Teamwork research paper
Through the plos taxonomy to find articles in your more information about plos subject areas, ctthe objective of this study was to conduct a systematic review and meta-analysis of teamwork interventions that were carried out with the purpose of improving teamwork and team performance, using controlled experimental designs. Positive and significant medium-sized effects were found for teamwork interventions on both teamwork and team performance. Implications for effective teamwork interventions as well as considerations for future research are on: mcewan d, ruissen gr, eys ma, zumbo bd, beauchamp mr (2017) the effectiveness of teamwork training on teamwork behaviors and team performance: a systematic review and meta-analysis of controlled interventions. As a result, there has been a proliferation of research assessing whether, and how, teams can be improved through teamwork training. A wide range of studies have shown positive effects of teamwork interventions for improving team effectiveness across several contexts such as health care (e. Similarly, improvements in teamwork have been observed as a result of training with a variety of team types including new teams (e. In sum, the extant empirical evidence to date appears to suggest that teams can be improved via teamwork teams, members’ behaviors can be categorized in terms of both taskwork and teamwork processes [2]. 10] differentiated between the two by suggesting that “taskwork represents what it is that teams are doing, whereas teamwork describes how they are doing it with each other” (p. Specifically, while taskwork involves the execution of core technical competencies within a given domain, teamwork refers to the range of interactive and interdependent behavioral processes among team members that convert team inputs (e. Some examples of teamwork (and respective comparisons to taskwork) include: the seamless communication between a surgeon, nurse, and anaesthesiologist, rather than the technical competencies of these practitioners; the synergy between a quarterback and receiver to complete a passing play, rather than their respective skill sets related to throwing or catching a football; the collaborative adjustments a flight crew makes in response to adverse weather or system problems, rather than each individual’s aviation skills; and so forth. Research from an assortment of studies indicates that teamwork—the focus of the current paper—is positively related to important team effectiveness variables, including team performance, group cohesion, collective efficacy, and member satisfaction [1]. These relate to the number of dimensions of teamwork being conceptualized as well as the specific labelling of these dimensions. One thing that is generally agreed upon, however, is that teamwork is comprised of multiple observable and measurable behaviors. In general, teamwork models focus on behaviors that function to (a) regulate a team’s performance and/or (b) keep the team together. Locomotion), teamwork behaviors include those that occur (a) before/in preparation for team task performance, (b) during the execution of team performance, and (c) after completing the team task [2]. First, with regard to teamwork behaviors that occur before/in preparation for team task performance, these include the active process of defining the team’s overall purpose/mission, setting team goals, and formulating action plans/strategies for how goals and broader purposes will be achieved. Second, teamwork behaviors that occur during the execution of team tasks include actions that correspond to members’ communication, coordination, and cooperation with each other. In addition to these three dimensions concerned with the regulation of team performance, a fourth dimension of teamwork involves behaviors that function to keep the team together (i. First, the most basic approach to training and developing teamwork involves providing didactic education to team members in a classroom-type setting, such as lecturing about the importance of providing social support within the team or promoting ways to manage interpersonal conflict among teammates.
