Team reflexivity posits that the extent to which teams reflect upon and adapt their functioning is positively related to team performance. While remarkable progress has been made to provide evidence of this relationship, the underlying framework is missing elements of current theoretical streams for analyzing and describing teamwork, leaving the diversity of effects of team reflexivity often untouched. In this article, we present an update for this framework, by reviewing previous research on reflexivity, addressing gaps in the literature, and revising the original model by integrating feedback and dynamic team effectiveness frameworks for describing temporal developments of reflexivity. We furthermore propose a new dimensional structure for reflexivity, relying on prior work conceptualizing teams as information-processing systems that learn and advance through social-cognitive elements. Our model is therefore not only suitable for explaining the diverse set of relationships between team reflexivity on outcomes, but also provides valuable directions for viewing reflexivity as process that takes place during both transition and action phases of teamwork. We conclude with implications for managers, identify limitations, and propose an agenda for further research into this area. This article contributes an extended perspective relevant for further theory development and for effectively managing reflexivity in teams.

Reflexivity in Teams: A Review and New Perspectives

Expert and exceptional performance are shown to be mediated by cognitive and perceptual-motor skills and by domain-specific physiological and anatomical adaptations. The highest levels of human performance in different domains can only be attained after around ten years of extended, daily amounts of deliberate practice activities. Laboratory analyses of expert performance in many domains such as chess, medicine, auditing, computer programming, bridge, physics, sports, typing, juggling, dance, and music reveal maximal adaptations of experts to domain-specific constraints. For example, acquired anticipatory skills circumvent general limits on reaction time, and distinctive memory skills allow a domain-specific expansion of working memory capacity to support planning, reasoning, and evaluation. Many of the mechanisms of superior expert performance serve the dual purpose of mediating experts' current performance and of allowing continued improvement of this performance in response to informative feedback during practice activities.

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Theories and Research in Clinical Decision Making and Skill Acquisition in Nursing Practice : Skill Acquisition ; Expert and exceptional performance: evidence of maximal adaptation to task constraints

The aim of the present study was to better understand the relationship between emotional dissonance and burnout by exploring the buffering effects of re-evaluation and team reflexivity. The study was conducted with a sample of 445 nurses and healthcare assistants from a general hospital. Team reflexivity was evaluated with the validation of the French version of the team reflexivity scale (Facchin, Tschan, Gurtner, Cohen, & Dupuis, 2006). Burnout was measured with the MBI General Survey (Schaufeli, Leiter, Maslach, & Jackson, 1996). Emotional dissonance and re-evaluation were measured with the scale developed by Andela, Truchot, & Borteyrou (2015). With reference to Rime's theoretical model (2009), we suggested that both dimensions of team reflexivity (task and social reflexivity) respond to both psychological necessities induced by dissonance (cognitive clarification and socio-affective necessities). Firstly, results indicated that emotional dissonance was related to burnout. Secondly, regression analysis confirmed the buffering role of re-evaluation and social reflexivity on the emotional exhaustion of emotional dissonance. Overall, results contribute to the literature by highlighting the moderating effect of re-evaluation and team reflexivity in analysing the relationship between emotional dissonance and burnout. Copyright © 2016 John Wiley & Sons, Ltd.

Emotional Dissonance and Burnout: The Moderating Role of Team Reflexivity and Re-Evaluation

Attitude to safety rules and reflexivity as determinants of safety climate.

Resume Dans cette etude, on etudie le role mediateur eventuel de la reflexivite (West, 1996) et du climat vers l’innovation (Anderson & West, 1998) entre les distances de pouvoir et l’efficacite d’equipes de travail d’ingenieurs en formation. Les analyses de regression (Baron & Kenny, 1986) effectuees a partir de reponses par questionnaires mettent en evidence une mediation totale du climat et une mediation partielle de la reflexivite. Ces resultats sont discutes dans une perspective pratique.

Le rôle médiateur de la réflexivité et du climat entre la distance de pouvoir et l’efficacité d’une équipe de travail

Resume Plusieurs etudes ont montre que la reflexivite — le niveau de discussion d'un groupe sur ses objectifs, strategies et processus et leurs adaptations aux changements — est positivement liee a la performance en groupe. Deux etudes, comprenant 80 groupes (320 personnes), ont ete realisees pour valider la version francaise de l'echelle de reflexivite. Dans l'etude 1, l'analyse factorielle exploratoire revele trois facteurs confirmant en partie la structure a deux facteurs ( reflexivite tâche et reflexivite sociale ) attendue et trouvee dans l'etude originelle de Carter et West, 1998. Deux items du facteur de reflexivite tâche forment un troisieme facteur nomme reflexivite strategique . L'analyse factorielle confirmatoire dans l'etude 2 confirme cette structure. La validite concourante est etablie par les correlations entre reflexivite et performance en groupe. On constate que les reflexivites tâche, sociale et strategique ont des impacts differents sur la performance. La version francaise de l'echelle de reflexivite a une bonne consistance interne. Elle est adequate pour evaluer le niveau de reflexivite d'un groupe.

Validation de la version française de l'échelle de réflexivité en groupe de Carter et West, 1998

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Validation de la version française de l'échelle de réflexivité en groupe de Carter et West, 1998