Naturalistic Allocation: Working Memory and Cued-Attention Effects on Resource Allocation

The allocation of resources is a ubiquitous decision making task. In the workplace, resource allocation, in the context of multiple task and/or work demands, is significantly related to task performance as the commitment of more resources generally results in better performance on a given task. I apply both resource and naturalistic decision making theories to better understand resource allocation behavior and related performance. Resource theories suggest that individuals have limited cognitive capacity: limited capacity may limit performance in dynamic situations such as situations that involve the allocation of attentional resources. Additionally, the naturalistic decision making framework highlights the role of context cues as key aids to effective decision making. Therefore, I proposed an interactive relationship between working memory, a cognitive resource, and allocation cue, a contextual variable. Specifically, I conducted an experimental study in which I manipulated allocation cue type and examined the individual difference of working memory on allocation behavior and task performance. I hypothesized a moderated-mediated effect including cue type, working memory, and proportion of time on task on task performance (i.e., accuracy and efficiency). The effect of cue type on both the proportion of time spent on task and task performance was expected to be contingent on working memory capacity. As working memory increased, both time on task and performance were expected to increase for participants exposed to either goal- or both task- and goal-related cues, as opposed to task cues. Conversely, as working memory decreased both time on task and performance were expected to increase for participants exposed to task cues in comparison to those exposed to either goal- or both task- and goal-related cues. Additionally, as proportion of time on task increased, performance was expected to improve. Results from this study did not find support for the hypothesized moderated-mediated effect. However, results indicated an effect of task cue on task efficiency. Specifically, individuals cued to allocate their attention based stimulus-related features (i.e., task cue) completed the task more quickly. Theoretical and practical implications as well as study limitations are discussed in detail

Critical Team Composition Issues for Long-Distance and Long-Duration Space Exploration: A Literature Review, an Operational Assessment, and Recommendations for Practice and Research

Prevailing team effectiveness models suggest that teams are best positioned for success when certain enabling conditions are in place (Hackman, 1987; Hackman, 2012; Mathieu, Maynard, Rapp, & Gilson, 2008; Wageman, Hackman, & Lehman, 2005). Team composition, or the configuration of member attributes, is an enabling structure key to fostering competent teamwork (Hackman, 2002; Wageman et al., 2005). A vast body of research supports the importance of team composition in team design (Bell, 2007). For example, team composition is empirically linked to outcomes such as cooperation (Eby & Dobbins, 1997), social integration (Harrison, Price, Gavin, & Florey, 2002), shared cognition (Fisher, Bell, Dierdorff, & Belohlav, 2012), information sharing (Randall, Resick, & DeChurch, 2011), adaptability (LePine, 2005), and team performance (e.g., Bell, 2007). As such, NASA has identified team composition as a potentially powerful means for mitigating the risk of performance decrements due to inadequate crew cooperation, coordination, communication, and psychosocial adaptation in future space exploration missions. Much of what is known about effective team composition is drawn from research conducted in conventional workplaces (e.g., corporate offices, production plants). Quantitative reviews of the team composition literature (e.g., Bell, 2007; Bell, Villado, Lukasik, Belau, & Briggs, 2011) are based primarily on traditional teams. Less is known about how composition affects teams operating in extreme environments such as those that will be experienced by crews of future space exploration missions. For example, long-distance and long-duration space exploration (LDSE) crews are expected to live and work in isolated and confined environments (ICEs) for up to 30 months. Crews will also experience communication time delays from mission control, which will require crews to work more autonomously (see Appendix A for more detailed information regarding the LDSE context). Given the unique context within which LDSE crews will operate, NASA identified both a gap in knowledge related to the effective composition of autonomous, LDSE crews, and the need to identify psychological and psychosocial factors, measures, and combinations thereof that can be used to compose highly effective crews (Team Gap 8). As an initial step to address Team Gap 8, we conducted a focused literature review and operational assessment related to team composition issues for LDSE. The objectives of our research were to: (1) identify critical team composition issues and their effects on team functioning in LDSE-analogous environments with a focus on key composition factors that will most likely have the strongest influence on team performance and well-being, and 1 Astronaut diary entry in regards to group interaction aboard the ISS (p.22; Stuster, 2010) 2 (2) identify and evaluate methods used to compose teams with a focus on methods used in analogous environments. The remainder of the report includes the following components: (a) literature review methodology, (b) review of team composition theory and research, (c) methods for composing teams, (d) operational assessment results, and (e) recommendations