The third broad category of team training involves simulation training, wherein teams experientially enact various teamwork skills, such as interpersonal communication and coordination, in an environment that mimics upcoming team tasks (e. Teaching new surgeons how to perform the technical skills of a medical operation), simulation training has been found to be an efficacious approach to teamwork intervention (e. Training within classroom and simulation settings), teamwork can also be fostered by incorporating team reviews in-situ (i. Where the team actually performs its tasks), which allows teams to monitor/review their quality of teamwork on an ongoing basis. Effectiveness of teamwork interventions can be determined with an assortment of criteria, including team- and individually-based behaviors, cognitions, and affective states. When taken in concert, questions related to team performance are often of central interest when characterizing a team’s addition to assessing the outcome variable of team performance, researchers have also been interested in whether teamwork training actually improves teamwork itself. To outlining the purposes of this systematic review, it is important to recognize that previous quantitative reviews have been conducted that addressed—to some degree—teamwork training. In preparation for this systematic review, we conducted a scoping review which revealed that eight previous meta-analyses have assessed teamwork intervention studies in some way. Others were delimited to specific training programs/strategies that were restricted to a narrow range of teamwork strategies (e. Finally, studies that used a combination of teamwork and taskwork intervention components have been systematically reviewed [30]; however, these types of interventions result in a limited ability to determine the extent to which the resulting effects were due to teamwork training versus taskwork should also be noted that all but one [23] of these previous reviews pooled together studies that included a control condition (i. Wherein teams do not receive any type of teamwork training) and those that did not (as mentioned above, that study only analyzed the effects of certain teamwork strategies). Therefore, while previous systematic reviews have provided valuable contributions to the teamwork literature, a systematic review that assesses the effects of controlled teamwork interventions across a range of contexts, team types, and involving those that targeted diverse dimensions of teamwork appears warranted. In doing so, a more comprehensive assessment of the efficacy of these teamwork interventions is provided, while also having the capacity to look at the potential moderating effects of various sample, intervention, and measurement characteristics. Moreover, by including only controlled studies, one is able to make stronger conclusions regarding the observed overall purpose of this study was to better understand the utility of teamwork training for enhancing team effectiveness. Comparing teams who have received teamwork training with those who have not) that have examined the effects of teamwork interventions on teamwork processes and/or team performance. To better disentangle the effectiveness of these studies, we also sought to assess potential moderators of these main effects; that is, to determine whether there are certain conditions under which the independent variable of teamwork training more strongly (or weakly) causally influences the dependent variables of teamwork behaviors or team performance [32]. The specific moderators that we assessed included: (a) the team context/field of study, (b) the type of teams that were trained, (c) the primary type of intervention method employed, (d) the dimensions of teamwork that were targeted in the intervention, (e) the number of dimensions targeted, (f) the types of measures used to quantify the training effects, and (g) in studies where teamwork was assessed as an outcome variable, the dimensions of teamwork that were measured. It was hypothesized that teamwork training would have a positive and significant effect on both teamwork and team performance and that these effects would be evident across a range of the aforementioned sample, intervention, and measurement characteristics/es for potential articles were conducted in the following databases: psycinfo, medline, cochrane central register of controlled trials, sportdiscus, and proquest dissertations and theses. Group dynamics: theory, research, and practice; small group research, journal of applied psychology; personnel psychology, human factors; academy of management journal, journal of sport & exercise psychology).
In each database and journal search, the following combination of search terms were used: (team or interprofessional or interdisciplinary) and (intervention or training or building or simulation) and (teamwork or mission analysis or goal specification or goal setting or planning or strategy or coordination or cooperation or communication or information exchange or information sharing or monitoring or problem solving or backing up or coaching or innovation or adaptability or feedback or support or conflict management or situation awareness or confidence building or affect management). These terms were based on various models of teamwork that exist within the literature (see rousseau et al. We also searched the reference sections of the articles from past teamwork training review papers as well as from articles that initially met inclusion criteria to determine if any additional articles could be retrieved. Each article was first subjected to title elimination, then abstract elimination, and finally full-text be included in the meta-analysis, a study needed to examine the effects of teamwork training by comparing teams in an experimental condition (i. As this review was only concerned with teamwork interventions, studies that focused on training taskwork—whether independent of, or in addition to, a teamwork intervention—were excluded. For example, as previously mentioned, simulation-based training (sbt) has been used as a means of training individuals to perform technical skills and also to enhance teamwork. In order for a sbt intervention to be included in this meta-analysis, it had to be clear that only teamwork (not technical skills) was being targeted during training. In order to address our primary research question, the study had to provide data on at least one teamwork dimension and/or team performance. The moderators examined were based on a scoping review (the purpose of