Learning not to underestimate: Understanding the dynamics of women’s underestimation in groups

Self-beliefs, Transactive Memory Systems, and Collective Identification in Teams: Articulating the Socio-Cognitive Underpinnings of COHUMAIN

Socio-cognitive theory conceptualizes individual contributors as both enactors of cognitive processes and targets of a social context's determinative influences. The present research investigates how contributors' metacognition or self-beliefs, combine with others' views of themselves to inform collective team states related to learning about other agents (i.e., transactive memory systems) and forming social attachments with other agents (i.e., collective team identification), both important teamwork states that have implications for team collective intelligence. We test the predictions in a longitudinal study with 78 teams. Additionally, we provide interview data from industry experts in human-artificial intelligence teams. Our findings contribute to an emerging socio-cognitive architecture for COllective HUman-MAchine INtelligence (i.e., COHUMAIN) by articulating its underpinnings in individual and collective cognition and metacognition. Our resulting model has implications for the critical inputs necessary to design and enable a higher level of integration of human and machine teammates.

Learn in Order to Innovate: An Exploration of Individual and Team Learning as Antecedents of Innovative Work Behaviours in Ghanaian Technical Universities

Ghanaian higher education is continuously transforming, and teachers are constantly encouraged to innovate and change. We test a mediated-moderation model that assesses interplays among individual learning (IL), team learning (TL), gender, and innovative work behaviours (IWB) in a sample of 487 lecturers from six technical universities in Ghana. Results suggest that team learning mediates the influence of individual learning on IWB, and gender moderates the remaining direct association between individual learning and IWB such that individual learning appears conducive to IWB among men but not women. This study encourages focusing on team learning to drive knowledge-sharing within and across faculties to generate sustainable innovative outcomes, and it points to ways in which higher education managers and human resources practitioners can invest in human resources to enhance IWB and, subsequently, performance in higher education.

Use of the Nursing Outcomes Classification (NOC) to measure perceived knowledge about the control of SARS-CoV-2 infection: The impact of a training program in primary healthcare professionals

PURPOSE

To analyze the impact of an online training intervention on primary healthcare professionals in Tenerife (Canary Islands, Spain), evaluating the perceived knowledge about prevention and control of SARS-CoV-2 infection using the NOC outcome "Knowledge: Infection management" [1842].

METHODS

Quasi-experimental design with prepost analysis of 12 indicators. The participants were the 705 primary healthcare professionals, both healthcare professionals and nonhealthcare professionals, who completed the online training program prepared and implemented by nurses in the teaching and research fields between May and July 2020. The change in the perceived level of knowledge before and after, as well as other associations between this knowledge and the other variables included in the study, were confirmed.

FINDINGS

The results of the study describe significant differences in the change between pre- and posttraining for all indicators included in the comparison.

CONCLUSIONS

This research shows the effectiveness of an online training program, appropriate for the need for social distancing required by the pandemic, in improving the knowledge of primary healthcare professionals about prevention and control of COVID-19. It also describes a new context for the use of the Nursing Outcomes Classification (NOC) through a training program organized and led by nurses.

IMPLICATIONS FOR NURSING PRACTICE

Our results suggest that the NOC classification is useful for assessing perceived knowledge about prevention and control of SARS-CoV-2 infection in the community among primary healthcare professionals. This study also provides evidence of the effectiveness of a nurse-led, nurse-designed online training intervention. To this end, the outcome criterion "Knowledge: Infection management" [1842] was used and its 12 original indicators were operationally defined. Overall, this study proposes a useful new framework for the NOC taxonomy, which, in addition to being intended for the assessment of outcomes among patients, families, and communities, is versatile enough to assess knowledge outcomes among professionals as well.

Team Learning, Work Behaviors, and Performance: A Qualitative Case Study of a Technical University in Ghana

Higher education institutions in Ghana have a lot of expectations but appear to be facing contemporary challenges. Using five focus groups, this study explores individual learning, team learning, organizational citizenship behaviors, leader–member exchanges, innovative work behaviors, and performance in a Ghanaian technical university. Interactive exchanges suggest that individual social behaviors and leadership exchanges are important to higher educational institutions (HEIs). Both stakeholders and managers should activate these behaviors and leadership qualities to enhance performance. The inherent benefits help both faculty and HEIs fulfill their core mandates of teaching, research, and community service. With these, they remain globally competitive given challenges, dynamism, and expected performance from both faculty and HEIs as agents of socio-economic development. This study informs on underlying mechanisms that affect engagement in some of these behaviors, including the effect of culture as an inhibitor of women’s innovative behaviors. Next to that, it provides both theoretical and practical evidence for stakeholders, especially HEI managers, regarding how to increase faculty members’ efficiencies and performance. Finally, the study offers both recommendations and directions for future research.

Multiple Team Membership, Performance, and Confidence in Estimation Tasks

Multiple team membership (MTM) is a form of work organization extensively used nowadays to flexibly deploy human resources across multiple simultaneous projects. Individual members bring in their cognitive resources in these multiple teams and at the same time use the resources and competencies developed while working together. We test in an experimental study whether working in MTM as compared to a single team yields more individual performance benefits in estimation tasks. Our results fully support the group-to-individual (G-I) transfer of learning, yet the hypothesized benefits of knowledge variety and broader access to meta-knowledge relevant to the task in MTM as compared to single teams were not supported. In addition, we show that individual estimates improve only when members are part of groups with low or average collective estimation errors, while confidence in individual estimates significantly increases only when the collective confidence in the group estimates is average or high. The study opens valuable venues for using the dynamic model of G-I transfer of learning to explore individual learning in MTM.