Effective Team Performance Research Articles

An empirical examination of the emergence of collective psychological ownership in work team contexts

AbstractAs work teams have increasingly become the cornerstone of the post bureaucratic organization, there have been calls for a greater understanding of collective thought and action. Such understanding is deemed important for the design and management of teamwork. Theory suggests that feelings of ownership manifest themselves at the collective level, and positively affect team performance effectiveness. This study illuminates the role played by teamwork complexity and team self-management in the emergence of the psychological processes that are associated with the manifestation of job-focused collective psychological ownership (CPO). In addition, employment of serial mediation suggests that both teamwork dimensions put employees on two routes (intimate knowing of and the collective investment of the team members' selves into the job) that lead to the emergence of a collective sense of ownership, and together these two route variables and CPO sequentially mediated a positive relationship between teamwork design and team performance effectiveness.

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The task of developing large-scale interprofessional education (IPE) across multiple health professions schools to meet accreditation standards is daunting. This curricular resource describes Interprofessional Education and Development (IPED), a required longitudinal course addressing essential interprofessional competencies for entry-level health professions students. Competency domains include teamwork/collaboration, values/ethics, and quality/safety. Materials developed by interprofessional curriculum committees include content from our longstanding Ethics in the Health Profession course1 as well as TEAMSTEPPS2 and the Institute for Healthcare Improvement (IHI) Open School.3 IPED uses team-based learning (TBL) methodology to create active individual and team learning experiences standardized for a large number of student teams using a small number of faculty. As outcomes of the course, students are able to:1. Demonstrate knowledge, skills and behaviors of teamwork/collaboration, values/ethics, and quality/safety as an interprofessional team member.2. Demonstrate collaboration, teaming skills and behaviors as an interprofessional team.3. Identify the unique roles and responsibilities of each health care professional within the interprofessional team.4. Articulate a shared, interprofessional identity as a health care professional.Individual readiness assurance tests (iRAT) and final exam scores demonstrate knowledge acquisition across competency domains for each student (Outcome 1). Team readiness assurance test (tRAT) scores demonstrate team acquisition of knowledge, skills and abilities (Outcome 2). Students’ self-assessed ability to explain skills necessary for effective team functioning (Outcome 2) and roles and responsibilities (Outcome 3) increase significantly from before to after the course. The majority of students agree that IPED improves their ability to work collaboratively with other health professionals, and helps prepare them to participate as a member of a collaborative interprofessional workforce (Outcome 4). This intervention is important because it demonstrates that large-scale IPE for entry-level health professions students is feasible in a longitudinal TBL format, and that it successfully develops necessary baseline knowledge and skills for interprofessional practice.

How trust affects performance of interprofessional health-care teams.

ABSTRACTInterprofessional teamwork in health-care settings is considered a valuable means of enhancing patient management. Literature has highlighted the importance of trust in building effective health-care teams. The present study aimed to investigate and further understand the perceptions of health-care professionals regarding trust and performance within their working team, as well as to assess the association between them and team performance. “TRUST” questionnaire, a valid instrument for measuring the relationship of trust and team performance was distributed to the members of the perioperative teams located in two different hospitals (a University and a General Hospital) in Greece. Two multivariate linear regression models were developed to reveal the significant predictors of high performance per hospital. Among the major findings revealed were 1) trust and performance were closely related 2) slight yet significant variations were observed between the University and the General Hospital and 3) trust level, years of previous experience and number of team members were among the key predictors of effective team performance. This study conveys new knowledge on trust and performance within health-care settings with limited resources and is expected to guide future interventions aiming to enhance team performance.

The Leadership Contextual Model: The Role of Past Performance and Team Consensus

This study aims to further unveiling how transformational leadership and team cohesion foster effective team performance by studying the interactive role of three contextual variables (shared conse...

Comparing Student- and Teacher-Formed Teams on Group Dynamics, Satisfaction, and Performance

We compared student- and teacher-formed teams on aspects of group dynamics, satisfaction, and performance. Two sections of an introductory psychology research methods course were randomly assigned to either student-formed or teacher-formed teams. We conducted t tests on 10 measures related to group dynamics, satisfaction, and success. Academic performance and group work contribution were the only measures found to be statistically different, with the student-formed teams scoring higher than the teacher-formed teams. Follow-up individual interviews or focus groups conducted with 13 students suggested a slight preference for the teacher-formed method because it was transparent and eliminated the stress of having to choose one’s team members. We further recommend this method because of its simplicity and closer approximation to real-world scenarios. Several factors identified as being important for effective team functioning, regardless of group formation method, are also discussed.

