Team Situation Awareness

An important part of the process that enables us to improve ourselves as musicians in group music making involves developing an awareness of our personal attributes as they are displayed in the rehearsal. In order to help students become more aware of themselves and of their band members’ personal attributes as they rehearse, a peer assessment system was established. The project was piloted and developed at Barnsley College and University of Huddersfield (Barnsley Campus) with first year undergraduates on the BA Popular Music course across 2000–2008. Individuals agreed to allow their bands to identify particular personal attributes for each member that, they felt, could be improved and used as peer assessment criteria. In-depth interviews were conducted with 16 students over a 4-year period and the following areas emerged as a focus of these: self-knowledge, feedback, confidence, honesty. The study has implications for devising peer assessment systems that are responsive to individual learners and their unique needs. It also suggests the desirability of providing peer assessment activities that might foster trust among participants and, if so, supports the provision of exceptional feedback. Now in its ninth year, this system has been refined into a model.


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Five second line emergency handling teams within hydrocarbon energy industry were studied while they performed a scripted training scenario. To have the same knowledge as the team leader was used as an objective index of situation awareness (SA). Self-assessment of performance proved a poor indicator of objective SA. Objective SA varied according to team membership, but not according to roles in the team. Heart rate variability correlated with some objective SA measures, but not with self-report measures of SA.

This paper describes NESSIE1, an awareness environment for cooperative settings. Key
elements of NESSIE are an application independent generic infrastructure, an open and
extendable protocol including dynamic event types, and a set of sensors and
configurable indicators, both for discrete and contextual event notifications. Special
aspects of the NESSIE server are the support access control, reciprocity, event
transformation, the provision of different interaction methods, the implementation of a
subscription method that is based on interest profiles, as well as the possibility of sharing
profiles among groups. With the integration of real-world sensors and tangible interfaces
for the presentation of awareness information, NESSIE enables new ways to foster taskoriented
and social awareness.
Introduction

The clinical staff encounter important and common information problems which solving them often requires accurate, valid and reliable information that can be accessed and used in the shortest time. The purpose of this study was to investigate the effect of education and awareness components on the collaborative information seeking behavior among the clinical staff of Qazvin University of Medical Sciences during the implementation of research projects in 2020. This research was a semi-experimental study based on pre-test, post-test design. The statistical population of this study consists of 40 clinical staff working in hospitals. Data collection was done through a questionnaire. The results show that educational intervention had a significant effect on increasing the level of collaborative awareness of individuals as well as their participation in information seeking process (P<0.05). Evaluation of the structural equation model of CIS behavior with RMSEA= 0.058 and P value <0.05 showed that the model had a good fit. The results of evaluating the collaborative information seeking behavior of clinical staff showed increasing people’s awareness about collaboration methods, increasing
the level of interaction and group cooperation, and its representation in increasing team communication and division of tasks is well visible. Information sharing as an activity that is the result of cooperation and collaboration of individuals, enables participants to create collective knowledge, maintain collaborative awareness and create a common understanding. Information sharing can include the transfer of information needs and retrieved results, knowledge processing, and transfer of the team’s knowledge repositories.
Keywords: Collaborative Information Seeking Behavior, Team Awareness, Educational Intervention, Interaction

Linking intelligent-agent technologies with human teams requires a sophisticated understanding of concepts cutting across the psychological and computational sciences. This type of human-agent teamwork requires the blending of a complex set of attitudinal, behavioral, and cognitive components for coordination to proceed effectively. Similarly, Situation Awareness is a complex phenomenon that requires the integration of multiple individual and team level processes. While situation awareness has been studied extensively, comparatively little research has looked at the relation between socio-cognitive factors and situation awareness. In this paper, we present a representative framework for understanding how socio-cognitive factors can be used to augment our understanding of certain components of situation awareness. We then present a set of research propositions that can be explored in mixed reality simulation-based environments. This line of research explores the factors that drive the human component of human-agent interaction in order to understand how it is that performance in such teams can be simulated to improve coordinative processes.

ABSTRACT The objective of this study was to identify elements which contribute to shared understanding between elite handball players during a game, and more particularly in rapid attack situations.According to theTeam Cognition research shared understanding explain coordinations efficiency of team’s members in workplaces or sports settings. More precisely, we used Team Situation Awareness approach to study sharedness forms, contents and dynamics in Handball. Behavioral data from six elite players during nine selected offensive phases were recorded and supplemented by verbal data collected during self-confrontation interviews after the game. Data were analyzed in five stages: (1) generate offensive phases chronologies, (2) encode and examine players’ courses of action during each phase, (3) identify shared sequences, (4) analyze shared sequences meaning through players understanding to identify typical shared structures, (5) analyze shared contents and forms dynamics, (6) verify analysis validity. Results indicated seven typical shared sequences and four typical shared understanding between these six elite players.They also revealed handball play- ers. Seven typical shared sequences also arose in our study. The variability of sharedness forms depended on the number of players who shared informations during offensive phases. Shared dynamic during the match can be understood through data. In particular, this analysis shows that sharedness forms are local and punctual, alternating between two main modes of shared understanding: either a preestablished plan follow-up, together with possible adaptation to conclude a given action, or a real-time adaptation to the context of action. These results are discussed in three points: (1) variability of elements which contribute to coordination in a sport team, (2) context effects on shared structures and, (3) shared understanding dynamics related to situations and consequences for shared understanding’ construct.

"In CSCW, phrases such as ‘shared goal’ or ‘shared understanding’ are often used to denote what is taken to be a defining feature of cooperative work or at least what is thought to be an essential precondition of the orderliness without which cooperative work in practice is impossible; that is, these terms are used in an explanatory function.

To take but one example: In one of her articles on ‘situation awareness’ the much-cited Mica Endsley posits: ‘In a smoothly functioning team, each team member shares a common understanding of what is happening on those [Situation Awareness] elements that are common — that is, they have shared situation awareness, which refers to the overlap among the SA requirements of the team members.’ However, she prudently adds, ‘The concept of shared mental models is not universally heralded’ and ‘The development of shared mental models has not been the subject of much research’.

A ‘shared situation awareness’? A ‘shared mental model’? What does she mean?"

ABSTRACT Dynamic and Sharedness of collective perceived performance among expert sport team. The objective of this study was to analyze the evolution of shared elements about the perceived team performance. We focused on partners’ point of view during a handball match. According to the Team Situation Awareness framework, shared understanding explain coordinations efficiency of team&amp;#39;s members in workplaces or sports settings. Our work consisted in analyzing how experts of a domain judge their performance. Behavioral data from six elite players during nine selected offensive phases were recorded and supplemented by verbal data collected during self-confrontation interviews after the game. Inductive analysis resulted in three dimensions of perceived performance: isolated actions vs successions of actions; action flow vs skating in the string of action; judgment of safety vs insecurity. These results are discussed in three points: (1) the feeling of performance&amp;#39; notion, (2) the common points between collective efficacy and collective perceived performance, (3) the perceived performance and the helps or team workplaces.