This study explores team learning in a team that needs to perform under high pressure: the on-scene-command team (OSCT). The OSCT team is responsible for the coordination of the multidisciplinary... Show moreThis study explores team learning in a team that needs to perform under high pressure: the on-scene-command team (OSCT). The OSCT team is responsible for the coordination of the multidisciplinary cooperation between different assistance units (fire department, police, medical assistance unit) at the scene of an incident or disaster. Chapter 2 contains a first exploration of team learning in emergency management command-and-control teams on which chapter 3 builds by developing a context specific model for team learning in the OSCT. Chapter 4 presents a validated measure of OSCT team effectiveness. Chapter 5 reports on an empirical study that shows how the combination of the team learning processes co-construction and constructive conflict add to the development of a team situation model of which emergency management processes are executed at the incident scene. This team situation model is beneficial for team effectiveness. Chapter 6 shows that it is important for team effectiveness that this team situation model evolves over time. The results of the research emphasize that team members need to get on the same page and that being critical in a constructive way towards each other__s contributions has an added value. Show less
This dissertation focused on how the social context in which peer assessment takes place is related to the learning effects of peer assessment. We wanted to identify interpersonal beliefs in peer... Show moreThis dissertation focused on how the social context in which peer assessment takes place is related to the learning effects of peer assessment. We wanted to identify interpersonal beliefs in peer assessment settings that influence the peer assessment process on the one hand, but could also been seen as predictors of the effect of peer assessment interventions. Four studies are presented that question parts of the interpersonal context of peer assessment: one systematic literature study and three empirical studies. In the literature study, a structural model of analysis was presented indicating different interpersonal beliefs, as well as structural features of peer assessment. The results of the empirical studies deliver content for the empirical discussion of peer assessment: peer assessment as such seems to stimulate the beliefs in certain interpersonal variables. Show less
