasi-experimental design, the local particulars of each research project, and the quality of substantive theory available to aid in interpretation / place special emphasis on quasi-experimental designs that allow multiple empirical probes of the causal hypothesis under scrutiny on the assumption that this usually rules out more threats to internal validity (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Combining statistical information across studies (i.e., meta-analysis) is a standard research tool in applied psychology. The most common meta-analytic approach in applied psychology, the fixed effects approach, assumes that individual studies are homogeneous and are sampled from the same population. This model assumes that sampling error alone explains the majority of observed differences in study effect sizes and its use has lead some to challenge the notion of situational specificity in favor of validity generalization. We critique the fixed effects methodology and propose an advancement–the random effects model (RE) which provides estimates of how between-study differences influence the relationships under study. RE models assume that studies are heterogeneous since they are often conducted by different investigators under different settings. Parameter estimates of both models are compared and evidence in favor of the random effects approach is presented. We argue against use of the fixed effects model because it may lead to misleading conclusions about situational specificity.
This paper presents an overview of a useful approach for theory testing in the social sciences that combines the principles of psychometric meta-analysis and structural equations modeling. In this approach to theory testing, the estimated true score correlations between the constructs of interest are established through the application of meta-analysis (Hunter & Schmidt, 1990), and structural equations modeling is then applied to the matrix of estimated true score correlations. The potential advantages and limitations of this approach are presented. The approach enables researchers to test complex theories involving several constructs that cannot all be measured in a single study. Decision points are identified, the options available to a researcher are enumerated, and the potential problems as well as the prospects of each are discussed.
Ratings of job performance are widely viewed as poor measures of job performance. Three models of the performance–performance rating relationship offer very different explanations and solutions for this seemingly weak relationship. One-factor models suggest that measurement error is the main difference between performance and performance ratings and they offer a simple solution—that is, the correction for attenuation. Multifactor models suggest that the effects of job performance on performance ratings are often masked by a range of systematic nonperformance factors that also influence these ratings. These models suggest isolating and dampening the effects of these nonperformance factors. Mediated models suggest that intentional distortions are a key reason that ratings often fail to reflect ratee performance. These models suggest that raters must be given both the tools and the incentive to perform well as measurement instruments and that systematic efforts to remove the negative consequences of giving honest performance ratings are needed if we hope to use performance ratings as serious measures of job performance.
Ongoing learning may be one of the few sustainable competitive advantages for organizations. Historically, research efforts and organizational resources have been primarily directed toward understanding and enhancing learning in formal settings, as in classroom training. Yet most learning at work occurs through more informal means. This research sought to enhance our understanding of informal learning by studying effective and ineffective developmental interactions between two individuals. Capturing stories and using a participant-guided qualitative coding process, the research explored factors that had an impact on the effectiveness of developmental interactions and whether those factors worked differently depending on the topic of the interaction (career advice, work-life support, or job or task guidance). Results suggest that several personal and relationship factors influenced developmental interaction effectiveness, but communication factors had no impact. Furthermore, with just a few exceptions, these same factors were important across all three topics explored in this research.
More than 40 years ago, Taylor and Wherry (1951) hypothesized that performance appraisal ratings obtained for administrative purposes, such as pay raises or promotions, would be more lenient than ratings obtained for research, feedback, or employee development purposes. However, research on appraisal purpose has yielded inconsistent results, with roughly half of such studies supporting this hypothesis and the other half refuting it. To account for those differences, a meta-analysis of performance appraisal purpose research was conducted with 22 studies and a total sample size of 57,775. Our results support Taylor and Wherry's hypothesis as performance evaluations obtained for administrative purposes were, on average, one-third of a standard deviation larger than those obtained for research or employee development purposes. In addition, moderator analyses indicated larger differences between ratings obtained for administrative and research purposes when performance evaluations were made in field settings, by practicing managers, and for real world subordinates. Implications for researchers and practitioners are discussed.
Two studies (one field, one experimental) found that the more accurately individuals evaluated their performance, the better they performed on a subsequent task. The first study also found that the more individuals overestimated their previous performance, the lower was their performance on the next task. In contrast, the evaluation accuracy of the underestimators was unrelated to their subsequent performance. The second study found that when participants received feedback from an external authority, the effect of the inaccuracy of self-performance evaluation on subsequent performance was reduced. The results of the 2 studies are explained in motivational and cognitive terms.
NASA Goddard space flight center to adapt and deploy a learning process modeled after the after action review process used by the military. A process was established, early lessons observed, and an approach to roll-out developed. This paper introduces a concept for formalizing learning from NASA projects that is modeled on the Army after action review (AAR) process. While the AAR was developed to learn primarily from training exercises, it has 25 years of experience-base, theoretical foundations and practical tools that make it a valuable methodology for NASA to learn from. NASA has not paid as much attention to learning lessons from successes being instead overly focused on learning only from mistakes. Without a process for learning from every activity regardless of ultimate outcome, the agency risks missing out on the bulk of the learning from project work and potentially not really knowing the reasons behind the spectacular successes in addition to the root causes behind the failures. To distinguish the process at NASA from AAR it was given the descriptive name of "pausing for learning" or PFL. The idea is to create a learning event at the end of selected critical events in the life of a project. End of project or even end of mission reflections are good but are too infrequent for an organization like NASA to learn in a timely manner. Also much intermediate learning is lost between concept and launch. PFLs are integrated into the project life cycle at key points as natural parts of the process. Being facilitated and assembled by outsiders, the key project team members are only required to do a small amount of additional effort. This means that PFLs have the potential to deliver a very high value for a small investment in time and money. In addition to addressing learning needs of NASA, they are an attractive activity that projects have been willing to adopt