which included identifying pertinent characteristics that were commonly reported in previous teamwork intervention research), which was conducted in preparation for this systematic review. The moderators that were examined in this review included (1) the context within which an intervention was conducted (health care, aviation, military, academia, industry, or laboratory experiment), (2) the type of team targeted (intact or new), (3) the primary training method applied to conduct the intervention (didactic education, workshop, simulation, or team reviews), (4) the dimension(s) of teamwork (preparation, execution, reflection, and/or interpersonal dynamics) targeted in the intervention as well as (5) the number of dimensions targeted (between one and four), (6) the type of measure used to derive effect sizes (self-report, third party, or objective measures), and—when teamwork was assessed as the criterion variable—(7) the specific dimension(s) of teamwork that were measured (general, preparation, execution, reflection, and interpersonal dynamics). This type of model assumes that there is heterogeneity in the effect sizes across the included studies and is the appropriate model to use in social science research, as opposed to a fixed-effects model (which assumes that effect sizes do not vary from study to study) [34, 35]. Instances where a study provided data to calculate multiple effect sizes (such as when several measures of the criterion variable—teamwork or team performance—were examined), these effects were combined into one overall effect size statistic (i. This was done to ensure that those studies that had multiple measures of teamwork or team performance were not given greater weight compared to studies that only provided one effect size (i. Only had one measure of performance or teamwork), which could potentially skew the overall results [34]. For example, if three different types of teamwork interventions were compared to one control condition (e. Standard errors and 95% confidence intervals were computed to test for the accuracy of the standardized effects reduce heterogeneity and improve the interpretability of the results, we pooled studies into those that measured teamwork as its criterion variable and those that measured team performance. Pooling studies in this manner not only reduces heterogeneity but also allowed us to identify the extent to which teamwork interventions impact team performance and, separately, the extent to which they affect teamwork processes. First, sensitivity analyses were carried out by removing a single intervention from the meta-analysis and noting the resulting effect size—this estimates the impact that each individual intervention has on the overall effect size of teamwork or team performance. We also obtained two funnel plots (one for studies where teamwork was the outcome variable and one for team performance as the outcome) to provide a visual depiction of potential publication bias.
1517 potentially relevant articles were then full-text reviewed and coded as meeting eligibility criteria or as ineligible for the following reasons: (1) not a teamwork intervention; (2) teamwork-plus-taskwork intervention; (3) insufficient statistics to compute an effect size; (4) not including a measure of teamwork or team performance; or (5) not including a control group. See s1 table for descriptions of each study with regard to study context, type of team and participants, targeted teamwork dimensions of the intervention, number of effect sizes, the criteria measured, and an overview of the 1. Of the overall effect of teamwork interventions on teamwork processes along with summary statistics and sensitivity analyses (i. The results revealed that teamwork interventions had a significant, medium-to-large effect on teamwork, d (se) = 0. Summary results of interventions assessing the effects of teamwork training on team results of the moderator analyses are shown in table 3 (for teamwork behaviors) and table 4 (for team performance). With respect to sample characteristics, significant positive effects of teamwork interventions were found for enhancing teamwork across all contexts (ds = 0. Teamwork training was also effective at fostering team performance for both team types; however, in contrast to the findings on teamwork, the effect size for intact teams (d = 0. Moderator results for interventions assessing team performance as the outcome regard to measurement characteristics, significant improvements on teamwork emerged when either third-party (d = 0. Measures of teamwork were utilized; the effect size for third-party measures was significantly larger (q = 6. Finally, significant effects on teamwork were found when general/omnibus measures of teamwork were taken (d = 0. Purpose of this systematic review and meta-analysis was to quantify the effects of the extant controlled experimental research of teamwork training interventions on teamwork and team performance. We found positive and significant medium-to-large sized effects for these interventions on teamwork and large effects on team performance. The paper concludes with a discussion of the limitations associated with this meta-analysis as well as considerations for future teamwork training can benefit from teamwork training? Regard to sample characteristics, teamwork interventions were shown to be effective at enhancing both teamwork and team performance across a variety of team contexts, including laboratory settings as well as real-world contexts of health care, aviation, military, and academia. This highlights the efficacy of teamwork training as a means of improving teams; this is an important finding as effective teams (i. For example, it has been estimated that approximately 70% of adverse events in medical settings are not due to individuals’ technical errors but, rather, as a result of breakdowns in teamwork [78]. The results of this meta-analysis suggest that teamwork training can indeed be a useful way of enhancing team effectiveness within these also examined whether there were differential effects of teamwork training for new teams compared to intact teams. The effects of teamwork training on teamwork outcomes were significantly larger for new teams (who showed a medium-to-large effect size) compared to existing teams (who had a small-to-medium effect size). Nonetheless, at this point, the existing research seems to suggest that teamwork interventions work particularly well at enhancing teamwork processes for newly established teams—and also work with existing teams—but not the same extent.
