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From page 43... ... The sections that follow provide examples of programs designed to develop team science competencies. Workshops Workshops are organized, structured interventions designed to bring together individuals to engage in collaborative learning, skill development, and reflection over a few hours to a few days. Read the entire page →
From page 44... ... The workshop, comprising two half-days, had several sessions targeting a set of team competencies meant to develop collaborative capabilities of team members. These ranged from team science knowledge, such as best practices, collaboration skills, including communication and interpersonal collaboration, and team regulation type concepts, such as goal setting and meeting coordination. Read the entire page →
From page 45... ... Assessing learned competencies in this format may include reflective writing, oral presentations, team projects, declarative knowledge exams, and practical application of skills. One study of a course designed specifically to improve team science competencies such as mentoring and debriefing found some increases in leadership self-efficacy and improvements in various facets of collaboration (Tumilty et al., 2022; see also Appendix B) Read the entire page →
From page 46... ... . Mentoring Programs Mentoring programs are a great resource for developing team science competencies in a less formal environment over prolonged periods of time. Read the entire page →
From page 47... ... In the context of team science, these programs aim to enhance both teamwork (e.g., improving collaborative competencies and cross-disciplinary understanding) and taskwork (e.g., technical and research competencies) Read the entire page →
From page 48... ... Program has developed an approach that focuses on teams of trainees. CTSA combines didactic and experiential training in team science that includes cross-disciplinary mentoring (McCormack & Strekalova, 2021) Read the entire page →
From page 49... ... Mentees can learn how to better attend to, and maintain awareness of, any experience of positive or negative commentary about other disciplines, such as disdain for a particular field, and be comfortable discussing why such attitudes are problematic. BEST PRACTICES FOR SUPPORTING SCIENCE TEAMS The past century of research on team effectiveness across industries has demonstrated that key teamwork processes -- such as coordination, information-sharing, and conflict management -- and emergent psychological states -- such as cohesion, shared mental models, and transactive memory systems -- are linked closely to achieving team objectives (Bell et al., 2018; Kozlowski & Chao, 2018; Mathieu et al., 2018) Read the entire page →
From page 50... ... One framework, for example, identified several teamwork processes that are likely to be essential to team success during the development phase. The authors suggested that, during development, science teams can work to generate a shared mission and goal and ensure all members are aligned and motivated to pursue a common purpose. Read the entire page →
From page 51... ... Best Practice: Team Assembly Being intentional, strategic, and discerning when composing a team is a critical step toward effective team science, with the team's purpose, needs, and tasks front and center. Team assembly includes (a) Read the entire page →
From page 52... ... . Such findings illustrate why more research is needed on science teams to identify what is extendable or not from the science of teams. Read the entire page →
From page 53... ... . The literature on team science recognizes the importance of team orientation, with scholars emphasizing that team-oriented individuals are more likely to engage in the collaborative processes necessary for scientific innovation (Fiore et al., 2019; National Research Council, 2015) Read the entire page →
From page 54... ... . Research on faultlines has shown they are related positively to conflict and negatively to information elaboration, team performance, and team satisfaction (Thatcher et al., 2024) Read the entire page →
From page 55... ... . The team science literature offers guiding questions to gauge individual and team readiness -- such as how much the team trusts one another to make individual compromises in favor of an integrated team approach, how available an individual is to collaborate, and how feasible it will be to work across the constraints of different participants and institutions (e.g., O'Rourke et al., 2019, p. Read the entire page →
From page 56... ... Instead, researchers may initiate collaborations based on mutual interests, long-standing professional relationships, or chance encounters at conferences or workshops. Many science teams are formed first without a fully developed goal or project in mind, and the task itself may only take shape once the team members are assembled (Wang & Hicks, 2015) Read the entire page →
From page 57... ... Without this, even highly motivated individuals may be hesitant to sign on. Thus, the process of science team assembly is not only about finding and recruiting the right people, but also about creating the right environment, one where potential team members see value in the project, feel motivated to contribute, and have clarity about what their roles will entail (Bennett & Gadlin, 2012) Read the entire page →
