Monitoring and Talking to the Room: Autochthonous Coordination Patterns in Team Interaction and Performance

• 成果类型: Article
• 署名作者: Kolbe, Michaela; Grote, Gudela; Waller, Mary J.; Wacker, Johannes; Grande, Bastian; Burtscher, Michael J.; Spahn, Donat R.
• 署名单位: Swiss Federal Institutes of Technology Domain; ETH Zurich; York University - Canada; University of Zurich; University Zurich Hospital; Swiss Federal Institutes of Technology Domain; ETH Zurich
• 刊物名称: JOURNAL OF APPLIED PSYCHOLOGY
• ISSN/ISSBN: 0021-9010
• DOI: 10.1037/a0037877
• 发表日期: 2014
• 页码: 1254-1267
• 关键词: interaction patterns; monitoring; speaking up; talking to the room; team coordination

摘要

This paper builds on and extends theory on team functioning in high-risk environments. We examined 2 implicit coordination behaviors that tend to emerge autochthonously within high-risk teams: team member monitoring and talking to the room. Focusing on nonrandom patterns of behavior, we examined sequential patterns of team member monitoring and talking to the room in higher- and lower-performing action teams working in a high-risk health care environment. Using behavior observation methods, we coded verbal and nonverbal behaviors of 27 anesthesia teams performing an induction of general anesthesia in a natural setting and assessed team performance with a Delphi-validated checklist-based performance measure. Lag sequential analyses revealed that higher-performing teams were characterized by patterns in which team member monitoring was followed by speaking up, providing assistance, and giving instructions and by patterns in which talking to the room was followed by further talking to the room and not followed by instructions. Higher- and lower-performing teams did not differ with respect to the frequency of team member monitoring and talking to the room occurrence. The results illustrate the importance of patterns of autochthonous coordination behaviors and demonstrate that the interaction patterns, as opposed to the behavior frequencies, discriminated higher-from lower-performing teams. Implications for future research and for team training are included.