Existing guidelines detail assessment criteria that should be used to evaluate offshore emergency response (ER) team members’ performance; however, minimal research has investigated this testing. Therefore, using a Human System Integration approach, this thesis examines the impact of including an electronic Emergency Response Focus Board (ERFB) during simulation testing. Archival ER performance videos were analyzed, subject matter experts (SMEs) were interviewed, and an iterative human-centered design process was used to test prototype ERFBs. Situation awareness, accuracy, and reaction times were collected during ERFB testing in simulated emergencies. Results indicate that SMEs use different assessment factors to predict future ER performance and that the type of ERFB and offshore experience significantly influenced speed and accuracy of responses. Based on these results, it was concluded that a dynamic ERFB improves the development and maintenance of SA. Therefore, it was recommended that a similar ERFB configuration be implemented into future offshore ER assessments.

abstract: Legislative changes and discussions about the United States falling further and further behind other nations in science, technology, engineering, and math (STEM) achievement are growing. As they grow, STEM instruction in elementary school has earned its place as a national area of interest in education. In the case of Ivory School District, teachers are being asked to radically change their daily practices by consistently implementing inquiry-based STEM experiences in their classrooms. As such, teachers are being asked to scale a divide between the district expectations and their knowledge and experience. Many fourth grade educators are teachers who have been trained as generalists and typically do not have specific background or experience in the philosophy, instructional strategies, or content associated with STEM. Using a prototype approach, this study aims to understand how such teachers conceptualize STEM instruction and the relationship between their experience and conceptions. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2013

Engineering educators have called for research on how best to foster and assess the development of collaborative expertise, particularly around engineering design. Mental models are internal representations depicting understanding. The quality of mental models and their similarity amongst group members have been found to influence performance and group processes in a range of disciplines: For example, flight, military, medical, and business teams. The purpose of this thesis was to examine three attributes (content, structure, within-group similarity) of the mental models of first-year undergraduate engineering students hold about both collaboration and engineering design in the context of a course-based engineering design project. Participants were 251 undergraduate engineering students enrolled in a first-year engineering course. Mental models were measured using relatedness ratings. This exploratory study drew upon network analysis indices and used descriptive, correlational, and comparative statistical techniques. Findings indicate (a) monitoring was viewed as the least central collaborative idea represented in the engineering students’ mental models, (b) quality or expertise is indicated by the level of connection pruning in students’ mental models, (c) performance and the quality of mental models of collaboration are associated, and (d) within-group collaborative mental model compatibility was more related to performance than mental model overlap. This study contributes to engineering education by suggesting mental models of the collaborative process are an essential factor to consider when preparing undergraduate engineering students to engage in collaborative engineering design. / Graduate

This thesis bring together different disciplines – philosophy of mind, artificial intelligence, cognitive science, cybernetics and the performing arts – in a transdisciplinary investigation that raises new questions about the human mind and our relationship with computers and machines in a way that contributes to and helps elucidate the human computer interaction (HCI) debate. It chooses transdisciplinarity as the methodology best able to mobilize new ideas and generate a different approach to HCI, one that will develop fresh insights and produce critical ways of thinking about the problems of contemporary life in relation to our interaction with technologies (in the broadest sense of the term). The thesis reconciles the artificial with human nature by using transdisciplinary methods to reduce the friction between human beings and computers. It does this by revisiting early mechanical machines and automatons (from mythology and science), as well as exploring the subject in relation to elements of the performing arts. In the process, the thesis confronts the concepts of ‘artificial’ and ‘natural’ intelligence, and explores various models of mind and intelligence, as well as examining the physicality or materiality of artefacts in terms of their congruence with the paradigm of the ‘embodied mind’. The preliminary studies and literature review carried out for the research revealed that the model of the mind currently proposed by HCI as the basis for theories of how humans interact with computers is unsatisfactory, limited and very problematic, not least because it is a disembodied and representational conception of the human mind. In order to relieve HCI of this problematic issue, the thesis introduces the concept of the ‘embodied mind’, which brings a deeper understanding of how the mind works; its recognition that the human mind, body and the world are interrelated entities gives us a new insight into how we can improve our interactions with machines and computers. To achieve this, the research explores the conceptualization of human characteristics such as intelligence and cognition, and confirms 7 that these concepts are subject to change, manifested in different forms, distributed, situated and contextualized. Intelligence is not interpreted as a literal entity, as it is in cognitive psychology, or as a quality that belongs to or empowers human beings alone, but inspired by the philosophy of artificial intelligence (AI), the thesis argues that it is a manifestation that ‘emerges’ when favourable conditions facilitate interactions between agents and artefacts. Through a focused analysis and interpretation of early automatons, robots, and artificial and mechanical machines, the study explores the concept that technology is both a practice and an imaginative idea, and not just a concrete manifestation of a solution to human problems. It perceives automatons, especially ‘fraudulent’ automatons, as true archaeological discoveries, evidence of the fact that our human ambitions and ideas are not limited by the technological expressions of different eras; they represent a special repository of the desire to capitalize on and make such ideas manifest even when the technology for their materialization is not yet available. The thesis also brings ventriloquism and puppetry into the discussion, as both objects and performative practices, in order to highlight the human relationship with the material environment, as well as related aspects of human and non-human agency. This indicates that cybernetics could prove a useful framework for an understanding of elements of the relationship between the human and the artificial. The thesis therefore tackles the problems and limitations imposed by cognitive science, computer science and psychology, currently the main disciplines concerned with improving human relationships with computers and machines, but more specifically, it offers a more historically and philosophically informed contribution to the study of HCI.

