Team cognition using collaborative technology: a behavioral analysis

Purpose – The purpose of this paper is to examine the effects of collaboration mode (face‐to‐face versus non‐collocated using collaborative technology) on team‐based problem solving behaviors associated with team learning, team reflexivity (i.e. reflectiveness) and team mental model development. Design/methodology/approach – The study used a single factor (collaboration mode) between subjects randomized experimental design. The experimental manipulations of collaboration mode were face‐to‐face versus technology‐mediated collaboration. Observer ratings of problem solving behaviors were used to generate data analyzed using multivariate analysis of variance. Findings – Multivariate analysis of variance results indicated that face‐to‐face collaboration is superior to technology‐mediated collaboration in facilitating team level cognitive functions such as team learning, team reflexivity, and shared mental model development. Practical implications – To better manage the psychological/cognitive aspects of teamwork, managers must detect and accurately interpret the behavioral indicators that evidence the extent of team learning, reflexivity and shared mental model construction of task requirements and execution. Originality/value – This paper represents one of the first to investigate the impact of technology‐mediated collaboration on team cognition and to conceptualize team cognition as a set of mental processes and intra‐team communication exchanges that facilitate team learning, reflection, and shared understanding.