Spaceflight presents a unique environment in which multiteam coordination is often required for mission success. This chapter will explore the topic of multiteam systems (MTSs…
Abstract
Purpose
Spaceflight presents a unique environment in which multiteam coordination is often required for mission success. This chapter will explore the topic of multiteam systems (MTSs) and their functioning in this environment.
Approach
This chapter describes the MTS case of human spaceflight in terms of a specific subset of the system involved in current human spaceflight missions: NASA Mission Control and the NASA astronauts aboard the International Space Station. In addition to describing the system itself, this chapter describes notable advantages and disadvantages of this particular MTS, along with potential future issues in human spaceflight and research directions for use of MTSs in spaceflight.
Findings
More than 40 years of successful human spaceflight missions have demonstrated many of the benefits and drawbacks of MTSs across some of the most challenging environments faced by any teams attempting coordination. These environmental challenges include extreme distances, limited modes of communication, complex systems, novel problems, and coordination between teams from multiple countries with differing goals and priorities. The specific advantages and drawbacks of MTSs in this environment, and the impacts of the aforementioned environmental challenges, are discussed.
Originality
This chapter examines a known operational and successful MTS that operates in an environment in which many of the standard assumptions regarding teams and MTSs may not apply.
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Lauren Blackwell Landon and William S. O’Keefe
Long-duration spaceflight missions require many hours of pre-mission and inflight training to develop and maintain team skills. Current training flows rely heavily on expert…
Abstract
Long-duration spaceflight missions require many hours of pre-mission and inflight training to develop and maintain team skills. Current training flows rely heavily on expert instructors, while current inflight mission operations are supported by a complex series of support teams at Mission Control. However, future exploration space missions will not have real-time communications with ground-based experts at Mission Control. Portable intelligent tutoring systems may help streamline future training, reducing the burden on expert instructors and crew training time, and allowing for inflight support to mitigate negative effects of the loss of real-time communications. In this chapter, we discuss the challenges of long-duration exploration missions, and outline the myriad possibilities in which intelligent tutoring systems will enhance the crew performance and functioning.
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Joan H. Johnston, C. Shawn Burke, Laura A. Milham, William M. Ross and Eduardo Salas
A key challenge for cost-effective Intelligent Tutoring Systems (ITSs) is the ability to create generalizable domain, learner, and pedagogical models so they can be re-used many…
Abstract
A key challenge for cost-effective Intelligent Tutoring Systems (ITSs) is the ability to create generalizable domain, learner, and pedagogical models so they can be re-used many times over. Investment in this technology will be needed to succeed in developing ITSs for team training. The purpose of this chapter is to propose an instructional framework for guiding team ITS researchers in their development of these models for reuse. We establish a foundation for the framework with three propositions. First, we propose that understanding how teams develop is needed to establish a science-based foundation for modeling. Toward this end, we conduct a detailed exploration of the Kozlowski, Watola, Jensen, Kim, and Botero (2009) theory of team development and leadership, and describe a use case example to demonstrate how team training was developed for a specific stage in their model. Next, we propose that understanding measures of learning and performance will inform learner modeling requirements for each stage of team development. We describe measures developed for the use case and how they were used to understand teamwork skill development. We then discuss effective team training strategies and explain how they were implemented in the use case to understand their implications for pedagogical modeling. From this exploration, we describe a generic instructional framework recommending effective training strategies for each stage of team development. To inform the development of reusable models, we recommend selecting different team task domains and varying team size to begin researching commonalities and differences in the instructional framework.
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Brandon Randolph-Seng, John Humphreys, Milorad Novicevic, Kendra Ingram and Foster Roberts
Scholars have begun calling for broader conceptualisations of moral disengagement processes that reflect the interaction of dispositional and situational antecedents to a…
Abstract
Scholars have begun calling for broader conceptualisations of moral disengagement processes that reflect the interaction of dispositional and situational antecedents to a predilection to morally disengage. The authors argue that collective leadership may be one such contingent antecedent. While researching leaders from the Gilded Age of American business history, the authors encountered a compelling historical case that facilitates theory elaboration within these intersecting domains. Interpreting evidence from the embittered leader dyad of Andrew Carnegie and Henry Clay Frick, the authors show how leader egoism can permeate moral identity to promote symbolic moral self-regard and moral licensing, which augment a propensity to morally disengage. The authors use insights developed from our analysis to illustrate a process conceptualisation that reflects a dispositional and situational interaction as a precursor to moral disengagement and explains how collective leadership can function as a moral disengagement trigger/tool to reduce cognitive dissonance and support the cognitive, behavioural, and rhetorical processes utilised to justify unethical behaviour.
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With regard to the output of canned food in European Russia, it is stated by Rubinstein that the statistics are not altogether reliable. We conclude therefore that they must be…
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With regard to the output of canned food in European Russia, it is stated by Rubinstein that the statistics are not altogether reliable. We conclude therefore that they must be accepted with caution. If the accuracy of statistics in relation to the output of European Russia is questioned, then, we submit, those relating to Asiatic Russia and the Far East will be still more open to challenge. These figures refer to things done! What value in these circumstances must be assigned to estimates of what it is hoped will be done?