It is possible that teamwork processes might be more malleable and display greater potential for improvement with new teams compared to more established teams whose teamwork processes may be more entrenched. On the other hand, it is notable that the effects of teamwork training on team performance were stronger for established teams. In line with this, it is plausible that, while intact teams may show less pronounced changes in teamwork, they might be better able to translate their teamwork training into improved team performance type of training works? Although significant effects were shown for the latter three training methods for teamwork outcomes, those interventions that targeted didactic instruction did not result in significant improvements in teamwork itself. This suggests that simply providing educational lectures wherein team members passively learn about teamwork is not an effective way of improving teamwork. When taken together these findings suggest that teamwork training should incorporate experiential activities that provide participants with more active ways of learning and practising teamwork. These may include various workshop-style exercises that involve all team members, such as working through case studies of how teams can improve teamwork, watching and critiquing video vignettes of teams displaying optimal versus suboptimal teamwork, discussing and setting teamwork-related goals and action plans, or other activities that help stimulate critical thinking and active learning of effective teamwork. Teamwork can be also fostered by having team members participate in team reviews/briefings before, during, and/or after the execution of team tasks that occur in-situ. In summary, simply lecturing about the importance of teamwork is not sufficient to create meaningful improvements in teamwork; rather, substantive positive effects can be derived by having team members engage in activities that require them to actively learn about and practise also sought to assess how comprehensive an intervention should be—specifically, the number of teamwork dimensions that need to be targeted—in order to be effective. However, in terms of improving teamwork behaviors, significant effects only emerged when two or more dimensions were targeted. Team consultants, coaches, managers, team leaders) can utilize these findings by targeting more than one dimension of teamwork within their training protocol. With a structured communication tool), but by also incorporating strategies that target other dimensions of teamwork, such as setting goals and action plans for how communication will be improved (i. The preparation dimension of teamwork) as well as monitoring progress towards those goals, resolving any communication-related problems that arise, and making adjustments to action plans as necessary (i. We sought to address whether there were differential effects of teamwork interventions on teamwork and team performance based on the dimensions of teamwork that were targeted. It was found that interventions had a significant effect on both teamwork behaviors and team performance when any dimension of teamwork was targeted. This is important as it means that if those concerned with intervention target any one of the four dimensions of teamwork, this will likely result in improvements in team functioning. That is, teamwork training focused on improving social support and conflict management may improve the functioning of a team, which, in turn, improves the team’s performance. Further research examining this potential relationship is required as this would have implications in both research and applied teamwork it matter how criterion variables are measured? First, significant, large- and small-to-medium sized effects were found for third party and self-report measures of teamwork, respectively.
