These shared beliefs vary in the extent to which they take a learning approach to failure – specifically in the extent to which they endorse identifying, discussing, and analysing mistakes, problems, and conflicts. We hypothesize that people hold tacit beliefs about appropriate responses to mistakes, problems and conflict, and that these are shared within and vary between organizational work groups (H1). We argue that the popular ideal of organizational learning from failure is likely to be impeded by powerful psychological and organizational barriers to engaging in behaviors through which this can occur. This paper contributes to a growing body of research on shared cognition by examining shared beliefs about failure in organizational work groups. In the early stage of the courses, general team knowledge, resource, and environment explained a significant amount of variance in students’ course satisfaction. Additionally, attitudes towards teammates and task were closely linked with effective team performance and students satisfaction. Team performance increased significantly over the courses. Results indicated that Team-SMM and students’ course satisfaction changed slightly over time but the change was not statistically significant. Data analysis was conducted using repeated measures ANOVA and multiple linear regression techniques. The data were obtained via two online questionnaires (shared mental model instrument and Course Satisfaction Scale) administered throughout Spring 2010. Forty-eight preservice teachers from two undergraduate blended courses participated in this study. The purpose of the study was to examine how team shared mental model (SMM), team performance, and students’ course satisfaction change over time and how Team-SMM affects team performance and students’ course satisfaction. KeywordsTeam assessment-Team diagnostics-Shared mental models-Team learning-Team interventions-Team development Team problems thereby guiding the selection of team performance interventions ultimately mitigating team problems and improving With this information, team members, leaders, and coaches can better anticipate In specific areas of teammates’ mental models. Based on theĪlignment and degree of response, this measure can be used to assess the level of team synergy as well as determine misalignment Is used to assess the current state of team alignment with respect to the five team-related knowledge factors. Skills, attitude toward teammates and task, team dynamics and interactions, and team resources and working environment), TADI Using the results of this five-factor model (including general task and team knowledge, general task and communication This chapter focuses on the application of the Team Assessment and Diagnostic Instrument That have been employed to measure shared knowledge, Johnson and colleagues (2007) developed and validated an instrument for
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