Coupling Interactions and Performance: Predicting Team Performance from Thin Slices of Conflict

Jung, Malte

doi:10.1145/2753767

Cited by 35 publications

(12 citation statements)

References 91 publications

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“…Similarly, in a study by Lambert et al (2014) raters could accurately identify which partner in a couple cheated on the other by watching 3-to 5-min clips of the couple's interactions. Jung (2016) also provides evidence that a team's work performance could be predicted by thin slice ratings of the quality of interactions between different team members based on 15 min of observation.…”

Section: The Thin Slices Procedures In the Context Of Instructional Rementioning

confidence: 95%

Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction

2020

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In recent decades, the assessment of instructional quality has grown into a popular and well-funded arm of educational research. The present study contributes to this field by exploring first impressions of untrained raters as an innovative approach of assessment. We apply the thin slice procedure to obtain ratings of instructional quality along the dimensions of cognitive activation, classroom management, and constructive support based on only 30 s of classroom observations. Ratings were compared to the longitudinal data of students taught in the videos to investigate the connections between the brief glimpses into instructional quality and student learning. In addition, we included samples of raters with different backgrounds (university students, middle school students and educational research experts) to understand the differences in thin slice ratings with respect to their predictive power regarding student learning. Results suggest that each group provides reliable ratings, as measured by a high degree of agreement between raters, as well predictive ratings with respect to students' learning. Furthermore, we find experts' and middle school students' ratings of classroom management and constructive support, respectively, explain unique components of variance in student test scores. This incremental validity can be explained with the amount of implicit knowledge (experts) and an attunement to assess specific cues that is attributable to an emotional involvement (students).

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Section: The Thin Slices Procedures In the Context Of Instructional Rementioning

confidence: 95%

Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction

2020

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“…Perspective: Affective processes are a crucial in determining team performance. Through our work we found that how emotions were expressed and regulated over time during short episodes of a team's interaction predicted subjective as well as objective outcomes of teamwork weeks [] and even months ahead [7]. We currently don't know what impact robots have on these affective team processes.…”

Section: Jodi Forlizzi (Design)mentioning

confidence: 98%

Robots in Group Context

Jung

Beane

Forlizzi

et al. 2017

Proceedings of the 2017 CHI Conference Extended Abstracts on Human Factors in Computing Systems

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Over the last decade, the idea that robots could participate meaningfully in complex human contexts such as groups and organizations has developed from a promising vision into a reality. Robots now assist human collectives in simple tasks such as delivery through complex high-stakes tasks such as disaster response or surgery. Despite this dramatic increase, not much is known about how these systems affect and interact with the overall task oriented and social functioning of the groups and organizations they are embedded in and how we should design robots to support all aspects of such interactions. This panel brings together experts on design, robotics, organizational behavior, team dynamics and science and technology studies to discuss challenges and opportunities arising from the increased participation of robots in teams groups and organizations.

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“…Not having colocated teams makes collaboration, role identification, and trust difficult; moreover, the progressive trends of globalization and specialization in the construction industry make collaboration between design stakeholders in distant locations crucial [59]. This latter point has generated great interest in the study of team dynamics and emotions [60] and mental models [61] to integrate and coordinate design teams in the construction industry.…”

Section: Design Teams In the Construction Industry-cluster 2 (Green)mentioning

confidence: 99%

Problems and Challenges in the Interactions of Design Teams of Construction Projects: A Bibliometric Study

et al. 2021

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There is no comprehensive understanding of the problems that may impact the performance of the different actors that participate in the design of construction projects. In the absence of clarity about the problems and challenges that may impact the interactions, it is not possible to propose action plans to optimize the performance of the design teams. Therefore, this study proposes to identify the main problems and challenges in the interactions of design teams in building projects. A mixed review method is used to integrate bibliometric reviews, systematic reviews, and social network analysis to build a complete picture of the reviewed topic while highlighting certain key areas to ensure in-depth research. To achieve the objective of this work, the research was divided into three stages: (1) study of interactions in design teams; (2) identification of problems in design team interactions; and (3) study of problems in design team interactions. Through this study, four current major trends of research were identified: (1) Collaboration and BIM; (2) Design teams in the construction industry; (3) Design management; and (4) Collaborative design methodologies and processes. In addition, the most relevant problems or challenges within design team interactions arise in communication, collaboration, coordination, trust, and role identification.

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Coupling Interactions and Performance: Predicting Team Performance from Thin Slices of Conflict

Cited by 35 publications

References 91 publications

Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction

Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction

Robots in Group Context

Problems and Challenges in the Interactions of Design Teams of Construction Projects: A Bibliometric Study

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