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The Conceptual Framework of Factors Affecting Shared Mental Model.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Lee, Miyoung Johnson, Tristan E. Lee, Youngmin O'Connor, Debra L. Khalil, Mohammed K. |
| Copyright Year | 2004 |
| Abstract | Many researchers have paid attention to the potentiality and possibility of the shared mental model because it enables teammates to perform their job better by sharing team knowledge, skills, attitudes, dynamics and environments. Even though theoretical and experimental evidences provide a close relationship between the shared mental model and successful team performance, there has not been much consideration of the factors of the shared mental model that can show a causal relationship between it and team performance. Based on the reviews of existing studies, the purpose of this study is to specify what factors affect the shared mental model. For further research, it is necessary to conduct empirical studies that validate the causal relationship among the identified factors of shared mental models that affect team performance. Introduction Salas, Dickinson, Converse, and Tannenbaum(1992) define the term ‘team’ as “a distinguished set of two or more people: 1) who interact dynamically, interdependently, and adaptively toward a common and valued goal, object, or mission; 2) who have been assigned specific roles or functions to perform; and 3) who have a limited life span of membership.” For example, a team in corporate settings consists of two or more persons who have similar knowledge, skills, and backgrounds. Team memb ers have to achieve goals with similar missions and visions of the team to achieve better performance. Even though each team member has a specific role and responsibility, they should work together interdependently. To become a high performance team, it has been argued that each team member should share various factors such as team knowledge, skills, work attitude, as well as team dynamics and the environment surrounding them. In other words, team members should have a shared mental model that represent information regarding the team members’ knowledge, skills, attitudes, and behavioral tendencies to perform better across a lot of different domains (Griepentrog & Fleming, 2003). Terms such as team mental models, shared mental models, shared frames, teamwork schemas, transactional memory, and socio cognition have been interchangeably used by researchers to explain variance in team development, performance, strategic problem definition, strategic decision making, and organizational performance (Klimoski & Muhammed, 1994). In short, the shared mental model can be defined as a representation of shared knowledge regarding the team, the team’s objectives, and information of team processes, communication, coordination, adaptation, roles, behavior patterns, and interactions (Klimoski & Mohammed, 1994). A great deal of research has been done on shared mental models. For instance, Cannon-Bowers and his research colleagues (1993), Kraiger and Wenzel (1997), and Klimoski and Mohammed (1994) have all provided extensive reviews and research on shared mental models. In addition, they have attempted to analyze the relationship between shared mental models and team performance. Numerous studies have shown that a shared mental model improves team coordination and performance (Cannon-Bowers, Salas, and Converse, 1993; Klimoski & Mohamed, 1994). In addition, the shared mental model has potential value as an explanatory mechanism, which helps team members to understand team performance by explaining how effectively team members interact with one another. Expert research has also shown that team members of high performance teams could often coordinate their behaviors without the need to communicate (Cannon-Bowers et al., 1993). In addition, when team members share knowledge, it enables them to interpret cues in similar manners, make compatible decisions, and take appropriate actions (Klimoski & Mohammed, 1994). A shared mental model also helps team members explain other members’ actions, understand what is going on with the task, develop accurate expectations about future member actions and task states, and communicate meanings efficiently. Many studies have been done to |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED485027.pdf |
| Alternate Webpage(s) | http://files.eric.ed.gov/fulltext/ED485027.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