From page 58... ... emphasized that team-building interventions can prioritize participation, considering as needed the physical aspects of a location, the timing and cost of the activity, and the social complexity and sensory levels involved.5 Best Practice: Developing a Shared Language Effective communication and information-sharing are the core of successful teamwork. Communication can allow team members to exchange and integrate their varying knowledge, skills, and expertise, which can be critical in addressing the complex, interdisciplinary problems that science teams often face. Read the entire page →
From page 59... ... Promoting communication practices such as the use of qualified and vetted sign language interpreters and real-time captioning and embracing different communication styles can help science teams unlock the full array of information and lived experiences to advance knowledge production and innovation. AI technology can also help facilitate communication that can increase participation, including through real-time translation tools (Johnson et al., 2017) Read the entire page →
From page 60... ... . Although widely implemented in practice, empirical research on team charters is limited in volume and sample, with most studies using non science teams and students (e.g., Aaron et al., 2014; Courtright et al., 2017; Egeland et al., 2017; Johnson et al., 2022; Mathieu & Rapp, 2009; McDowell et al., 2011) Read the entire page →
From page 61... ... . Team charters can potentially further promote psychological safety, particularly for heterogeneous science teams, through methods such as establishing clear policies around including those with individual differences, codifying flexible schedules and remote work options to accommodate different working styles and needs of all team members, designating specific channels or individuals as points of contact for team members to feel safe disclosing their concerns or needs, and establishing not only clear ground rules for operating as a team but also protocols for how to address grievances or rectify harm when rules are not followed. Read the entire page →
From page 62... ... Research on conflict resolution in science teams is scarce; however, a first step toward developing a conflict management protocol is distinguishing between the three types of conflict types identified in the literature: task, relationship, and procedural/process (Jehn, 1997; O'Neill et al., 2013) Read the entire page →
From page 63... ... . Best Practice: Team Planning and Project Design When establishing a team charter and developing a project design, science teams need to engage in extensive team planning. Read the entire page →
From page 64... ... Because they are engaged in complex problem-solving, science teams often rely on boundary objects to scaffold their understanding of a problem and its elements (Star & Griesemer, 1989) Read the entire page →
From page 65... ... . Boundary objects, cross-training, and dialogue during team planning and project design can together help science teams avoid disciplinary capture, or scenarios in which one of the collaborating disciplines overshadows the others in terms of decisions made and research directions taken, hampering the integrative potential of a team science approach (Brister, 2016) Read the entire page →
From page 66... ... Conceptualization Phase Summary The conceptualization phase emphasizes the importance of laying strong, synergistic foundations for both teamwork and taskwork before any team science project begins. Best practices surrounding team charter development, team planning, and project design represent opportunities to build on team efforts in the development phase, strengthen shared mental Read the entire page →
From page 67... ... Phase III: Implementation In the implementation phase, science teams execute the project plans established during earlier stages (Hall et al., 2012) Read the entire page →
From page 68... ... tools, such as Otter.ai, ChatGPT, and Fireflies.ai, can be effective in transcribing meetings and summarizing key points and discussion for later access by all team. In the context of science teams acting as multiteam systems, it is recommended that meeting preparation and planning be incorporated into the multiteam charter (Asencio et al., 2012) Read the entire page →
From page 69... ... Science facilitators can integrate these team science challenges into meeting activities and design (Graef et al., 2021a) , and thus capitalize on meetings' immense potential to contribute to the collaborative research process (Graef et al., 2021b) Read the entire page →
From page 70... ... As indicated throughout this chapter, communication is vitally important for the success of science teams. However, no matter how much planning is done in the development and conceptualization phases, communication challenges are inevitable when the implementation phase begins. Read the entire page →
From page 71... ... Some emergent states, such as trust, psychological safety, and cohesion, might be more meaningful when measured after significant events such as major project milestones, decision points, or conflict resolution (Carter et al., 2018; Kozlowski & Chao, 2018) Read the entire page →