A preliminary literature review of mental models and the quantum organisation clearly indicated a gap, particularly in the South African context. The gap was evident on two levels: literature fails to agree on existing definitions and there is little guidance on research methodology in the context of complexity and leadership. The aim of this study was to explore and describe the form and function of leaders’ mental models in a complex environment. A postmodernist qualitative methodology as theoretical framework and constructivism as research paradigm were employed. It was important not to be restricted and limited by a specific method. Therefore a constructivist grounded theory was used to navigate in a pragmatic manner towards answers which could best describe and interpret findings in response to the initial set of research questions. Purposive sampling was used and the population consisted of individual South African leaders and academics that do research on and write extensively about the constructs investigated. Data were obtained through intensive semi-structured interviewing. Semi-structured interviewing implies that only a few research questions were selected to guide the interview, whereas the rest of the interview was a co-constructed conversation, which yielded narratives with rich data that were systematically analysed through computer-assisted coding. An initial conceptual framework was thus created and used to substantiate the findings by means of a second literature review. It is concluded that the quantum organisation, being a leader in a complex environment, the dynamics of the mental models and the complex environment itself collectively represent a constellation of complex adaptive sub-systems, affecting one another in an interdependent manner and co-evolving accordingly. The conceptual framework describes the mindful sense-making process of a leader in a complex environment, consisting of a) an active acceptance of the current reality, b) catalytic questioning, c) letting go of, d) knowing that not knowing the solution, e) trusting what they do know, f) observing the actuality of unfolding patterns and g) realisation. Criteria for rigour, authenticity, trustworthiness and credibility were applied and demonstrated. The findings provide insight into the form and function of a leader’s mental models in the complex South African context. The practical contribution of this study specifically applies to the practice of leadership development and coaching. In addition, this study contributes methodologically to the field of mental model research by demonstrating the appropriateness of a constructivist paradigm for describing and interpreting the complexities of mental models of leaders in a complex context. Recommendations and opportunities for future research were also made. / Thesis (PhD)--University of Pretoria, 2011. / Human Resource Management / unrestricted

Purpose: Shared mental models (SMMs) represent commonly held understandings of task and team related knowledge within a team. Thought to facilitate implicit and adaptive coordination without the need for explicit communication, the construct has been thoroughly studied in non-health care settings. There has been increasing interest in the topic in the healthcare setting, but recent reviews have found that the construct is poorly defined and has significant heterogeneity in how it is measured (Floren et al., 2018). We conducted a scoping review examining the construct of SMMs in medical teams within the acute care setting. Method: Following the Arksey and O’Malley (2005) framework, five data bases were searched: Medline, CINAHL, PsychInfo, Web of Science, and Embase. Eligible studies examined SMMs in the context of medical teamwork in the acute care setting. Definitions, methods, and general study characteristics were examined. Results: Of the 1397 articles retrieved, 25 met eligibility criteria. The studies encompassed a variety of areas of clinical practice. There was no common definition for SMMs across the studies examined. The majority of studies (20/25) used quantitative methods with surveys, questionnaires, and observation being the most common. Conclusions: The construct of the SMM is poorly defined in the setting of acute care medical teams. Although many standard types of SMM measurement exist, few of the studies used these common methods. The lack of direct measurement of SMMs, especially in the case of observation, questions the validity of these studies. We propose a definition for SMMs in this context and a path forward for studying SMM in the acute care setting. / Thesis / Master of Science (MSc) / Health care is a team sport and as health care systems become more complex, teamwork becomes increasingly important. However, a team of experts does not make an expert team and highly effective teams possess a particular set of characteristics that allow them to perform high quality care. One characteristic that is receiving an increasing amount of attention is the Shared Mental Model. The purpose of this study was to examine what is already known about these shared mental models in the context of acute care medical teams. This study will act as a launching point for future research exploring how teams think and how it impacts the quality of care they can provide.

