A Meta‐analysis of Teamwork Processes: Tests of a Multidimensional Model and Relationships With Team Effectiveness Criteria

Abstract

Drawing from Marks, Mathieu, and Zaccaro (2001), we proposed that narrowly focused teamwork processes load onto 3 higher‐order teamwork process dimensions, which in turn load onto a general teamwork process factor. Results of model testing using meta‐analyses of relationships among narrow teamwork processes provided support for the structure of this multidimensional theory of teamwork process. Meta‐analytic results also indicated that teamwork processes have positive relationships with team performance and member satisfaction, and that the relationships are similar across the teamwork dimensions and levels of process specificity. Supplemental analyses revealed that the 3 intermediate‐level teamwork processes are positively and strongly related to cohesion and potency. Results of moderator analyses suggested that relationships among teamwork processes and team performance are somewhat dependent on task interdependence and team size.

Goal setting in teams: The impact of learning and performance goals on process and performance

“…Another limitation of our study is that we focused on team coordination, yet prior research suggests there is a broader range of team processes that can contribute to team performance (LePine, Piccolo, Jackson, Mathieu, & Saul, 2008;Marks et al, 2001). For example, it is possible that different types of goals influence not only coordination, but also strategy formulation and planning processes, as well as emergent states, such as collective efficacy (DeRue, Hollenbeck, Ilgen, & Feltz, 2010;Marks et al, 2001;Weldon et al, 1991;Weldon & Weingart, 1993).…”

Nursing students’ experiences of multiprofessional simulation education

“…Earlier studies have also revealed the importance of feedback and reflection for professional growth. [12,13,23] Besides simulation, other joint education options can be useful when seeking to promote nurse-practical nurse collaboration in clinical nursing. [39] Focusing on generic competencies besides technical skills in multi and transprofessional education has been suggested to enhance effective team work and patient safety in health services.…”

“…[5,7,23] To sum up, all the dynamic interaction, collaboration, coordination and management processes occurring in teams have an effect on patient safety and quality, and also on worker satisfaction and feelings of success. [10][11][12][13] In consequence, teamwork is one of the essential skills that can and should be practiced to promote collaboration and reduce errors. [23,24] Successful multiprofessional teamwork has the benefits of combining skills and knowledge, crossing boundaries and creating effective networks to develop a more client-centered approach.…”

“…The latter include for example situational awareness and stress resistance. [1,[10][11][12][13][14][15][16][17] Participants also need to become aware of the limits of their competence. Multiprofessional collaboration does not just "happen" when people start working together; it requires interaction skills, trust and an open atmosphere.…”

“…[18] Research indicates that many of these competencies can be effectively practiced using action-based learning methods. [1,[10][11][12][13][14][15][16][17] Simulation is a safe method of practicing multiprofessional teamwork in a controlled environment. The learning takes place in nearly authentic clinical situations, according to carefully planned learning aims and contents.…”