From page 72... ... Many project management platforms include integrated systems for documenting and archiving communications and decisions. This capability can help science teams maintain a comprehensive record of their projects' development, which can support team communication, transparency, repro ducibility, and onboarding of new members. Read the entire page →
From page 73... ... . Research on debriefs has been conducted primarily on nonscience teams. Read the entire page →
From page 74... ... . Based on the research conducted in the broader team literature, one analysis identified team debriefs as a central team development intervention for science teams (Begerowski et al., 2021) Read the entire page →
From page 75... ... . For example, team debriefs can be conducted as soon as possible after completing a significant team event, such as achieving a major deliverable; time period, such as after a shift; or training, such as after a simulation (Tannenbaum & Greilich, 2023) Read the entire page →
From page 76... ... The NCATS approach is based on enabling the work of science teams that include government agencies, private-sector companies, patient advocacy groups, and other members of the scientific community. With a core value of collaborative team science culture, NCATS's strategic plan outlines goals for collaboration and partnerships in each of its four 6 For more information, see http://ncats.nih.gov/about/about-translational-science and http:// ncats.nih.gov/about/about-translational-science/spectrum Read the entire page →
From page 77... ... Best Practice: Connecting with Community Members Science teams oriented toward research translation are described sing a variety of terms. Research translation can include components u of community-based research, participatory research, community engagement, empowerment evaluation, participatory or community-based action research, and engaged research, all of which partner scientist and non scientist team members. Read the entire page →
From page 78... ... Best Practice: Incorporating Virtual Collaborative Technologies With the advent of advanced information and communication technologies and the proliferation of their adoption that accompanied the COVID-19 lockdowns, the ways science teams are collaborating have significantly changed. As noted in Chapter 2, teams can operate entirely virtually, entirely in person, or as a hybrid team. Read the entire page →
From page 79... ... . Compared with in-person teams, virtual and hybrid teams have different challenges when it comes to achieving team effectiveness, many of which are mediated by or dependent on virtual collaboration tools (Brucks & Levav, 2022; Handke et al., 2024; Purvanova & Kenda, 2022) Read the entire page →
From page 80... ... This disruption can detract from the team's focus on critical scientific tasks, leading to frustration and negatively impacting overall team performance and morale. Thus, it is critical for team members to feel comfortable using technological tools. Read the entire page →
From page 81... ... . This is particularly important in the context of team science, which frequently involves researchers from different disciplines, cultures, and language abilities (especially for non-native speakers of a primary team lan guage) Read the entire page →
From page 82... ... For example, security warnings and protocols that are not localized or adapted to different languages and cultural contexts may lead to misunderstandings and noncompliance, posing a significant barrier. Data security measures, while crucial, often enhance complexity in system design, which can disproportionately affect those with disabilities or those who are less technologically proficient. Read the entire page →
From page 83... ... Advanced data security measures and data use can be resource-intensive, requiring modern infrastructure and sophisticated hardware or software that may not be accessible in underresourced schools, small community hospitals, low-income areas, or partners from low- and middle-income countries (Onoja & Ajala, 2022) Read the entire page →
From page 84... ... Finally, it is important to note that security can pose a particular chal lenge for team science, as science teams can include community members who may not have access to or knowledge of institutional resources. Multi institutional teams can also face challenges with differences in institutional 11 See https://www.umass.edu/faculty-development/resources/academic-freedom-crisis-toolkit Read the entire page →
From page 85... ... Therefore, this section draws primarily from the broader leadership literature, especially the literature on team leadership (e.g., Zaccaro et al., 2001) , to discuss leadership for science teams. Read the entire page →
From page 86... ... Team members work interdependently toward shared goals, with collective ac countability for outcomes. Science team leaders can use tools such as team charters, team debriefs, and team communication, and they can clarify team membership and patterns of interdependence. Read the entire page →
