Scott Schaffer interview
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Understanding how to support people working on teams has become a matter of urgency for many organizations. Globalization has created information, communication, and technological challenges and opportunities that require collaboration. Recognition of the power of team learning in such collaborations has much research suggesting ways to improve team learning processes and effectiveness. A review of more than a hundred studies identified three major categories of team process that consistently emerge: 1) identification and matching of individual goals and perceived interests and abilities with attributes of the team project; 2) formation of a group of individuals via project coordination, management, goal setting, leadership, resource provision, and several other such support systems; and, 3) completion of a project and the related documentation requirements and reflection related to project satisfaction and success. While all teams theoretically move through these processes there is great variation in the context or situations in which team work is performed. Performance support systems for teams should be focused on both individual and team performance and the related practices necessary to achieve results. An example of such as system is the cross-disciplinary team learning (CDTL) framework developed to guide designers of team performance systems, especially teams comprised of different disciplines and cultures.