Trust and team performance: A meta-analysis of main effects, moderators, and covariates.

Under what conditions do team learning behaviors best predict team performance? The current meta-analytic efforts synthesize results from 113 effect sizes and 7758 teams to investigate how different conceptualizations (fundamental, intrateam, and interteam), team characteristics (team size and team familiarity), task characteristics (interdependence, complexity, and type), and methodological characteristics (students vs. nonstudents and measurement choice) affect the relationship between team learning behaviors and team performance. Our results suggest that while different conceptualizations of team learning behaviors independently predict performance, only intrateam learning behaviors uniquely predict performance. A more in-depth investigation into the moderating conditions contradicts the familiar adage of “it depends.” The strength of the relationship between intrateam learning behaviors and team performance did not depend on team familiarity, task complexity, or sample type. However, our results suggested this relationship was stronger in larger teams, teams with moderate task interdependence, teams performing project/action tasks, and studies that use measures that capture a wider breadth of the team learning behavior construct space. These efforts suggest that common boundary conditions do not moderate this relationship. Scholars can leverage these results to develop more comprehensive theories addressing the different conceptualizations of team learning behaviors as well as providing clarity on the scenarios where team learning behaviors are most needed. Further, practitioners can use our results to develop more guided team-based policies that can overcome some of the challenges of forming and developing learning teams.

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Are operating room distractions, interruptions, and disruptions associated with performance and patient safety? A systematic review and meta-analysis

International Journal for Quality in Health Care ◽

10.1093/intqhc/mzab068 ◽

2021 ◽

Author(s):

Ryan D McMullan ◽

Rachel Urwin ◽

Peter Gates ◽

Neroli Sunderland ◽

Johanna I Westbrook

Keyword(s):

Patient Safety ◽

Operating Room ◽

Random Effects ◽

Team Performance ◽

Operative Time ◽

Meta Analysis ◽

Individual Performance ◽

Negative Effects ◽

Total Operative Time ◽

Operative Duration

Abstract Background The operating room (OR) is a complex environment in which distractions, interruptions, and disruptions (DIDs) are frequent. Our aim was to synthesise research on the relationships between DIDs and (a) operative duration, (b) team performance, (c) individual performance, and (d) patient safety outcomes; in order to better understand how interventions can be designed to mitigate the negative effects of DIDs. Methods Electronic databases (MEDLINE, Embase, CINAHL, PsycINFO) and reference lists were systematically searched. Included studies were required to report quantitative outcomes of the association between DIDs and team performance, individual performance, and patient safety. Two reviewers independently screened articles for inclusion, assessed study quality, and extracted data. A random effects meta-analysis was performed on a subset of studies reporting total operative time and DIDs. Results Twenty-seven studies were identified. The majority were prospective observational studies (n=15), of moderate quality (n=15). DIDs were often defined, measured, and interpreted differently in studies. DIDs were significantly associated with: extended operative duration (n=8), impaired team performance (n=6), self-reported errors by colleagues (n=1), surgical errors (n=1), increased risk and incidence of surgical site infection (n=4), and fewer patient safety checks (n=1). A random effects meta-analysis showed that the proportion of total operative time due to DIDs was 22.0% (95% CI 15.7-29.9). Conclusion DIDs in surgery are associated with a range of negative outcomes. However, significant knowledge gaps exist about the mechanisms that underlie these relationships, as well as the potential clinical and non-clinical benefits that DIDs may deliver. Available evidence indicates that interventions to reduce the negative effects of DIDs are warranted, but current evidence is not sufficient to make recommendations about potentially useful interventions.