It is worth noting that significantly larger effect sizes emerged for third party assessments of teamwork compared to self-report measures. Taken together, these findings suggest that the positive effects that were found for teamwork interventions are not merely perceptive and/or due to individuals’ self-report biases (i. Rather, these results indicate that the effects of these interventions on both teamwork and team performance are clearly observable with measures beyond self-report y, we sought to assess whether the effects of teamwork training varied based on which teamwork dimension(s) were measured. Medium-to-large effects emerged when general/omnibus measures of teamwork—that is, those that provided an overall score of teamwork as opposed to examining individual dimensions of teamwork—were taken. Hence, teamwork interventions appear to have a somewhat similar effect on each of the components of teamwork. Type of measure and dimension of teamwork examined) suggest that teamwork training has a positive impact on teamwork and team performance regardless of the way in which these variables are e the contributions of this meta-analytic review, it is not without limitations. This too would have been a valuable feature to analyze in order to provide more specific recommendations about how teamwork training programs should be designed—that is, how long an intervention should last? Unfortunately, due to the paucity of information available in the included manuscripts, we were unable to determine whether these variables moderated the observed effects of teamwork training on teamwork and team performance in the current rmore, there was a considerable amount of variability within some of the moderator categories that were coded. This example underscores the difficulty that can occur when trying to balance statistical power with accuracy for each moderator category when conducting subgroup analyses in a dly, effect sizes were only computed with the statistics that were provided from baseline and post-intervention, even if studies provided additional data on teamwork and/or performance at some other point in between or at a follow-up point in time (although it is worth noting that relatively few studies actually did this). First, do certain dimensions of teamwork and team performance evolve differently over time and, if so, how? For instance, do improvements in teamwork occur immediately in response to training and then plateau; or do they improve in a slower, more linear fashion from the onset of training? That is, does teamwork training result in sustained improvements in teamwork and team performance beyond the intervention period or do these effects eventually wane? Answers to these types of research questions would certainly be of interest to teamwork researchers and applied addition to summarizing the previous research on teamwork interventions for improving teamwork and team performance, the findings from this systematic review also highlight several potential avenues of future research. First, with regard to sample characteristics, the majority of studies that examined the effects of teamwork interventions on team performance were conducted within laboratory settings, with relatively fewer controlled studies having been conducted in real-world settings. Thus, although significant effects on team performance (and teamwork) were found in health care, aviation, military, and academic settings, the extant literature would be strengthened by conducting further controlled intervention research within these contexts. It was also shown that teamwork training was less effective for improving teamwork for intact teams compared to new teams. Since many teams seeking teamwork training are likely to be intact, it is important that future research continue to test various training strategies that can be utilized with these types of teams. Research in these areas is clearly ripe for future r research on the ideal combination of teamwork dimensions (i. Preparation and/or execution and/or reflection and/or interpersonal dynamics) targeted in an intervention would also enhance our current knowledge in terms of how to train teamwork most effectively and efficiently.
Specifically, since there would likely be a variety of combinations of dimensions that were targeted in the teamwork interventions (e. Thus, although our findings suggest that interventions are more effective when two or more dimensions are targeted, further research that examines the effects of the ideal combinations of these dimensions would certainly enhance our current knowledge of teamwork training. For example, if the objective of teamwork training is to improve the coordination and cooperation of the team, should the training also target (in addition to targeting these execution behaviors) both the preparation and reflection dimensions of training (or simply one or the other)? Answering such complex questions will help to advance our understanding of what makes for an effective teamwork training sionbalanced against the contributions and insights provided by the various moderator analyses conducted in this study, the overall take-home message is that teamwork training is an effective way to foster teamwork and team performance. Interventions appear to be particularly effective when they target multiple dimensions of teamwork and include experiential activities for team members to actively learn about, practise, and continually develop ting informations1 table. A meta-analysis of teamwork processes: tests of a multidimensional model and relationships with team effectiveness criteria. Error reduction and performance improvement in the emergency department through formal teamwork training: evaluation results of the medteams project. An evaluation of generic teamwork skills training with action teams: effects on cognitive and skill-based outcomes. The effect of cross-training and role assignment in cooperative learning groups on task performance, knowledge of accounting concepts, teamwork behavior, and acquisition of interpositional knowledge [dissertation]. Better interprofessional teamwork, higher level of organized care, and lower risk of burnout in acute health care teams using care pathways: a cluster randomized controlled trial. The effects of simulation-based teamstepps interprofessional communication and teamwork training on patient and provider outcomes [dissertation]. Simulation based teamwork training for emergency department staff: does it improve clinical team performance when added to an existing didactic teamwork curriculum?. 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