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Group Dynamics: Theory, Research, and Practice Editor: David Marcus, Phd Group Dynamics: Theory, Research, and Practice Editor: David Marcus, PhD Journal Information Current issue feed Set PsycALERT: New issue update by email 2014 Volume 18, Issue 2 (Jun) Teamwork Competency Test (TWCT): A step forward on measuring teamwork competencies. Pages 101­121 Aguado, David; Rico, Ramón; Sánchez­Manzanares, Miriam; Salas, Eduardo Abstract | Full Text PDF | Full Text HTML | Permissions | The effect of different phases of synchrony on pain threshold. Pages 122­128 Sullivan, Philip J.; Rickers, Kate; Gammage, Kimberley L. Abstract | Full Text PDF | Full Text HTML | Permissions | Reactions to social inclusion and ostracism as a function of perceived in­group similarity. Pages 129­137 Sacco, Donald F.; Bernstein, Michael J.; Young, Steven G.; Hugenberg, Kurt Abstract | Full Text PDF | Full Text HTML | Permissions | Single­case designs in group work: Past applications, future directions. Pages 138­158 Macgowan, Mark J.; Wong, Stephen E. Abstract | Full Text PDF | Full Text HTML | Permissions | Team task conflict resolution: An examination of its linkages to team personality composition and team effectiveness outcomes. Pages 159­173 O’Neill, Thomas A.; Allen, Natalie J. Abstract | Full Text PDF | Full Text HTML | Permissions | The impact of group norms and behavioral congruence on the internalization of an illegal downloading behavior. Pages 174­188 Sansfaçon, Sophie; Amiot, Catherine E. Abstract | Full Text PDF | Full Text HTML | Permissions | Group Dynamics: Theory, Research, and Practice © 2014 American Psychological Association 2014, Vol. 18, No. 2, 101–121 1089-2699/14/$12.00 DOI: 10.1037/a0036098 Teamwork Competency Test (TWCT): A Step Forward on Measuring Teamwork Competencies David Aguado Ramón Rico Autonomous University of Madrid and Knowledge Autonomous University of Madrid Engineering Institute Miriam Sánchez-Manzanares Eduardo Salas Carlos III University of Madrid University of Central Florida The Teamwork Knowledge, Skill, Ability Test (TWKSAT), designed to assess team- work competencies, has been widely used in both applied and academic contexts. However, studies have brought to light a number of reliability problems in the test. In this article, we describe 3 studies that (a) examined the functioning of the TWKSAT (N ϭ 135); (b) investigated a new measure, the Teamwork Competency Test, including its metric properties (N ϭ 120); and (c) analyzed the convergent and predictive validity of the Teamwork Competency Test compared with the TWKSAT (N ϭ 91). Based on our results, we conclude that the TWKSAT does not adequately reflect the initial substantive model and has limitations with regard to reliability. The Teamwork Com- petency Test improves the TWKSAT by enhancing reliability, content validity, and substantiating the dimensional structure of the test. Keywords: teamwork test, teamwork competencies, team performance Work teams have responded effectively to the out of a mere “group of experts” (Lawler & global challenges of our times, providing orga- Worley, 2006). nizations with the benefits of adaptability, pro- Work teams bring to their mission much ductivity, and creativity above and beyond the more than just the behaviors directly related to contributions individuals can make on their own the task at hand. Their members need to interact (Kozlowski & Ilgen, 2006; Salas, Sims, & and cooperate if they are to synchronize effec- Burke, 2005). However, teamwork requires sev- tively (Salas et al., 2005; Salas, Sims, & Klein, eral competencies to allow its members to ef- 2004), which requires a specific set of behaviors fectively integrate their contributions, function that further the attainment of team goals. Em- as a unified whole, and make an “expert team” pirical evidence shows that measures of knowl- edge and skills related to both a specific task and teamwork predict individual performance in work contexts (e.g., McClough & Rogelberg, This article was published Online First May 12, 2014. 2003; Schmidt & Hunter, 1983). At the same David Aguado, Autonomous University of Madrid, Ma- This document is copyrighted by the American Psychological Association or one of its allied publishers. drid and Knowledge Engineering Institute; Ramón Rico, time, teams formed by people with strong team- This article is intended solely for the personal use of the individualAutonomous user and is not to be disseminated broadly. University of Madrid; Miriam Sánchez- work competencies display a specific range of Manzanares, Carlos III University of Madrid; Eduardo Sa- behaviors, including the use of integrative las, University of Central Florida. (win–win) as opposed to distributive (win–lose) This research was partially supported by the Office of Naval Research Collaboration and Knowledge Interoper- negotiating strategies. These findings are rele- ability Program and Office of Naval Research Multidis- vant as teams are often affected by interpersonal ciplinary University Research Initiative Grant conflicts and faulty cooperation, which hinder N000140610446. optimum performance (Hackman, 2002). The Correspondence concerning this article should be ad- dressed to David Aguado, Autonomous University of Ma- availability of an appropriate measure of team- drid, Ciudad Universitaria de Cantoblanco, Madrid 28049 work competencies may help minimize these Spain. E-mail: [email protected] problems (Stevens & Campion, 1994, 1999). 