Staff behavioral Debriefs to Increase Staff Efficacy which will increase positive student behaviors (Coursework Sample)

Staff behavioral Debriefs to Increase Staff Efficacy which will increase positive student behaviors Student’s Name: Institution: Date: Staff behavioral Debriefs to Increase Staff Efficacy which will increase positive student behaviors Allen, J. A., Reiter-Palmon, R., Crowe, J., & Scott, C. (2018). Debriefs: Teams learning from doing in context. American Psychologist, 73(4), 504–516. https://doi.org/10.1037/amp0000246 This article's central theme was examining the role of debriefs when used in different contexts. The study was designed to explore various purposes and incidents where debriefs have been employed and used the finding in the review of the historical development of concepts and applications in industries. Allen et al. (2018) further reviewed the psychological and behavioral factors relevant to the effectiveness of debriefing and their impacts or outcomes on individuals, organizations, and teams that deploy debriefs. Allen et al. (2018) also refer to debriefs after-action reviews, critiques, post mortems, or huddles. They define them as a type of meeting in the workplace where employees discuss, learn, and interpret recent events in which they participated. Tannenbaum and Cerasoli (2013) contend that teams that engage in debriefing outperform those that do not. The duo further opines that well-conducted debriefs can improve team effectiveness by 25% across various organizations and settings. They conclude that debriefs have been suggested as an essential mechanism by which individuals and teams use post-incident communication to learn and improve performance. The research was conducted to show the role of behavioral debriefs in shaping and improving staff effectiveness. The authors concluded that behavioral debriefs continue to provide vital promise to the future of individuals, organizations, and teams across the globe. The study further established that the performance gains, learning outcomes, and the desired goals that flow from effective debriefing and consistency make debriefs among the most effective and practical tools for institutions and leaders to consider. The research also found that debriefs help staff and individuals in their personal capacities to make sense of highly ambiguous and equivocal situations, perform better, learn from their past mistakes, and move forward safely. Tannenbaum, S. I., & Cerasoli, C. P. (2013). Do team and individual debriefs enhance performance? A meta-analysis. Human Factors, 55(1), 231–245. https://doi.org/10.1177/0018720812448394 This article's primary theme was that the research was designed to analyze literature materials and explore and assess the efficacy of debriefs in an individual staff or a team. Based on the study's findings, it was identified that there is a significant alignment between debriefs and staff effectiveness. This is evident through the meta-analysis indicating that debriefs increase individual and team effectiveness by 25 percent. Tannenbaum and Cerasoli (2013) state that debriefs are after-action reviews used in work and training environments to learn from experience. and explore and assess the efficacy of debriefs in an individual staff or a team On the other hand, the author argues that individual debriefs tend to be employed in the teaching practice or field, while team debriefs used in medical and military fields. When debriefs are effectively used, they tend to improve the individual consciousness and knowledge, which they use in their workplaces to increase performance. Fincham (2010) states that when debriefs are used in the teaching practice, they play an essential role in increasing the teachers' self-efficacy, which they use to improve their student's behavioral and academic outcomes. As reported by Tannenbaum and Cerasoli (2013), debriefs enable the individuals involved to review events, enabling them to engage in a goal-setting process that helps them to free their cognitive resources, which play a crucial role in instilling resilience. As a result, they gain skills that they use in their working practices influencing behavioral changes in the working or learning environment. This is similar to teachers who show high self-efficacy, which they gain through debriefs, enabling them to influence positive behaviors in their students that are associated with higher motivation and commitment levels. Scott, O., Burton, L., Bansal, D., Attoe, C., Cross, S., & Saunders, A. (2023). The impact of debriefing models on self-efficacy within mental health simulation training: a quantitative analysis. International Journal of Healthcare Simulation. https://doi.org/10.54531/mqaz6586 This article's theme explored the impacts of debriefing models on self-efficacy among individuals engaged in mental health simulation-based education or training. The research in this article was developed to investigate and identify the relationship between different models of debriefs and workers' self-efficacy, which play an essential role in influencing their performance. In the past few years, simulation-based education has been related to various studies on worker skills, confidence, and self-perception, which are crucial in improving self-efficacy (Franklin & Lee, 2014). On the other hand, Franklin and Lee (2014) indicate that self-efficacy is a great personal factor that, when combined with other environmental factors such as social support, opportunities, and resources, leads to behavioral change. The research findings of Scott et.al (2023) This is because the Diamond model is based on in-depth description, application, and analysis, which play an important role in influencing the worker's emotional well-being. Similar to these findings, Jaye et al. (2015) indicate that the diamond model tends to achieve higher scores on individual self-efficacy since it ensures that performance appraisal is conducted by starting with a simulation description before one moves to structure the conversation around the learning know-how and implementation. Hence, this gives the model a reflective and interactive nature which plays a crucial role in enhancing the people involved capabilities in dealing with challenges that translate into behavioral changes. In addition, Reedy et al. (2017) also state that workers who show higher self-efficacy scores using the diamond model tend to have developed a wide range of skills in social and cognitive aspects such as communication, decision-making, leadership, and teamwork. These skills are crucial in teachers as they enable them to influence their students'' behavior. They give them a platform to create positive and close relationships that motivate them to engage more in learning activities. Zee, M., & Koomen, H. M. Y. (2016). Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801 The article's theme was the impact of teacher self-efficacy. The primary aim of Zee and Koomen's (2016) study was to explore the consequences or impacts of teacher self-efficacy on students'' academic and behavioral adjustments, classroom processes, and teachers' well-being. The article's results indicated positive links between teachers' self-efficacy and students' adjustment behaviors. Therefore, this shows that teachers with high self-efficacy are more likely to increase positive behaviors, such as more assertive and positive engagement practices and motivations that will lead to their more incredible academic performance. In comparison, those with lower self-efficacy have a higher probability of impacting negative behavioral practices in their students, leading to lower academic performance. In supporting these claims, Klassen and Chiu (2013) states that the notion of teacher's efficacy affects not only the actions and behaviors of the students but also their feelings and thoughts, which disturbs their psychological well-being leading to greater demotivation, poor collaboration levels and disengagement which results to poor academic performance. On the other hand, teachers'' self-efficacy has been shown to affect their practices related to process-oriented instructions, interpersonal behaviors, and cooperative learning. Similarly, Van Uden et al. (2013) state that students'' behavioral and emotional engagement are raised out of such practices, increasing their well-being that supports the positive behavioral practices that result in more incredible academic performance. Barni, D., Danioni, F., & Benevene, P. (2019). Teachers'' Self-Efficacy: The Role of Personal Values and Motivations for Teaching. Frontiers in Psychology, 10(1645). https://doi.org/10.3389/fpsyg.2019.01645 The theme of the above article was the function of personal values and motivations toward a teaching practice. The research of the article was designed to explore and produce information on the role of teacher's efficacy, which is described as the ability of a teacher to effectively and efficiently handle their obligations, tasks, and challenges that are related to their professional activity in influencing students'' behaviors that affect their academic outcomes. Using theSchwartz's theory of human values, the research surveyed the relations between teachers' values such as self-transcendence, openness to change, self-enhancement and conservation, and self-efficacy. Using these theories, Barni et al. (2019) realized that values have a greater connection with self-efficacy, promoting students' positive behaviors under less external pressure. Therefore, higher teacher values that lead to higher self-efficacy show that they lead to positive student behaviors such as significant self-regulation, collaboration, communication, and engagement practices. Thus, this relates to the work of Djigic et al. (2014), which states that "teachers with higher levels of openness to experience and cons...