SMARTER Teamwork: System for Management, Assessment, Research, Training, Education, and Remediation for Teamwork
SMARTER Teamwork: System for Management, Assessment, Research, Training, Education, and Remediation for Teamwork
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SMARTER Teamwork：团队合作管理、评估、研究、培训、教育和补救系统
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Shirley Sonesh
中科院分区：
文献类型：
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作者：
M. Ohland;M. Loughry;R. Layton;R. Lyons;D. Ferguson;K. Heyne;T. Driskell;D. Woehr;H. Pomeranz;E. Salas;Andrew C. Loignon;Shirley Sonesh
快速采用Team-Maker和团队成员有效性综合评估（CATME），团队组建和同行评价的工具，使其能够扩展其成功，对高等教育团队技能的发展产生重大影响。基于网络的系统被全球200多个机构的700多名教师使用。本文及其随附的海报将描述扩大这些工具的范围，成为一个完整的系统，在本科教育的团队合作管理的战略。团队合作的管理、评估、研究、培训、教育和补救系统（Smarter Teamwork）有三个具体目标：1）通过为学生提供培训和反馈，使他们能够在团队中工作，2）通过为他们提供信息和工具，以促进最佳实践，使教师能够管理学生团队，以及3）通过扩大系统的能力来收集更多类型的数据，使研究人员能够了解团队，以便通过安全的研究人员界面来研究更广泛的研究问题。该项目的三个目标以分层方式相互支持：研究为教师实践提供信息，教师决定学生的体验，如果根据研究结果进行良好管理，学生就能团队合作。我们实现这些目标的策略是基于一个广为接受的培训模式，该模式有五个要素：信息，演示，实践，反馈和补救。对每一组人的预期结果不同。对于学生来说，无论是个人的成果，如学生的学习，和团队的成果，如共享的心理模型的发展，是预期的。对于教师，个人的成果，如教师的学习和教师的满意度是预期的。研究人员的成果将是社区成果，即研究团队以外的利益攸关方的利益，例如为团队理论提供新知识和传播最佳做法。衡量这些成果是项目评价计划的基础。研究概述。图1总结了拟议的SMARTER团队合作研究的广泛和深入范围。该图涉及该项目的三大研究目标，受影响的人，实现目标的战略和可衡量的成果。目标.这项工作有三个目标：1），使学生能够在团队中工作; 2），使教师能够管理团队; 3），使这个研究团队能够理解学生团队。这些目标以分层的方式相互支持：研究为教师实践提供信息，教师决定学生的经验，如果根据研究结果进行良好管理，应该使学生能够在团队中工作。人人是将使用所提出的系统的群体：学生、教师和研究人员。人的层次结构反映了目标的层次结构：研究团队的工作支持教师的工作，这反过来又支持学生及其团队的工作。图1.团队合作的管理、评估、研究、培训、教育和补救系统决定了信息的环境1。为什么团队很重要2什么是优秀的团队成员3 SMARTER Teamwork工具包概述
The rapid adoption of Team-Maker and the Comprehensive Assessment of Team Member Effectiveness (CATME), tools for team formation and peer evaluation, make it possible to extend their success to have a significant impact on the development of team skills in higher education. The web-based systems are used by over 700 faculty at over 200 institutions internationally. This paper and its accompanying poster will describe strategies for broadening the scope of those tools into a complete system for the management of teamwork in undergraduate education. The System for the Management, Assessment, Research, Training, Education, and Remediation of Teamwork (SMARTER Teamwork) has three specific goals: 1) to equip students to work in teams by providing them with training and feedback, 2) to equip faculty to manage student teams by providing them with information and tools to facilitate best practices, and 3) to equip researchers to understand teams by broadening the system’s capabilities to collect additional types of data so that a wider range of research questions can be studied through a secure researcher interface. The three goals of the project support each other in hierarchical fashion: research informs faculty practice, faculty determine the students’ experience, which, if well managed based on research findings, equips students to work in teams. Our strategies for achieving these goals are based on a well-accepted training model that has five elements: information, demonstration, practice, feedback, and remediation. Different outcomes are expected for each group of people. For the students, both individual outcomes, such as student learning, and team outcomes, such as the development of shared mental models, are expected. For the faculty, individual outcomes such as faculty learning and faculty satisfaction are expected. The outcomes for researchers will be community outcomes, that is, benefits for stakeholders outside the research team, such as generating new knowledge for teaming theory and disseminating best practices. Measuring these outcomes is the basis for the project’s evaluation plan. Research Overview. The broad and deep scope of the proposed SMARTER Teamwork research is summarized in Figure 1. The figure addresses the project’s three broad research goals, people impacted, strategies for achieving the goals, and measureable outcomes. Goals. The proposed work has three goals: 1), equip students to work in teams; 2), equip faculty to manage teams; and 3), equip this research team to understand student teams. These goals support each other in hierarchical fashion: research informs faculty practice, faculty determine the students’ experience, which, if well managed based on research findings, should equip students to work in teams. People. People are the groups that will use the proposed system: students, faculty, and researchers. The hierarchy of people reflects the hierarchy of goals: the work of the research team supports the work of faculty, which in turn supports the work of students and their teams. Figure 1. System for the Management, Assessment, Research, Training, Education, and Remediation for Teamwork informs determines the environment for INFORMATION 1. Why teams are important 2. What makes a good team member 3. Overview of SMARTER Teamwork toolkit