A Bottom Up Perspective to Understanding the Dynamics of Team Roles in Mission Critical Teams.

There is a long history, dating back to the 50 s, which examines the manner in which team roles contribute to effective team performance. However, much of this work has been built on ad hoc teams working together for short periods of time under conditions of minimal stress. Additionally, research has been conducted with little attention paid to the importance of temporal factors, despite repeated calls for the importance of considering time in team research (e.g., Mohammed et al., 2009). To begin to understand team roles and how temporal aspects may impact the types of team roles employed when teams are working in extreme mission critical environments, the current manuscript uses a data-driven, bottom-up approach. Specifically, we employ the use of retrospective historical data as our input and a historiometric approach (Simonton, 2003). Source documents consist primarily of autobiographies, memoires, biographies, and first-hand accounts of crew interaction during spaceflight. Critical incidents regarding team interaction were extracted from these source documents and independently coded for team roles by two trained raters. Results of the study speak to the importance of task and social roles within teams that are predominantly intact and operating in extreme environments where mistakes can be life threatening. Evidence for the following task (i.e., coordinator, boundary spanner, team leader, evaluator, critic, information provider, team player, and innovator) and social roles (i.e., team builder, nurturer, harmonizer, entertainer, jokester, and the negative roles of attention seeker and negativist) were found. While it is often task roles that receive the greatest attention, results point to the importance of not neglecting the socioemotional health of the team (and the corresponding roles). Results also indicated that while some roles were consistently enacted independent of temporal considerations (e.g., mission length), the degree to which others were enacted varied across missions of differing lengths. Additionally, based on the current sample we see the following trends: (1) increased enactment of the team builder role as mission duration increases, (2) prominence of the entertainer role, and (3) increased emphasis on the visionary/problem solver role on missions over 2 years.

Organizational Learning and Performance of Hospitality Industry in Kenya: A Case Study of Sarova Whitesands Beach Resort and Spa

Organizational learning has been viewed by several researchers as a key concept essential for ensuring the survival and continuity of organizations in the ever-changing business environment. Research has revealed the various benefits towards enhanced performance that are accrued through the effective establishment of organizational learning. With this information as a basis, this study sought to determine the relationship between organizational learning and performance of Sarova Whitesands Resort. The general objective was to establish the organizational learning in Sarova Whitesands and its influence on performance. The specific objectives were to determine the influence of team learning, mental models, personal mastery and a shared vision on performance of Sarova Whitesands. The study was guided by organizational learning theory, human capital theory and resource based view theory. The study adopted a descriptive research design. The target population of the study was the staff of Sarova Whitesands Beach Resort and Spa. The study’s total number of respondents was 300 employees who were sampled using stratified proportionate sampling method to obtain a sample size of 171 respondents. Questionnaires were used as a data collection instrument and the data collected from the field was analysed using descriptive statistics and regression analysis. The study established that personal learning, mental models, shared vision and team learning had a positive and significant influence on organizational performance. The study concludes that personal mastery enables an employee to search for their life direction and purpose, identify their strengths and weaknesses and become responsible of their action. Mental models leads to advantages of scale in that which refers to an idea that as an organization performs more and more of the same type of work it will tend to acquire efficiencies over time and as an organization becomes more efficient at a task it often gains a competitive advantage as a result improved organizational performance. Shared vision acts as a unifying force, has a positive impact on organizational performance and provides the guidance employees need to make the right decisions and that team learning allows individual participants to work through the content at their own pace. The study recommends that the organization should help their employees to know how to deal with difficult and challenging situations, develop self-confidence and self-esteem, accept imperfection and build on one’s strength. The organization should offer different kinds of mental models to help their employees make sense of the real world and be able to understand and interpret the environment and themselves. The organization’s shared vision should offer a unified framework for the organization's success so as to encourage the top managers to collaborate and to resolve conflicts creatively arising from the organization and that the organization should establish a climate for learning in the team because taking time to establish the environment and the processes for learning is the prerequisite for rapid learning and effective team performance in the future.