Technological innovations in data transfer and communication have given rise to the virtual team where geographically separate individuals interact via one or more technologies to combine efforts on a collective activity. In military, business, and spaceflight settings, virtual teams are increasingly used in training and operational activities; however there are important differences between these virtual collaborations and more traditional face-to-face (FTF) interactions. One concern is the absence of FTF contact may alter team communication and cooperation and subsequently affect overall team performance. The present research examined this issue with a specific focus on how communication modality influences team learning and performance gains. Evidence from a recent study on virtual team performance (Singer, Grant, Commarford, Kring, and Zavod, 2001) indicated local teams, with both members in same physical location in Orlando, Florida which allowed for FTF contact before and after a series of virtual environment (VE) missions, performed significantly better than distributed teams, with team members in separate physical locations in Orlando and Toronto, Canada and no FTF contact. For the first mission, local and distributed teams exhibited no significant difference in performance as measured by the number of rooms properly cleared in the building search exercises. In contrast, for the second mission, occurring after each team had completed the opportunity to discuss mission performance and make plans for future missions, local teams performed significantly better than distributed teams; a pattern that continued for the remaining six missions. Given that the primary difference between local and distributed teams was how they communicated outside of the VE during after action reviews (AARs), and that the localiii distributed difference was first detected on the second mission, after teams had completed one, 10-min discussion of mission performance, a tenable conclusion is that certain team characteristics and skills necessary for performance were communication-dependent and negatively affected by the absence of FTF communication. Although Singer et al. (2001) collected multiple dependent variables related to performance and communication activities, these measures were not designed to detect communication-dependent team factors and therefore incapable of supporting such an explanation. Therefore, the present research replicated Singer et al. (2001) and incorporated additional measures in order to determine if specific communication-dependent factors could explain the inferior performance of distributed teams. Three factors critical to team communication, particularly during the AAR process, are the similarity of team members. shared mental models (SMMs), team cohesion (task and interpersonal), and team trust (cognitive and emotional). Because evidence suggests FTF communication has a positive effect on processes related to each of these factors, the current study tested whether distributed teams exhibit less similar mental models and degraded cohesion and trust in comparison to local teams, which can affect performance. Furthermore, to test the prediction that distributed teams possess degraded communication and would benefit from improved communication skills, brief team communication training (TCT) was administered to half of the teams in each location condition. Thirty two, 2-person teams comprised of undergraduate students were equally distributed into four experimental conditions (n = 8) based on the independent variables of location (local vs. distributed) and training (TCT vs. no-TCT). Teams completed five missions using the same VE system and mission tasks as in Singer et al. (2001), however in the present study distributed team members were in separate rooms in the same building, not separate geographic locations. In iv addition to performance data, participants completed a series of questionnaires to assess SMMs, cohesion, and trust. It was hypothesized that local teams would again exhibit better performance than distributed teams and that the local team advantage could partly be explained by a greater similarity in mental models and higher levels of cohesion and trust. Moreover, TCT teams in both locations were expected to exhibit improved performance over their non-trained counterparts. Analyses of the three team factors revealed the largest location and communication training differences for levels of cognitive trust, with local teams reporting higher levels than distributed teams early after the second VE mission, and TCT teams reporting higher levels than no-TCT teams after the second and fifth VE missions. In contrast, the main effects of location and communication training were only significant for one SMM measure agreement between team members on the strengths of the team's leader during the AAR sessions. Local teams and TCT teams reported higher levels of agreement after the first VE mission than their distributed v and no-TCT counterparts. Furthermore, on the first administration of the questionnaire, TCT teams reported higher levels of agreement than non-TCT teams on the main goals of the VE missions. Overall, teams in all conditions exhibited moderate to substantial levels of agreement for procedural and personnel responsibility factors, but poor levels of agreement for mental models related to interpersonal interactions. Finally, no significant differences were detected for teams in each experimental condition on levels of task or interpersonal cohesion which suggests cohesion may not mature enough over the course of several hours to be observable. In summary, the first goal of the present study was to replicate Singer et al..s (2001) findings which showed two-person teams conducting VE missions performed better after the first mission if allowed face-to-face (FTF) contact during discussions of the team's performance. Local and distributed teams in the current study did show a similar pattern of performance, completing a greater total of rooms properly, although when evaluating mission-by-mission performance, this difference was only significant for missions 3 and 4. Even though distributed team members experienced the same experimental conditions as in Singer et al. (no pre-mission contact, no FTF contact during missions or AARs) and were told their partner was at .distant location, familiarity with a teammate's dialect and other environmental cues may have differentially affected perceptions of physical and psychological distance, or social presence, which ultimately altered the distributed team relationship from before. The second goal was to determine if brief TCT could reduce or eliminate the distributed team disadvantage witnessed in Singer et al. (2001). Results did not support this prediction and revealed no significant differences between TCT and no-TCT teams with regard to number of rooms searched over the five missions. Although purposefully limited to 1 hr, the brevity of the TCT procedure (1 hr), and its broad focus, may have considerably reduced any potential benefits of learning how to communicate more effectively with a teammate. In addition, the additional training beyond the already challenging requirements of learning the VE mission tasks may have increased the cognitive load of participants during the mission phase, leading to a detriment in performance due to divided attention. Despite several notable differences from Singer et al. (2001), the present study supports that distributed teams operating in a common virtual setting experience performance deficits when compared to their physically co-located counterparts. Although this difference was not attributed to agreement on SMMs or levels of cohesion, local teams did posses higher levels of cognitive trust early on in the experimental session which may partly explain their superior performance. However additional research that manipulates cognitive trust as an independent variable is needed before implying a cause-and-effect relationship. Ultimately, this study's most significant contribution is identifying a new set of questions to understand virtual team performance. In addition to a deeper examination of cognitive trust, future research should address how features of the distributed team experience affect perceptions of the physical and psychological distance, or social presence, between team members. It is also critical to understand how broadening the communication channel for distributed teams, such as the inclusion of video images or access to biographical information about one's distant teammate, facilitates performance in a variety of virtual team contexts.

