Shannon L. Marlow

Saving lives: A meta-analysis of team training in healthcare.

As the nature of work becomes more complex, teams have become necessary to ensure effective functioning within organizations. The healthcare industry is no exception. As such, the prevalence of training interventions designed to optimize teamwork in this industry has increased substantially over the last 10 years (Weaver, Dy, & Rosen, 2014). Using Kirkpatricks (1956, 1996) training evaluation framework, we conducted a meta-analytic examination of healthcare team training to quantify its effectiveness and understand the conditions under which it is most successful. Results demonstrate that healthcare team training improves each of Kirkpatricks criteria (reactions, learning, transfer, results; d = .37 to .89). Second, findings indicate that healthcare team training is largely robust to trainee composition, training strategy, and characteristics of the work environment, with the only exception being the reduced effectiveness of team training programs that involve feedback. As a tertiary goal, we proposed and found empirical support for a sequential model of healthcare team training where team training affects results via learning, which leads to transfer, which increases results. We find support for this sequential model in the healthcare industry (i.e., the current meta-analysis) and in training across all industries (i.e., using meta-analytic estimates from Arthur, Bennett, Edens, & Bell, 2003), suggesting the sequential benefits of training are not unique to medical teams. Ultimately, this meta-analysis supports the expanded use of team training and points toward recommendations for optimizing its effectiveness within healthcare settings. (PsycINFO Database Record

The power of coaching: a meta-analytic investigation

Coaching is defined as a one-to-one relationship in which the coach and coachee work together to identify and achieve organisationally, professionally, and personally beneficial developmental goals. However, it is often unclear what the relative effects of coaching are on specific coaching outcomes. We adopt meta-analytic techniques to investigate the predictive power of coaching on coach–coachee relationship outcomes, and coachee goal-attainment outcomes. Our findings suggest that coaching has stronger effects on eliciting relationship outcomes with the coachee than goal-attainment outcomes. Moreover, of the goal-attainment outcomes, coaching has the strongest effect on behavioural changes as opposed to attitudinal changes. Sample type, study design, background of the coach, and number of coaching sessions all emerged as significant moderators. Implications of these findings are discussed.

Eliciting teamwork with game attributes

The modern workplace has become increasingly complex as a function of numerous factors, including technological and economic growth. Teams are more frequently implemented within organizations to facilitate high performance within these complex, dynamic conditions. Game-based training has become a common method of delivering training to teams, paralleling the recent trend towards gamification, which refers to integrating games into traditionally non-game based settings. However, the extant literature remains nascent as there is a dearth of theory relating independent game attributes to teamwork behaviors. Specifically, it is unknown why or how game-based training may foster desired competencies within teams. To address this gap, the present article conducts a systematic review to identify opportunities for research and potential relationships between game attributes and teamwork behaviors. These proposed relationships are ultimately intended to uncover the manner in which game-based training can be leveraged to facilitate effective teamwork. Existing research linking game-based training to teamwork is reviewed.Future research opportunities in the area of game-based training are identified.Propositions linking game-based training to teamwork are described.

Leadership training design, delivery, and implementation: A meta-analysis.

Recent estimates suggest that although a majority of funds in organizational training budgets tend to be allocated to leadership training (Ho, 2016; O’Leonard, 2014), only a small minority of organizations believe their leadership training programs are highly effective (Schwartz, Bersin, & Pelster, 2014), calling into question the effectiveness of current leadership development initiatives. To help address this issue, this meta-analysis estimates the extent to which leadership training is effective and identifies the conditions under which these programs are most effective. In doing so, we estimate the effectiveness of leadership training across four criteria (reactions, learning, transfer, and results; Kirkpatrick, 1959) using only employee data and we examine 15 moderators of training design and delivery to determine which elements are associated with the most effective leadership training interventions. Data from 335 independent samples suggest that leadership training is substantially more effective than previously thought, leading to improvements in reactions (&dgr; = .63), learning (&dgr; = .73), transfer (&dgr; = .82), and results (&dgr; = .72), the strength of these effects differs based on various design, delivery, and implementation characteristics. Moderator analyses support the use of needs analysis, feedback, multiple delivery methods (especially practice), spaced training sessions, a location that is on-site, and face-to-face delivery that is not self-administered. Results also suggest that the content of training, attendance policy, and duration influence the effectiveness of the training program. Practical implications for training development and theoretical implications for leadership and training literatures are discussed.