Impact of Collective Efficacy, Cohesion and Trust on Project Team Performance

Team is an inevitable part of almost all organizations in the world but managing a project needs great deal of efforts and understanding among group members. There are many significant contributors to the success of team performance. To name a few are collective efficacy, cohesion and trust. Collective efficacy is the belief a group has pertaining to its capabilities. A team with high level of trust among members often results in to high level of performance (Ferda Erdem Janset OzenNuray Atsan, 2003). Similarly the people with strong Cohesion between them results in to effective team performance (Tessla Arakal, Dr. Sebastian Rupert Mampilly, 2017). The study emphasizes on student’s teams working on different projects. In a present study we have made an attempt to identify relationship between collective efficacy, cohesion and trust.

Cross-Level Moderation of Team Cohesion in Individuals’ Utilitarian and Hedonic Information Processing: Evidence in the Context of Team-Based Gamified Training

Today firms use teams extensively to accomplish organizational objectives. In addition, gamification has recently received much attention as a means of persuading employees and customers to engage in desired behaviors. Despite the importance of teams and the growing interest in gamification as a persuasion tool, past researchers have paid little attention to team-based gamification from a multilevel perspective. Based on motivational consistency theories, we propose that at the team level, team performance has a positive effect on team cohesion. Drawing upon the elaboration likelihood model (ELM), we further propose two cross-level effects in the context of team-based gamified training: first, that team cohesion will positively moderate the relationship between utilitarian perceptions (i.e., perceived quality of learning) and attitude; and second, that team cohesion will negatively moderate the relationship between hedonic perceptions (i.e., perceived enjoyment of learning) and attitude. We tested our research model using an enterprise resource planning (ERP) simulation game involving 232 participants in 78 teams. The results of Ordinary Least Squares and Hierarchical Linear Modeling analysis support our hypotheses. This study makes three substantive contributions to the team literature and to the ELM in the context of team-based gamified training. First, it theorizes and empirically tests the effect of team performance on team cohesion at the team level. Second, it extends the ELM by examining the cross-level moderation of team cohesion in human information processing. Third, it demonstrates that the utilitarian and hedonic aspects of information technology do not influence user attitudes equally.

Palliative Care Interdisciplinary Team Effectiveness: Building an Effective Team and Maintaining Team Health (FR454)

•Identify and assess the attributes of a healthy palliative care interdisciplinary team.•Identify and discuss three common threats to individual and team health.•Identify four practices or processes teams can put in place to improve team effectiveness. Has your team ever experienced high turnover, seemingly unmanageable consult volumes, tension among team members, role confusion, or less than effective interdisciplinary team (IDT) performance? How did your team maintain clinical quality? How did your team work together to solve problems or issues that were causing stress? Whether due to growth, the ongoing stresses of providing palliative care to seriously ill patients, or diverse personalities, most teams experience these issues at one time or another. Figuring out how to onboard new team members, identify team issues, and collectively work through challenges as a team is critical, particularly when your team stress is at its peak. This interactive session will provide participants with practical tools and tips for building a high-quality, effective interdisciplinary team in and across hospital, home, clinic, and other settings. An interdisciplinary panel will outline the practices and team processes they have put in place that reinforce team health, ensure role clarity, and improve team communication.

Interprofessional Education and Development (IPED): A longitudinal team-based learning course introducing teamwork/collaboration, values/ethics, and safety/quality to health professional students

Abstract The task of developing large-scale interprofessional education (IPE) across multiple health professions schools to meet accreditation standards is daunting. This curricular resource describes Interprofessional Education and Development (IPED), a required longitudinal course addressing essential interprofessional competencies for entry-level health professions students. Competency domains include teamwork/collaboration, values/ethics, and quality/safety. Materials developed by interprofessional curriculum committees include content from our longstanding Ethics in the Health Profession course 1 as well as TEAMSTEPPS 2 and the Institute for Healthcare Improvement (IHI) Open School. 3 IPED uses team-based learning (TBL) methodology to create active individual and team learning experiences standardized for a large number of student teams using a small number of faculty. As outcomes of the course, students are able to: 1. Demonstrate knowledge, skills and behaviors of teamwork/collaboration, values/ethics, and quality/safety as an interprofessional team member. 2. Demonstrate collaboration, teaming skills and behaviors as an interprofessional team. 3. Identify the unique roles and responsibilities of each health care professional within the interprofessional team. 4. Articulate a shared, interprofessional identity as a health care professional. Individual readiness assurance tests (iRAT) and final exam scores demonstrate knowledge acquisition across competency domains for each student (Outcome 1). Team readiness assurance test (tRAT) scores demonstrate team acquisition of knowledge, skills and abilities (Outcome 2). Students’ self-assessed ability to explain skills necessary for effective team functioning (Outcome 2) and roles and responsibilities (Outcome 3) increase significantly from before to after the course. The majority of students agree that IPED improves their ability to work collaboratively with other health professionals, and helps prepare them to participate as a member of a collaborative interprofessional workforce (Outcome 4). This intervention is important because it demonstrates that large-scale IPE for entry-level health professions students is feasible in a longitudinal TBL format, and that it successfully develops necessary baseline knowledge and skills for interprofessional practice.