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Random main effects of treatment: A case study with a network meta-analysis

Biometrical Journal ◽

10.1002/bimj.201700265 ◽

2019 ◽

Vol 61 (2) ◽

pp. 379-390 ◽

Cited By ~ 1

Author(s):

Stephen Senn ◽

Susanne Schmitz ◽

Anna Schritz ◽

Samir Salah

Keyword(s):

Meta Analysis ◽

Main Effects

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Team tenure and team performance: A meta‐analysis and process model

Personnel Psychology ◽

10.1111/peps.12319 ◽

2019 ◽

Vol 73 (1) ◽

pp. 151-198 ◽

Cited By ~ 2

Author(s):

Erik Gonzalez‐Mulé ◽

Bethany S. Cockburn ◽

Brian W. McCormick ◽

Peng Zhao

Keyword(s):

Team Performance ◽

Process Model ◽

Meta Analysis

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Does Team Training Improve Team Performance? A Meta-Analysis

Human Factors The Journal of the Human Factors and Ergonomics Society ◽

10.1518/001872008x375009 ◽

2008 ◽

Vol 50 (6) ◽

pp. 903-933 ◽

Cited By ~ 336

Author(s):

Eduardo Salas ◽

Deborah DiazGranados ◽

Cameron Klein ◽

C. Shawn Burke ◽

Kevin C. Stagl ◽

...

Keyword(s):

Team Performance ◽

Meta Analysis ◽

Team Training

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Athlete Characteristics and Team Competitive Performance as Moderators for the Relationship Between Coach Transformational Leadership and Athlete Performance

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.2015-0182 ◽

2016 ◽

Vol 38 (3) ◽

pp. 268-281 ◽

Cited By ~ 9

Author(s):

Kai C. Bormann ◽

Paul Schulte-Coerne ◽

Mathias Diebig ◽

Jens Rowold

Keyword(s):

Transformational Leadership ◽

Team Performance ◽

Individual Performance ◽

Intellectual Stimulation ◽

Moderating Effects ◽

Competitive Performance ◽

Strong Focus ◽

Source Sample ◽

Main Effects ◽

Player Performance

The goal of this study is to examine the effects of coaches’ transformational leadership on player performance. To advance existing research, we examine (a) effects on individual and team performance and (b) consider joint moderating effects of players’ win orientation and teams’ competitive performance on the leadership– individual performance link. In a three-source sample from German handball teams, we collected data on 336 players and 30 coaches and teams. Results showed positive main effects of transformational leadership’s facet of articulating a vision (AV) on team and individual performance and negative main effects of providing an appropriate model (PAM) on team performance. With regard to moderating effects, AV increased and PAM decreased individual performance when both moderators were low, and intellectual stimulation had a positive effect when both were high. This study expands insights into the potential and limitation of transformational leadership with a strong focus on the role of situational contingencies.

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TBLT implementation and evaluation: A meta-analysis

Language Teaching Research ◽

10.1177/1362168817744389 ◽

2017 ◽

Vol 23 (5) ◽

pp. 603-632 ◽

Cited By ~ 3

Author(s):

Lara Bryfonski ◽

Todd H. McKay

Keyword(s):

Meta Analysis ◽

Future Research ◽

Language Program ◽

Language Programs ◽

Language Classrooms ◽

L2 Development ◽

Meta Analyses ◽

Traditional Grammar ◽

Authentic Language ◽

Main Effects

Task-based language teaching (TBLT) is an empirically investigated pedagogy that has garnered attention from language programs across the globe. TBLT provides an alternative to traditional grammar translation or present-practice-produce pedagogies by emphasizing interaction during authentic tasks. Despite several previous meta-analyses investigating the effect of individual tasks or short-term task-based treatments on second language (L2) development, no studies to date have synthesized the effects of long-term implementation of TBLT in authentic language classrooms. The present study uses meta-analytic techniques to investigate the effectiveness of TBLT programs on L2 learning. Findings based on a sample of 52 studies revealed an overall positive and strong effect ( d = 0.93) for TBLT implementation on a variety of learning outcomes. The study further examined a range of programmatic and methodological features that moderated these main-effects (program region, institution type, needs analysis, and cycles of implementation). Additionally, synthesizing across both quantitative and qualitative data, results also showed positive stakeholder perceptions towards TBLT programs. The study concludes with implications for the domain of TBLT implementation, language program evaluation, and future research in this domain.

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