From page 87... ... . As articulated in Chapter 4, support from the broader scientific ecosystem can be essential for team science success. Read the entire page →
From page 88... ... The committee's second key caveat is that the empirical evidence base for team science best practices is still evolving. Although the broader litera ture on teamwork has identified key strategies that science team leaders, facilitators, or members could apply to enhance team effectiveness, the Read the entire page →
From page 89... ... Since science teams share many essential characteristics with teams outside of science, the best practices identified in the broader literature on team effectiveness are likely to be relevant within the context of team science. However, science teams may also exhibit unique characteristics that are relatively underexplored in the broader literature on team effectiveness. Read the entire page →
From page 90... ... How do structured onboarding processes (e.g., tailored team charters, mentorship programs) affect team science attitudes (e.g., psychological safety) Read the entire page →
From page 91... ... Project design How does the use of boundary objects or physical artifacts influence knowledge coordination (e.g., integrative team planning, project design) in science teams? Read the entire page →
From page 92... ... What type of training is needed to facilitate the use of project management software in science teams to ensure that it is the most effective? Team debriefs How does the use of structured team debriefs impact the long-term performance and learning outcomes of science teams, particularly in high-complexity or interdisciplinary projects? Read the entire page →
From page 93... ... Tool accessibility How does the accessibility of virtual collaboration tools, particularly for scientists with disabilities, affect their participation and contribution to team science projects? What are the potential risks of data breaches or violations of privacy when science teams use virtual collaboration tools, and how can these risks be mitigated? Read the entire page →
From page 94... ... 94 THE SCIENCE AND PRACTICE OF TEAM SCIENCE TABLE 3-2 Summary of Best Practices for Science Teams Best Practice Development Team assembly • Conduct a team task analysis to determine what is needed for the project, including team size and needed knowledge, skills, and abilities • Consider team composition, including teamwork and taskwork competencies of team members • Recruit team members by articulating a compelling vision for the project Team onboarding • Onboard in ways that increase both work-related and personal and building familiarity • Design team-building activities that focus on goal-setting, interpersonal relationships, role clarification, and/or problem-solving Developing a • Ensure all team members have a clear understanding of how shared language terminology will be used, particularly when terminology is used differently in different disciplines • Use modes of communication that are accessible to all team members Conceptualization Team charters • Use team charters to clarify team planning aspects such as goals, processes, roles, and timelines • Include all team members in the development process of a team charter • Treat team charters as living documents that require periodic review and revision Team planning • Frame team planning interventions as problem-solving and project design • Use boundary objects to support team understanding of a problem • Promote open dialogue and the consideration of different perspectives during planning • Allocate sufficient time to planning Implementation Project • Maximize the effectiveness of meetings by having a clear agenda, management being mindful of time, and creating an environment where participants feel psychologically safe • Use facilitators to optimize team meetings • Foster structured dialogue between team members (e.g., implementing turn-taking during meetings) • Make use of existing project management platforms and programs Team debriefs • Periodically review and reflect on team performance and progress, including a discussion of both aspects that are going well and those that are going poorly Translation Connecting • Establish clear communication with community member partners on with community research aspects including roles and responsibilities members Read the entire page →
From page 95... ... • Conceptualization stage: development of a team charter, delibera tive team planning and project design, and attention to a shared mental model of the team's work. • Implementation stage: systematic project management, regular team debriefs to identify what went well and what went poorly at each stage and to determine the best ways for the next project stage. Read the entire page →
From page 96... ... . The effects of a team charter on student team behaviors. Read the entire page →
From page 97... ... . An integrative review and practical guide to team development interventions for translational science teams: One size does not fit all. Read the entire page →
From page 98... ... . Imple menting an evidence-based competency model for science team training and evalua tion: TeamMAPPS. Read the entire page →
From page 99... ... Croyle (Eds.) , Strategies for team science success: Handbook of evidence-based principles for cross-disciplinary science and practical lessons learned from health researchers (pp. Read the entire page →
