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Team composition and the ABCs of teamwork.
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| Pengarang | : | Bell, Suzanne T.; Brown, Shanique G.; Colaneri, Anthony; Outland, Neal. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 4) |
| Halaman | : | 349-362 |
| Abstrak | : | In teams, some combinations of people work together better than others. A large body of literature with a rich history suggests that the configuration of team member attributes, called team composition, has a fundamental influence on teamwork. Team composition shapes the emergence of affective states, behavioral processes, and cognitive states (the ABCs of teamwork), which ultimately affect how teams meet their objectives. The purpose of this article is to describe what is known about team composition and its influence on the ABCs of teamwork. We discuss what team composition is, and why it is important. We then describe key discoveries related to how team composition shapes the ABCs of teamwork. Building on what we know, we outline important directions for future research. (PsycInfo Database Record (c) 2020 APA, all rights reserved) |
Foundations of teamwork and collaboration.
| Pengarang | : | Driskell, James E.; Salas, Eduardo; Driskell, Tripp. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 4) |
| Halaman | : | 334-348 |
| Abstrak | : | The term teamwork has graced countless motivational posters and office walls. However, although teamwork is often easy to observe, it is somewhat more difficult to describe and yet more difficult to produce. At a broad level, teamwork is the process through which team members collaborate to achieve task goals. Teamwork refers to the activities through which team inputs translate into team outputs such as team effectiveness and satisfaction. In this article, we describe foundational research underlying current research on teamwork. We examine the evolution of team process models and outline primary teamwork dimensions. We discuss selection, training, and design approaches to enhancing teamwork, and note current applications of teamwork research in real-world settings. (PsycInfo Database Record (c) 2020 APA, all rights reserved) |
The science of teams in the military: Contributions from over 60 years of research.
| Pengarang | : | Goodwin, Gerald F.; Blacksmith, Nikki; Coats, Meredith R. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 4) |
| Halaman | : | 322-333 |
| Abstrak | : | Teams are the foundational building blocks of the military, which uses a hierarchical structure built on and around teams to form larger units. Consequently, team effectiveness has been a substantial focus of research within the military for decades to ensure military teams have the human capabilities to complete their missions and address future challenges successfully. This research has contributed greatly to broader team theory and informed the development of evidence-based interventions. Team-focused research supported or executed by the military has yielded major insights into the nature of team performance, advanced the methods for measuring and improving team performance, and broken new ground in understanding the assembly of effective teams. Furthermore, military research has made major contributions to advancing methodological and statistical techniques for studying teams. We highlight the military contributions to the broader team literature and conclude with a discussion of critical areas of future research on teams and enduring challenges for both the military and team science as a whole. (PsycINFO Database Record (c) 2018 APA, all rights reserved) |
The evolution of work team research since Hawthorne.
| Pengarang | : | Mathieu, John E.; Wolfson, Mikhail A.; Park, Semin. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 4) |
| Halaman | : | 308-321 |
| Abstrak | : | Since the Hawthorne studies of the 1920s and 1930s, there has been tremendous progress in the science and the practice of work group effectiveness. We chronicle the evolution of 3 schools of thought concerning work groups that spawned about the time of those studies. We highlight the different emphases of each perspective and how they eventually merged into an integrated view of teamwork. We also illustrate the disciplinary ebbs and flows of work group research over the past quarter century and how many different scholars from diverse institutions are currently contributing to the literature. We highlight the progress that has been made both in terms of scholarly insights and practical advances. We argue that the popular Input-Process-Outcome framework has facilitated progress in the field but has also become a limiting factor. We conclude that future advances will be associated with: (a) the advent of new theories, methodologies, and tools for modeling dynamic team properties; (b) a greater appreciation for, and sophisticated conceptions of, team task environments; and (c) conceptions of teams as entities in multilevel environments. (PsycInfo Database Record (c) 2022 APA, all rights reserved) |
The science of teamwork: Introduction to the special issue.
| Pengarang | : | McDaniel, Susan H.; Salas, Eduardo. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 4) |
| Halaman | : | 305-307 |
| Abstrak | : | Provides an introduction to this special issue which explores the Science of Teamwork—what psychological science in 2018 tells us about the process and outcomes of teamwork in a variety of contexts. This work draws from and affects all areas of psychology. The science and practice of teamwork is now an interdisciplinary activity. Teamwork is a complex phenomenon requiring multiple lenses and approaches. What follows is a description of our process in putting together the issue and a brief description of the articles that compose it. (PsycInfo Database Record (c) 2020 APA, all rights reserved) |
Memory creation and modification: Enhancing the treatment of psychological disorders.
| Pengarang | : | Kredlow, M. Alexandra; Eichenbaum, Howard; Otto, Michael W. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 3) |
| Halaman | : | 269-285 |
| Abstrak | : | Modification of the ongoing influence of maladaptive cognitive, emotional, and behavioral patterns is a fundamental feature of many psychological treatments. Accordingly, a clear understanding of the nature of memory adaptation and accommodation to therapeutic learning becomes an important issue for (1) understanding the impact of clinical interventions, and (2) considering innovations in treatment strategies. In this article, we consider advances in the conceptualization of memory processes and memory modification research relative to clinical treatment. We review basic research on the formation of memories, the way in which new learning is integrated within memory structures, and strategies to influence the nature and degree to which new learning is integrated. We then discuss cognitive/behavioral and pharmacological strategies for influencing memory formation in relation to disorder prevention or treatment. Our goal is to foster awareness of current strategies for enhancing therapeutic learning and to encourage research on potential new avenues for memory enhancement in service of the treatment of mental health disorders. (PsycINFO Database Record (c) 2018 APA, all rights reserved) |
Compelled disclosure of college sexual assault.