A Systematic Review of Team Training in Health Care: Ten Questions

BACKGROUND As a result of the recent proliferation of health care team training (HTT), there was a need to update previous systematic reviews examining the underlying structure driving team training initiatives. METHODS This investigation was guided by 10 research questions. A literature search identified 197 empirical samples detailing the evaluation of team training programs within the health care context; 1,764 measures of HTT effectiveness were identified within these samples. Trained coders extracted information related to study design and training development, implementation, and evaluation to calculate percentages detailing the prevalence of certain training features. RESULTS HTT was rarely informed by a training needs analysis (k = 47, 23.9%) and most commonly addressed communication strategies (k = 167, 84.8%). HTT programs that incorporated practice (k = 163, 82.7%) often employed high-fidelity patient simulators (k = 38, 25.2%) and provided participants with feedback opportunities (k = 107, 65.6%). Participants were typically practicing clinicians (k = 154, 78.2%) with a lower prevalence of health care students (k = 35, 17.8). Evaluations primarily relied on repeated measures designs (k = 123, 62.4%) and self-reported data (k = 1,257, 71.3%). Additional trends were identified and are discussed. CONCLUSIONS Many trends in HTT practice and evaluation were identified. The results of this review suggested that, in the literature, HTT programs are more frequently following recommendations for training design and implementation (for example, providing feedback) in comparison to findings from previous reviews. However, there were still many areas in which improvement could be achieved to improve patient care.

Performance Measures for Health Care Teams: A Review

Interest in effective health care teamwork has advanced in recent years. To ensure these teams are performing effectively, valid and reliable measurement is necessary. This review identifies and organizes information about measures of health care team performance by addressing the following objectives: (a) identify existing measures of health care team performance (k = 70), (b) summarize validity evidence (i.e., construct and content validity), (c) summarize reliability information (i.e., interrater/interobserver reliability and internal consistency), (d) summarize information pertaining to the use and implementation of the measures (i.e., generalizability, instrument type, and clarity of language), and (e) identify the teamwork content included in the measures. These findings can aid researchers and practitioners in selecting a measure that is appropriate for a specific context. This review also illuminates areas where future research is needed by identifying types of reliability, validity, and teamwork content that have been largely unaddressed.

Transforming Health Care One Team at a Time: Ten Observations and the Trail Ahead:

The present review synthesizes existing evidence and theory on the science of health care teams and health care team training. Ten observations are presented that capture the current state of the science, with applications to both researchers and practitioners. The observations are drawn from a variety of salient sources, including meta-analytic evidence, reviews of health care team training, primary investigations, and the authors’ collective expertise in developing and implementing medical team training. These observations provide insight into the team (e.g., psychological safety) and organizational-level (e.g., culture for teamwork) factors that drive effective health care teamwork, as well as advancements and best practices for designing and implementing team training initiatives (e.g., multilevel measurement). We highlight areas where new knowledge has emerged, and offer directions for future research that will continue to improve our understanding of health care teams in the future.

Bringing the Science of Team Training to School-Based Teams.

Teams are ubiquitous in schools in the 21st Century; yet training for effective teaming within these settings has lagged behind. The authors of this article developed 5 modules, grounded in the science of team training and adapted from an evidence-based curriculum used in medical settings called TeamSTEPPS®, to prepare instructional and administrative personnel for teamwork and to enhance their teamwork skills. The resulting 5 modules, available for download on the American Psychological Association website, are collectively called Teach Teamwork and include: Introduction to Teams and Teamwork, Communication, Mutual Support, Situation Monitoring, and Leadership. In this article, the modules and supplemental materials are described, along with recommendations for implementation.

The Influence of Textual Cues on First Impressions of an Email Sender

The present study experimentally manipulated the gender of an email sender, closing salutation, and sending mode (i.e., email sent via desktop computer/laptop as compared with email sent via a mobile device) to determine if these specific cues influence first impressions of the sender’s competence, professionalism, positive affect, and negative affect. Although no effect of sending mode was found, closing salutation influenced perceptions; females were viewed as less professional when using “Thanks!” as opposed to using “Best,” “Thank you,” or no salutation. However, in general, females were viewed as more professional than males, and “Thanks!” elicited perceptions of positive affect.

Team development interventions: Evidence-based approaches for improving teamwork.

The rate of teamwork and collaboration within the workforce has burgeoned over the years, and the use of teams is projected to continue increasing. With the rise of teamwork comes the need for interventions designed to enhance teamwork effectiveness. Successful teams produce desired outcomes; however, it is critical that team members demonstrate effective processes to achieve these outcomes. Team development interventions (TDIs) increase effective team competencies and processes, thereby leading to improvements in proximal and distal outcomes. The effectiveness of TDIs is evident across domains (e.g., education, health care, military, aviation), and they are applicable in a wide range of settings. To stimulate the adoption and effective use of TDIs, the current article provides a review of four types of evidence-based TDIs including team training, leadership training, team building, and team debriefing. In doing so, we aim to provide psychologists with an understanding of the scientific principles underlying TDIs and their impact on team dynamics. Moreover, we provide evidence-based recommendations regarding how to increase the effectiveness of TDIs as well as a discussion on future research needed within this domain.