From page 100... ... , Strategies for team science success: Handbook of evidence-based prin ciples for cross-disciplinary science and practical lessons learned from health researchers (pp. Read the entire page →
From page 101... ... . The benefits, barriers, and risks of big-team science. Read the entire page →
From page 102... ... . A randomized controlled trial of a team science intervention to enhance collaboration readiness and behavior among early career scholars in the Clinical and Translational Science Award network. Read the entire page →
From page 103... ... The effects of team charters on performance and satisfaction in global virtual teams. Academy of Management Learning & Education, 21(2) Read the entire page →
From page 104... ... . Insights from the virtual team science: Rapid deployment during COVID-19. Read the entire page →
From page 105... ... . Interpersonal relationships drive successful team science: An exemplary case-based study. Read the entire page →
From page 106... ... . CTS teams: A new model for translational team training and team science intervention. Read the entire page →
From page 107... ... . Developing and evaluating a team development intervention to support interdisciplinary teams. Read the entire page →
From page 108... ... . Communication practice for team science. Read the entire page →
From page 109... ... . Enhancing translational team effectiveness: The Wisconsin Interventions in Team Science framework for translating empirically in formed strategies into evidence-based interventions. Read the entire page →
From page 110... ... . Building effective mentoring team using team science com petencies. Read the entire page →
From page 111... ... . Application of team science best practices to the project management of a large, multi-site lung cancer screening research consortium. Read the entire page →
From page 112... ... . Engaging the community: Community-based participatory research and team science. Read the entire page →
From page 113... ... . [Exploring the use of artificial intelligence to facilitate team science] Read the entire page →
From page 114... ... Annual Review of Organiza tional Psychology and Organizational Behavior, 7(1) Read the entire page →
From page 115... ... These contexts include the institutions -- academic and n onacademic -- in which research takes place and their infrastructure and policies. They also include funding for team science and policies associated with specific funders. Read the entire page →
From page 116... ... . In this section, the committee highlights the roles that institutions play in pro viding physical infrastructure; technological resources, defined broadly as software, data storage, and computation; and human resources, including personnel and project management support for teams. Read the entire page →
From page 117... ... Conference rooms and collaborative spaces can also overlook the needs of disabled individuals. Accessible meeting spaces ought to include features such as ramps or elevators, wide doorways, adequate lighting, and seating arrangements that cater to individuals with mobility impairments (Americans with Disabilities Act, 2010; Smith & Dropkin, 2018) Read the entire page →
From page 118... ... or export controls. Collaboration Software As teams grow larger and more distributed across time, space, and sector, the need for collaboration, communication, and project management tools increases dramatically (see Chapter 3) Read the entire page →
From page 119... ... . Relatedly, one barrier to effective participation in team science can include the lack of accessible communication (Isaacson et al., 2011; Persson et al., 2015; Rizzo et al., 2024) Read the entire page →
From page 120... ... . Data can be shared BOX 4-1 The Role of Open Science in Facilitating Team Science Open science describes a broad range of practices and policies emerging from the central role of transparency in scientific progress (Crüwell et al., 2019; Klein et al., 2018; Spellman et al., 2018) Read the entire page →
From page 121... ... (2023) highlighted how the complex security requirements for data sharing hindered their attempts to translate research findings between university collaborators and clinical or community partners. Read the entire page →
From page 122... ... As team science projects increasingly cross disciplines, institutions, sectors, states, and countries, grant proposals for these projects have become more challenging to prepare initially and implement successfully after receiving funding. Institutions play an important role in human resources for team science, as they can provide training in team science skills and access to designated research personnel, including individuals with skills ranging from proposal development to fi nancial administration and compliance. Read the entire page →

From page 43...

... The sections that follow provide examples of programs designed to develop team science competencies. Workshops Workshops are organized, structured interventions designed to bring together individuals to engage in collaborative learning, skill development, and reflection over a few hours to a few days.