| Pengarang | : | Holland, Kathryn J.; Cortina, Lilia M.; Freyd, Jennifer J. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 3) |
| Halaman | : | 256-268 |
| Abstrak | : | Sexual assault is a widespread problem on college campuses. In response, many institutions are developing policies mandating that certain employees report any student disclosure of sexual assault to university officials (and, in some cases, to police), with or without the survivor’s consent. These policies, conceptualized here as compelled disclosure, have been prompted and shaped by federal law and guidance, including Title IX and The Clery Act. Proponents of compelled disclosure assert that it will increase reports—enabling universities to investigate and remedy more cases of sexual assault—and will benefit sexual assault survivors, university employees, and the institution. However, many questions remain unanswered. How broad (or narrowly tailored) are contemporary compelled disclosure mandates in higher education? Do any empirical data support assumptions about the benefits of these policies? Are there alternative approaches that should be considered, to provide rapid and appropriate responses to sexual violence while minimizing harm to students? The current article begins with an overview of federal law and guidance around compelled disclosure. Next, a content analysis of a stratified random sample of 150 university policies provides evidence that the great majority require most, if not all, employees to report student sexual assault disclosures. A review of the literature then suggests that these policies have been implemented despite limited evidence to support assumptions regarding their benefits and effectiveness. In fact, some findings suggest negative consequences for survivors, employees, and institutions. The article concludes with a call for survivor-centered reforms in institutional policies and practices surrounding sexual assault. (PsycINFO Database Record (c) 2018 APA, all rights reserved) |
Do we overemphasize the role of culture in the behavior of racial ethnic minorities Evidence of a cultural (mis)attribution bias in American psychology.
| Pengarang | : | Causadias, José M.; Vitriol, Joseph A.; Atkin, Annabelle L. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 3) |
| Halaman | : | 243-255 |
| Abstrak | : | Although culture influences all human beings, there is an assumption in American psychology that culture matters more for members of certain groups. This article identifies and provides evidence of the cultural (mis)attribution bias: a tendency to overemphasize the role of culture in the behavior of racial/ethnic minorities, and to underemphasize it in the behavior of Whites. Two studies investigated the presence of this bias with an examination of a decade of peer reviewed research conducted in the United States (N = 434 articles), and an experiment and a survey with psychology professors in the United States (N = 361 psychologists). Archival analyses revealed differences in the composition of samples used in studies examining cultural or noncultural psychological phenomena. We also find evidence to suggest that psychologists in the United States favor cultural explanations over psychological explanations when considering the behavior and cognition of racial/ethnic minorities, whereas the opposite pattern emerged in reference to Whites. The scientific ramifications of this phenomenon, as well as alternatives to overcome it, are discussed in detail. (PsycINFO Database Record (c) 2018 APA, all rights reserved) |
Civilization and its discontented: Links between youth victimization, beliefs about government, and political participation across seven American presidencies.
| Pengarang | : | Oosterhoff, Benjamin; Kaplow, Julie B.; Layne, Christopher M.; Pynoos, Robert S. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 3) |
| Halaman | : | 230-242 |
| Abstrak | : | Promoting trust in public officials and active political engagement is vital to sustaining a well-functioning democracy. Developmental psychologists propose that youths’ beliefs about government and participation in politics are rooted in personal experiences within their communities. Previous studies have focused on how positive experiences within youths’ families, schools, and communities facilitate greater social trust and political participation. However, less is known about how negative interpersonal experiences—such as criminal victimization—intersect with youths’ beliefs about the trustworthiness, competence, and knowledge of government officials, and their participation in political activity. Using data from 39 waves of the Monitoring the Future study, the current study examined associations among youth victimization, beliefs about government, and participation in various political activities. Adolescents (N = 109,574; 50.9% female) enrolled in 12th grade across the United States reported on whether they had experienced various types of victimization during the previous year, their beliefs about government, and their participation in multiple forms of political activity. Adolescents who reported more frequent victimization experiences endorsed significantly greater discontent with government and were significantly more engaged in various forms of political activity. The magnitude and direction of these effects were generally consistent across different types of victimization, different demographic subgroups of youth, and different sociohistorical periods. Findings are interpreted from a social contract theory perspective, followed by a discussion of implications for building psychological theory and informing public policy. (PsycINFO Database Record (c) 2018 APA, all rights reserved) |
Improving adjustment and resilience in children following a disaster: Addressing research challenges.
| Pengarang | : | Grolnick, Wendy S.; Schonfeld, David J.; Schreiber, Merritt; Cohen, Judith; Cole, Valerie; Jaycox, Lisa; Lochman, John; Pfefferbaum, Betty; Ruggiero, Kenneth; Wells, Kenneth; Wong, Marleen; Zatzick, Douglas. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 3) |
| Halaman | : | 215-229 |
| Abstrak | : | There is compelling evidence of the potential negative effects of disasters on children’s adjustment and functioning. Although there is an increasing base of evidence supporting the effectiveness of some interventions for trauma following disaster, more research is needed, particularly on interventions that can be delivered in the early aftermath of disaster as well as those that can address a broader range of adjustment difficulties such as bereavement that may be experienced by children after a disaster. This article identifies gaps in the knowledge of how best to intervene with children following disasters. Key challenges in conducting research in disaster contexts, including obtaining consent, designing rigorous studies, and obtaining funding quickly enough to conduct the study, are discussed. Several strategies hold promise to address research challenges in disasters, including using alternative designs (e.g., propensity scores, matched control groups, group-level assignment), working with schools and communities, and studying implementation of nontraditional modes of intervention delivery. (PsycINFO Database Record (c) 2018 APA, all rights reserved) |