Katherine A. Wilson

Relationships Between Game Attributes and Learning Outcomes

Games are an effective and cost-saving method in education and training. Although much is known about games and learning in general, little is known about what components of these games (i.e., game attributes) influence learning outcomes. The purpose of this article is threefold. First, we review the literature to understand the “state of play” in the literature in regards to learning outcomes and game attributes—what is being studied. Second, we seek out what specific game attributes have an impact on learning outcomes. Finally, where gaps in the research exist, we develop a number of theoretically based proposals to guide further research in this area.

Team training in the skies: Does crew resource management (CRM) training work?

The aviation community has invested great amounts of money and effort into crew resource management (CRM) training. Using D. L. Kirkpatricks (1976) framework for evaluating training, we reviewed 58 published accounts of CRM training to determine its effectiveness within aviation. Results indicated that CRM training generally produced positive reactions, enhanced learning, and promoted desired behavioral changes. However, we cannot ascertain whether CRM has an effect on an organizations bottom line (i.e., safety). We discuss the state of the literature with regard to evaluation of CRM training programs and, as a result, call for the need to conduct systematic, multilevel evaluation efforts that will show the true effectiveness of CRM training. As many evaluations do not collect data across levels (as suggested by D. L. Kirkpatrick, 1976, and by G. M. Alliger, S. I. Tannenbaum, W. Bennett, Jr., & H. Traver, 1997), the impact of CRM cannot be truly determined; thus more and better evaluations are needed and should be demanded.

Does Crew Resource Management Training Work? An Update, an Extension, and Some Critical Needs

Objective: This review provides the state of crew resource management (CRM) training evaluations since the E. Salas, C. S. Burke, C. A. Bowers, and K. A. Wilson (2001) review and extends it to areas beyond aviation cockpits. Some critical evaluation needs in CRM training are also covered. Background: Because of the purported success of CRM training in aviation, other high-consequence domains have begun to implement CRM training for their workforces. However, the true impact of CRM training in aviation and these other domains has yet to be determined. Method: Using D. L. Kirkpatricks (1976) framework for evaluating training (i.e., reactions, learning, behavior, and organizational impact), we reviewed 28 published accounts of CRM training to determine its effectiveness within aviation, medicine, offshore oil production and maintenance, shipping/maritime, and nuclear power domains. Results: Findings indicate that CRM training generally produced positive reactions from trainees; however, the impact of training on learning and behavioral changes suggest mixed results across and within domains. Furthermore, and as was found by Salas, Burke, et al. in 2001, we cannot ascertain whether CRM has had an impact on the organizations bottom line (i.e., safety). Conclusion: Based on the results, there are several critical needs that the CRM training community must address before CRM training can have the desired impact on safety: a mandate, access to data, and resources. Application: As CRM training expands to organizations beyond aviation, it is critical that its impact be understood such that it can be improved and achieve the intended results.

Measuring team performance in simulation-based training: Adopting best practices for healthcare

Team performance measurement is a critical and frequently overlooked component of an effective simulation-based training system designed to build teamwork competencies. Quality team performance measurement is essential for systematically diagnosing team performance and subsequently making decisions concerning feedback and remediation. However, the complexities of team performance pose a challenge to effectively measuring team performance. This article synthesizes the scientific literature on this topic and provides a set of best practices for designing and implementing team performance measurement systems in simulation-based training.

Using Simulation-Based Training to Improve Patient Safety: What Does It Take?

BACKGROUND Through simulations health care workers can learn by practicing skills taught and experiencing mistakes before interacting with an actual patient. A number of areas within the health care industry are currently using simulation-based training to help individuals and teams improve patient safety. WHAT IS SIMULATION-BASED TRAINING? The key components of simulation-based training are as follows: performance history/skill inventory, tasks/competencies, training objectives, events/exercises, measures/metrics, performance diagnosis, and feedback and debrief. WHAT DOES IT TAKE FOR SIMULATION-BASED TRAINING TO BE EFFECTIVE? To be effective, simulation-based training must be implemented appropriately. The guidelines are as follows: understand the training needs and requirements; instructional features, such as performance measurement and feedback, must be embedded within the simulation; craft scenarios based on guidance from the learning outcomes; create opportunities for assessing and diagnosing individual and/or team performance within the simulation; guide the learning; focus on cognitive/psychological simulation fidelity; form a mutual partnership between subject matter experts and learning experts; and ensure that the training program worked. CONCLUSION The health care community can gain significantly from using simulation-based training to reduce errors and improve patient safety when it is designed and delivered appropriately.

The use of a team-based strategy for organizational transformation: guidance for moving toward a high reliability organization

Organizations are operating in increasingly complex , dynamic and even ambiguous environments. In response , many organizations have turned to the use of teams and employ a highly proactive strategy to business (i.e. attempting to estimate all possibilities). However , within a complex environment being proactive is not enough , organizations must also promote resilience in order to adapt to a wide range of situations and do so while maintaining an impressive safety record. Organizations that are able to accomplish this are known as high reliability organizations (HROs). While much about HROs is known , less is known about how non-HROs can make the journey to becoming an HRO. Therefore , the purpose of this paper is two-fold. First , the theory is extended behind HROs by developing a theoretical framework that serves to illustrate this process. In doing so , information was extracted and integrated from the literature on organizational theory (i.e. institutional theory) and change (i.e. change process) with that of HROs. Secondly , this framework was used , along with a case example of a HRO (i.e. aviation) to extract guidance as to how non-HROs might travel through the change process (i.e. using a team-based strategy). Along the way , prescriptive guidance is offered where felt appropriate.

A Checklist for Crew Resource Management Training

Following this checklist will help to ensure proper design, delivery, and evaluation of CRM training — and ensure transfer of training to the job.

Crew Resource Management Training Research, Practice, and Lessons Learned:

Crew resource management (CRM) training was introduced to the aviation community in 1979. Since then it has evolved and matured and is now being applied in a number of domains, including health care and offshore oil production. There is abundant literature resulting from research in the area, but there is no recent comprehensive review of the origins, current state, and future direction of CRM. The purpose of this chapter is to perform that review and provide the reader with an understanding of the research, practice, and training associated with CRM. We also provide a number of lessons learned based on the literature and our observations, as well as future needs of the community.

Myths About Crew Resource Management Training

The science of individual and team training contradicts a number of mistaken assumptions about training effectiveness.

12. CHALLENGES AND APPROACHES TO UNDERSTANDING LEADERSHIP EFFICACY IN MULTI-CULTURAL TEAMS

Fostered by technological developments and globalization, culturally diverse teams are becoming a mainstay of organizational strategy. As the use of multi-cultural teams continues to increase, it becomes paramount to understand the mechanism(s) by which leaders can promote effectiveness within these teams. Despite this need, there are numerous challenges facing those who seek to understand these phenomena and move science and practice forward. The purpose of this chapter is to present a few of these challenges and approaches which can assist in mitigating these challenges. Finally, we identify what we see as key research needs within this area.