How Diverse Task Experience Affects Both Group and Subsequent Individual Performance.

Task demonstrability defines the criteria that, when met, facilitate the effective exchange of knowledge within a problem-solving group. The extent to which those criteria are met should vary as a consequence of the relevant experiences that members have prior to entering the group. We investigate whether group members' ability to coordinate with one another is facilitated by their prior task-related experiences.

Sustaining outcomes research in residential treatment: A 15-year study of the Gould Farm program.

We present findings from a study of outcomes of residential treatment for people who have mental illness, primarily schizophrenia-spectrum and bipolar disorders. The study assesses a range of individual variables before and after participation in the program, to examine clinical and personal recovery and facilitate program improvement. To our knowledge, it is the longest ongoing outcomes study (15+ years) of its kind.

In the same group but moving in different directions: Coordination effects in tasks with simultaneous intellective and judgmental performance criteria.

Cooperative work can seldom be meaningfully reduced to a single performance criterion. However, there is little theory regarding how groups address tasks with multiple success criteria. Generalizing from the theory of task demonstrability we offer a foundation for understanding group performance on multifaceted tasks that includes a focus on subtask performance, overall performance, and the subjective experience of group members.

Phased training for high-reliability occupations: live-fire exercises for civilian firefighters.

Objective: The aim of this study was to assess whether the stress reduction effects of phased training culminating in repeated exposure to a stressful scenario generalize to new scenarios.

Background: High-reliability occupations require personnel to operate in stressful situations involving complex environments, high degrees of uncertainty and time pressure, and severe consequences for mistakes. One method of training for such environments culminates in practice in high-fidelity, highly stressful simulations.

Leveraging member expertise to improve knowledge transfer and demonstrability in groups.

Group success is dependent on both the knowledge of group members and the extent to which the group can access this knowledge. This research focuses on promoting effective knowledge transfer in group members by facilitating their use of extant knowledge when solving novel problems and examines how this affects subsequent discussion, decision making, and performance. Participants (N = 540) answered a series of estimation items individually or in a group.

Motivated self-stereotyping: heightened assimilation and differentiation needs result in increased levels of positive and negative self-stereotyping.

This research was conducted to explore the impact of assimilation and differentiation needs on content-specific self-stereotyping. According to optimal distinctiveness theory (M. B.