Becoming of the chamber choir "Kyiv"`s repertoir concept ( on archive materials)

Problems of the in choral performance were developed by N. Krechenko, G. Parfenova, A. Dondyk, O. Marachev and others. At the same time, the existing publications do not actually cover issues related to the notion of which we define as a strategic vision of ways to realize the general creative goal of the artistic director of the collective. Therefore, the article is relevance of the study , and the material associated with the identified problem requires systematization and generalizations. Main objective of the study is to introduce into the scientific circle the concept of repertoire concept, to discover the causal link between the creative purpose and the concept of the choir collective. The author used the following research methods: source study ‒ for studying archival materials, printed sources; historical and chronological – to determine the stages of development of the chamber choir Kyiv; analytical ‒ for research of socio-cultural factors of development of the choir collective; generalization method – for summing up the research. Conclusion . Based on the study of archival materials, discussions with Mykola Gobdych, analysis of the available publications in the periodical press, we have grounds to assert that the Kyiv chamber choir has a clear concept. The main factor contributing to its formation from the very beginning was the leading creative goal of the conductor and the collective. The ways of its realization are tour and competitive trips, the formation of models of concert programs, creative projects, cooperation with musicologists, editorial and publishing business, work with world record companies and others. These facts are evidence that the Municipal Chamber Choir Kyiv, with specific, clearly defined artistic goal has built its own infrastructure, which today provides effective team functioning, development and competitiveness both in Ukraine and abroad

Using sensor technology to capture the structure and content of team interactions in medical emergency teams during stressful moments

In healthcare, action teams are carrying out complex medical procedures in intense and unpredictable situations to save lives. Previous research has shown that efficient communication, high-quality coordination, and coping with stress are particularly essential for high performance. However, precisely and objectively capturing these team interactions during stressful moments remains a challenge. In this study, we used a multimodal design to capture the structure and content of team interactions of medical teams at moments of high arousal during a simulated crisis situation. Sociometric badges were used to measure the structure of team interactions, including speaking time, overlapping speech and conversational imbalance. Video coding was used to reveal the content of the team interactions. Furthermore, the Empatica E4 was used to unobtrusively measure the team leader’s skin conductance to identify moments of high arousal. In total, 21 four-person teamsof technical medicine students in the Netherlands were monitored in a simulation environment while they diagnosed and managed a patient with cardiac arrest. Outcomes of this exploratory study revealed that more effective teams showed greater conversational imbalance than less effective teams, but during moments of high arousal the opposite was found. Also, a number of differences were found for the content of team interaction. Combining sensor technology with traditional measures can enhance our understanding of the complex interaction processes underlying effective team performance, but technological advances together with more knowledge about the simultaneous application of these methods are needed to tap into the full potential of wearable sensor technology in team research.

