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J M Schraagen

Publications and source records attributed to J M Schraagen.

3 recordsLinked to original sources

Effects of two types of intra-team feedback on developing a shared mental model in Command & Control teams.

In two studies, the effect of two types of intra-team feedback on developing a shared mental model in Command & Control teams was investigated. A distinction is made between performance monitoring and team self-correction. Performance monitoring is the ability of team members to monitor each other's task execution and give feedback during task execution. Team self-correction is the process in which team members engage in evaluating their performance and in determining their strategies after task execution. In two experiments the opportunity to engage in performance monitoring, respectively team self-correction, was varied systematically. Both performance monitoring as well as team self-correction appeared beneficial in the improvement of team performance. Teams that had the opportunity to engage in performance monitoring, however, performed better than teams that had the opportunity to engage in team self-correction.

Communication↗

Cognitive task analysis and innovation of training: the case of structured troubleshooting.

Troubleshooting is often a time-consuming and difficult activity. The question of how the training of novice technicians can be improved was the starting point of the research described in this article. A cognitive task analysis was carried out consisting of two preliminary observational studies on troubleshooting in naturalistic settings, combined with an interpretation of the data obtained in the context of the existing literature. On the basis of this cognitive task analysis, a new method for the training of troubleshooting was developed (structured troubleshooting), which combines a domain-independent strategy for troubleshooting with a context-dependent, multiple-level, functional decomposition of systems. This method has been systematically evaluated for its use in training. The results show that technicians trained in structured troubleshooting solve twice as many malfunctions, in less time, than those trained in the traditional way. Moreover, structured troubleshooting can be taught in less time than can traditional troubleshooting. Finally, technicians learn to troubleshoot in an explicit and uniform way. These advantages of structured troubleshooting ultimately lead to a reduction in training and troubleshooting costs.

Cognitive Science↗