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This research investigated the determinants and outcomes of shared mental models of skill use in autonomous work teams. A model of the determinants and outcomes (team task behaviors) of shared mental models of skill use was tested. Three components of shared mental models of skill use were investigated: shared knowledge pertaining to skill use in task performance (i.e., knowledge about the task, equipment, team, and team interaction), shared expectations for skill use in task performance in both routine and non-routine situations, and shared attitudes relevant to skill use in task performance (i.e., collective orientation and collective efficacy). The model included the interdependence, uncertainty, and complexity of the technology; the degree to which the team is cross-trained and its membership stable; and the level of prior experience team members have had with teamwork as the determinants of overlap in a team's mental model of skill use. The beneficial outcomes of a high degree of overlap in the team's mental model of skill use were four team task behaviors: flexibility, quality, verbal communication, and time required in task planning. The flexibility construct was defined as the degree to which a team allocated and used the multiple competencies/skills of each of its members in pursuit of team goals. A model of the development of flexibility was developed as was a theory of the role of shared mental models in flexible skill use. / Ph. D.

This work investigates entry barriers and approaches for facilitating end-user web application development with the particular focus on shaping web programming technology and tools according to end-users' expectations and natural mental models. My underlying assumption and motivation is that given the right tools and techniques even nonprogrammers may become successful web application developers. The main target audience for this research are "casual" webmasters without programming experience - a group likely to be interested in building web applications. As an important subset of web applications I focus on supporting the development of basic data collection, storage and retrieval applications such as online registrations forms, staff databases, or report tools. First I analyze the factors contributing to the complexity of web application development through surveys and interviews of experienced programmers; then I explore the "natural mental models" of potential end-user web developers, and finally discuss my particular design solutions for lowering entry barriers, as embodied by a proof-of-concept development tool, called Click. Furthermore, I introduce and evaluate the concept of "Design-at-Runtime" - a new technique for facilitating and accelerating the development-test cycle when building web-based applications. / Ph. D.