PENGARUH KESEDIAAN BERBAGI PENGETAHUAN PADA SIKAP DALAM BEKERJA TIM

Penelitian ini bertujuan untuk mengetahui pengaruh kesediaan berbagi pengetahuan terhadap sikap dalam bekerja tim. Dalam pengukuran sikap dalam bekerja tim, penelitian ini mengunakan dua dimensi yaitu persepsi keefektivan kinerja tim dan minat mahasiswa dalam bekerja tim. Metode penelitian menggunakan pendekatan metode kuantitatif. Penelitian ini menggunakan data primer. Metode penskalaan instrumen yang digunakan adalah skala likert. Penarikan sampel penelitian menggunakan metode purposive. Teknik penarikan sampel yang digunakan adalah purposive sampling dengan kriteria harus sudah pernah bekerjasama dalam tim dalam pengerjaan tugas kelompok di kelas dan merupakan mahasiswa/i ruang lingkup jurusan akuntansi. Penulis menetapkan jumlah sampel yang akan diteliti minimal 200 sampel dengan kategori yaitu mahasiswa/i yang dijadikan objek penelitian ini adalah mahasiswa/i dengan ruang lingkup jurusan akuntansi. Hasil penelitian ini menunjukkan bahwa kesediaan berbagi pengetahuan berpengaruh terhadap persepsi keefektivan kerja tim dan kesediaan berbagi pengetahuan berpengaruh terhadap minat mahasiswa dalam bekerja tim. Penelitian selanjutnya diharapkan untuk menambah sampel yang lebih luas dan dapat menambahkan dimensi penilaian terhadap variabel kesediaan berbagi pengetahuan. Penelitian ini dapat dijadikan bahan pertimbangan atau sebagai referensi dan tambahan informasi bagi peneliti yang akan melakukan penelitian selanjutnya mengenai kerja tim.

Organizational citizenship behavior and team performance: a multiple level study in Indian higher education institutions

The prime purpose of this paper is to find out the correlated relations in organizational citizenship behavior, team performance, negative emotions, resource depletion and team member receptivity in higher education institutions in India. The study has been taken on 204 samples with 51 teams from colleges and universities of India, which were gathered by using the questionnaire. The findings have been used for better organizational citizenship behavior, how organizations have to maintain their negative emotions, resource depletion, team members receptivity, team performance to obtain efficient and effective organizational citizenship behavior and team performance in selected higher education institutions in India and considering the variables such as negative emotions, resource depletion, team members receptivity, team performance and organizational citizenship behavior (OCB).

Baseline measures of primary health care team functioning and overall primary health care performance at Du Noon Community Health Centre.

BackgroundResearch consistently demonstrates the importance of effective team work for improving the quality of health care. We conducted a baseline measure of primary health care (PHC) team effectiveness and overall PHC performance at a primary care facility.AimTo improve PHC team effectiveness and ultimately the quality and user experience of primary care at a community health centre (CHC).SettingDu Noon CHC in the southern and western substructure of the Cape Town Metro district services (MDHS).MethodsA cross-sectional study using a combination of the Nominal Group Technique (NGT) consensus method and the South African Primary Care Assessment Tool (ZA PCAT) to assess PHC team effectiveness and PHC organisation and performance.ResultsThe ZA PCAT was administered to 110 CHC users (patients) and 12 providers (doctors and clinical nurse practitioners). Data from 20 PHC team members showed they perceived their team as well functioning (70% agreement on a 7-item PHC team assessment tool incorporated into the ZA PCAT). The NGT method achieved participant (20) consensus on communication and leadership as the main challenges to effective team functioning and on ideas to overcome the challenges. The ZA PCAT user data showed 18.2% of users rated first contact access as acceptable to good; 47.3% of users rated ongoing care as acceptable to good. Provider data showed that 33% of providers rated first contact access as acceptable to good; 25% of providers rated ongoing care as acceptable to good. First contact access received the lowest acceptable to good score (18.2%) and comprehensiveness (services available) the highest score (88.2%) from users. For the providers, the lowest acceptable to good score was for ongoing care (25%) and the highest acceptable to good score was for primary health care team availability (100%). The ZA PCAT total primary scores were good (above 60%) for both users and providers but moderately higher for the providers.ConclusionKnowledge of how teams perceive their effectiveness can motivate them to generate ideas for improving performance. There were discrepancies between providers’ assessment of team functioning using the ZA PCAT measure and the NGT method results. The ZA PCAT also showed differences between providers’ and users’ perceptions of PHC performance – consistent with the findings of the multi-CHC Western Cape ZA PCAT study. These findings should encourage and support CHC and district level staff in their efforts to improve the quality and user experience of primary care, as well as PHC team performance.