101 102 AGUADO, RICO, SÁNCHEZ-MANZANARES, AND SALAS Over recent decades, scholars increasingly Clough & Rogelberg, 2003; Stevens & Cam- have underlined the importance of teamwork pion, 1999). competencies for the effectiveness of groups However, studies employing the TWKSAT and work teams (e.g., Cannon-Bowers & Bow- have reported low levels of reliability (Athana- ers, 2011; Cannon-Bowers, Tannenbaum, Salas, saw, 2003; Chen et al., 2004; McClough & & Volpe, 1995; Chen, Donahue, & Klimoski, Rogelberg, 2003). Despite the TWKSAT’s ca- 2004; Leach, Wall, Rogelberg, & Jackson, pacity to predict individual performance in team 2005; Peeters, van Tuijl, Rutte, & Reymen, tasks, there are no studies addressing the causes 2006). In particular, Stevens and Campion of the test’s low reliability or explaining its (1994, 1999) proposed the Teamwork Knowl- dimensional structure. To resolve the problems edge, Skill, Ability Test (TWKSAT), which affecting the assessment of teamwork compe- identifies and measures five transportable team- tencies, we (a) examined the metric properties work competencies that are common to differ- of the TWKSAT items, as well as their content ent types of teams (see Figure 1) and have been validity and dimensional structure, and (b) pro- related to different performance criteria (Mc- pose a new measure based on the Stevens and I. Interpersonal KSAs 1. Conflict Resoluon Recognize team conflict. Recognize type and source of conflict and implement conflict resoluon strategies. Employ integrave (win-win) negoaon strategies. 2. Collaborave Problem Solving Idenfy situaons requiring parcipave group problem solving. Recognize the obstacles to collaborave group problem solving and implement correcve acons. 3. Communicaon Understand communicaon networks and ulize decentralized networks to enhance communicaon. Communicate open and supporvely. Listen in a non-evaluave way and use acve listening techniques. Maximize consonance between non-verbal and verbal messages, and recognize and interpret the non-verbal messages of others. Engage in ritual greengs and small talk. II. Self-management KSAs This document is copyrighted by the American Psychological Association or one of its allied publishers. 4. Goal Seng and Performance Management This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. Establish specific, challenging and accepted team goals. Monitor, evaluate, and provide feedback on both overall team performance and individual performance. 5. Planning and Task Coordinaon Coordinate and synchronize acvies, informaon, and task interdependences. Establish task and role expectaons of individual team members, and ensure proper balancing of workload in the team. Figure 1. The Stevens and Campion model. TEAMWORK COMPETENCY TEST 103 Campion (1994, 1999) model, analyzing its re- list) and self-management competencies (repre- liability and validity as a measure of teamwork sented by the last two items). This distinction is competencies. Although recently some tests based on the idea that team effectiveness de- have been proposed to capture knowledge on pends on its members’ ability to both manage teamwork (e.g., boundary-spanning activities, their relations appropriately and direct their ac- Marrone, Tesluk, & Carson, 2007; team roles, tions to carry out the tasks assigned by the Mumford, Van Iddekinge, Morgeson, & Cam- organization. pion, 2008), it is still necessary to develop tests Perhaps the most important contribution capable of assessing teamwork competencies to made by Stevens and Campion (1999) is the predict employees’ performance in teams and construction of the TWKSAT, which provides thus design and develop high-performance both practitioners and academics with an instru- teams. We aimed to improve the assessment of ment to measure key teamwork competencies. teamwork-related competencies in work set- The available evidence suggests that the tings, beyond the TWKSAT, one of the most TWKSAT has considerable predictive validity. popular measures in the field. Thus, the TWKSAT measure of employees in real work teams correlated with their perfor- The TWKSAT
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