Using brain-based measures to compose teams: how individual capabilities and team collaboration strategies jointly shape performance.
Advances in understanding neural processes open the possibility of using brain-based measures to compose collaborative work teams. Neuroimaging studies have shown that individual differences in patterns of brain activity can predict differences in performance of specific tasks. We extended this finding by examining performance not simply by a single brain, but by pairs of brains. We used measures derived from brain-based studies to compose 100 two-person teams in which members' roles were either congruent or incongruent with their individual abilities. The assessed abilities are rooted in the visual system, which comprises independent "spatial" and "object" subsystems. The team task required one member to navigate through a virtual maze (a spatial task) and the other to remember "tag" repetitions of complex "greebles" (an object-properties task). Teams in which members' role assignments were congruent with their abilities performed better than incongruent teams and teams in which both members scored high on only one of the abilities. In addition, verbal collaboration enabled members of incongruent teams to overcome their compositional disadvantage but did not enhance the performance of congruent teams-and actually impaired performance in teams in which both members were adept in only one of the two necessary abilities. The findings show that knowledge about brain systems can not only be used to compose teams, but also provides insights into how teams can best perform.
Woolley
Anita Williams
AW
Department of Pscyhology, Harvard University, Cambridge, Massachusetts 02138, USA. awoolley@wjh.harvard.edu
Hackman
J Richard
JR
Jerde
Thomas E
TE
Chabris
Christopher F
CF
Bennett
Sean L
SL
Kosslyn
Stephen M
SM
D000293:Adolescent; D000328:Adult; D001921:Brain / Q000502:physiology*; D003299:Cooperative Behavior; D005260:Female; D006801:Humans; D007206:Individuality; D008297:Male; D018782:Maze Learning / Q000502:physiology; D008875:Middle Aged; D010775:Photic Stimulation / Q000379:methods; D011597:Psychomotor Performance / Q000502:physiology*; D012107:Research Design