A Systematic Review of Communication in Distributed Crews in High-Risk Environments

Effective communication is critical to team performance but can be impacted by the distribution of team members. Distribution is increasingly found in high-risk environments where task complexity necessitates geographic and/or temporal separation of team members. Understanding the impact of distribution on communication is critical to ensuring effective team performance. We review the research examining communication in distributed teams in high-risk environments to provide an overview of the literature to date. Articles examining communication in distributed teams were analyzed in a systematic review following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Themes relevant to the research question were extracted from the studies using thematic analysis. Five themes were identified: updating shared mental models, effects of transmission lags, content of communication, communication protocols, and technological advances. The five themes identify directions for future research.

How Should Leadership Be Structured? Lay Theories of Single and Shared Leadership Structures

Research suggests that sharing leadership among multiple team members promotes effective team functioning. The extent to which team members are willing to share leadership is driven in part by their lay theories of team leadership. However, there is little research into whether these lay theories are consistent across different situations. We hypothesize that people believe that teams that consolidate leadership in a single individual will outperform teams that share leadership. We document and explore the boundary conditions of this effect over five experiments in which participants made forecasts about the performance of teams with different leadership structures or chose leadership structures for teams under a variety of task conditions. Studies 1 and 2 demonstrate people’s general belief that teams with single, stable leaders are more effective. However, Studies 3, 4 and 5 show that these implicit preferences can be reversed for certain kinds of tasks. This preference reversal is more complex than simply sharing leadership – certain task characteristics lead people to endorse multiple, simultaneous leaders (multiple leadership), while others lead people to endorse handing off the leadership function over time (dynamic leadership). These findings suggest that people’s lay theories of team leadership may not be as consistent as previously thought, and that people’s lay theories of team leadership include multiple facets of “sharing” leadership, including independent lay theories of multiple and dynamic leadership.

Use of an Emergency Manual During an Intraoperative Cardiac Arrest by an Interprofessional Team: A Positive-Exemplar Case Study of a New Patient Safety Tool

An emergency manual (EM) is a set of evidence-based crisis checklists, or cognitive aids, that can improve team performance. EMs are used in other safety-critical industries, and health care simulation studies have shown their efficacy, but use in clinical settings is nascent. A case study was conducted on the use of an EM during one intraoperative crisis, which entailed the assessment of the impact of the EM's use on teamwork and patient care and the identification of lessons for effectively using EMs during future clinical crises. In a case study of a single crisis, an EM was used during a cardiac arrest at a tertiary care hospital that had systematically implemented perioperative EMs. Semistructured interviews were conducted with all six clinicians present, interview transcripts were iteratively coded, and thematic analysis was performed. All clinician participants stated that EM use enabled effective team functioning via reducing stress of individual clinicians, fostering a calm work environment, and improving teamwork and communication. These impacts in turn improved the delivery of patient care during a clinical crisis and influenced participants' intended EM use during future appropriate crises. In this positive-exemplar case study, an EM was used to improve delivery of evidence-based patient care through effective clinical team functioning. EM use must complement rather than replace good clinician education, judgment, and teamwork. More broadly, understanding why and how things go well via analyzing positive-exemplar case studies, as a converse of root cause analyses for negative events, can be used to identify effective applications of safety innovations.

The science of team science: A review of the empirical evidence and research gaps on collaboration in science.

Collaborations among researchers and across disciplinary, organizational, and cultural boundaries are vital to address increasingly complex challenges and opportunities in science and society. In addition, unprecedented technological advances create new opportunities to capitalize on a broader range of expertise and information in scientific collaborations. Yet rapid increases in the demand for scientific collaborations have outpaced changes in the factors needed to support teams in science, such as institutional structures and policies, scientific culture, and funding opportunities. The Science of Team Science (SciTS) field arose with the goal of empirically addressing questions from funding agencies, administrators, and scientists regarding the value of team science (TS) and strategies for successfully leading, engaging in, facilitating, and supporting science teams. Closely related fields have rich histories studying teams, groups, organizations, and management and have built a body of evidence for effective teaming in contexts such as industry and the military. Yet few studies had focused on science teams. Unique contextual factors within the scientific enterprise create an imperative to study these teams in context, and provide opportunities to advance understanding of other complex forms of collaboration. This review summarizes the empirical findings from the SciTS literature, which center around five key themes: the value of TS, team composition and its influence on TS performance, formation of science teams, team processes central to effective team functioning, and institutional influences on TS. Cross-cutting issues are discussed in the context of new research opportunities to further advance SciTS evidence and better inform policies and practices for effective TS. (PsycINFO Database Record