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Scott Schaffer Interview  -  October 1, 2008, 1:30 p.m. Conversations on HPT Webcast

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[Dr. Scott Schaffer]

Dr. Scott Schaffer
Associate Professor of Educational Technology
Purdue University

Scott Schaffer is an associate professor in the Educational Technology program at Purdue University, where he teaches courses in human performance technology, assessment and evaluation, and design of learning systems. He is also an affiliated faculty member in the Regenstrief Center for Healthcare Engineering where he studies applications of learning and performance technologies within various healthcare contexts where he co-directs the Health Informatics and Learning Technologies group. Scott has several years of consulting experience with a wide variety of organizations and focuses mainly on assessment and evaluation challenges. He has written and spoken widely on these topics with over 75 articles and presentations to his credit. Scott is currently working on a book about innovation in teams which he hopes to complete in 2009. He can be reached at


[ Elliott McClelland]

Elliott McClelland
Communication Specialist
School of Information Science and Learning Technologies

[Dr. John Wedman]

Dr. John Wedman
Director, School of Information Science & Learning Technologies
University of Missouri-Columbia


Understanding how to support people working on teams has become a matter of urgency for many organizations. Globalization has created information, communication, and technological challenges and opportunities that require collaboration. Recognition of the power of team learning in such collaborations has much research suggesting ways to improve team learning processes and effectiveness. A review of more than a hundred studies identified three major categories of team process that consistently emerge: 1) identification and matching of individual goals and perceived interests and abilities with attributes of the team project; 2) formation of a group of individuals via project coordination, management, goal setting, leadership, resource provision, and several other such support systems; and, 3) completion of a project and the related documentation requirements and reflection related to project satisfaction and success. While all teams theoretically move through these processes there is great variation in the context or situations in which team work is performed. Performance support systems for teams should be focused on both individual and team performance and the related practices necessary to achieve results. An example of such as system is the cross-disciplinary team learning (CDTL) framework developed to guide designers of team performance systems, especially teams comprised of different disciplines and cultures.

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