Table 2 Lessons learned from studies on cross-training teams (Blickensderfer et al. 1998 )

1

Cross-trained teams are better able to anticipate each other’s needs (Volpe et al. 1996)

2

Cross- training fosters inter-positional knowledge (Cannon-Bowers et al. 1998)

3

Cross-training should be used in combination with team process training to provide maximum benefit

4

Length of cross-training intervention is not necessarily related to value of the intervention

5

Cross-training interventions should be designed on the basis of the interdependency requirements of the task, i.e. teams with high interdependencies be given positional rotation, whereas teams with few interdependency requirements may need only basic knowledge of team structure, through positional clarification

6

A number of guidelines regarding the training objectives and content can be based on the cross-training research. From these, cross-training should do the following (adapted from Salas et al. 1997a, Blickensderfer et al. 1998):

i. Provide team members with an understanding of how other team members operate, why they operate as they do, and the manner in which they are dependent on teammates for information and input;

ii. Provide team members with exposure to the roles, responsibilities, tasks, information needs, and contingencies of their teammates’ tasks;

iii. Provide team members with practice on the roles and tasks of teammates, highlighting the interdependencies of the positions as requested; and

iv. Provide feedback during cross-training exercises that allows teams members to formulate accurate explanations for their teammates’ behaviour and reasonable expectations for their teammates’ resource needs.

v. To determine the specific content of cross-training, a team task analysis should be conducted. This will help to identify interdependencies in the task and to identify what inter-positional knowledge is necessary to help teammates coordinate