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Situation Awareness (SA) – and Shared Situation Awareness (SSA)

Shared situation awareness can be defined as “the degree to which team members possess the same SA on shared SA requirements” (Endsley & Jones, 1997, p. 47; 2001, p. 48). As implied by this definition, there are information requirements that are relevant to multiple team members. A major part of teamwork involves the area where these SA requirements overlap — the shared SA requirements that exist as a function of the essential interdependency of the team members. In a poorly functioning team, two or more members may have different assessments on these shared SA requirements and thus behave in an uncoordinated or even counter-productive fashion. Yet in a smoothly functioning team, each team member shares a common understanding of what is happening on those SA elements that are common — shared SA.

…the growing consensus of the group was that they wanted to be able to identify employees who had the ability to figure out new and better ways to build relationships with customers, discover and meet customer needs, gain commitments, use available resources, negotiate mutually beneficial contracts, and to offer new products and services to existing customers. The organization’s business and target market was changing rapidly, becoming more global and competitive. New relationships with customers, shippers, and partners were emerging. Even though they valued employees who possessed the more traditional sales competencies of influencing, achieving, prospecting, negotiating, and so on, they concluded that the competency that will drive the organization forward to higher productivity and profit was ‘critical thinking’.
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Suppose that some customer service managers in one area of your organization are complaining about the computer-based training program. The managers complain that the training process does not address new systems and that their employees are not prepared once they return to the job. The employees complain that the practice modules and simulations aren’t relevant to their jobs. Clearly, a new training curriculum is needed for these people, but how can you be sure that a new program is going to be any better than the old program? By conducting a job analysis study before tackling the problem of the new training curriculum, you can obtain valuable information about the job content, systems, standards, and demands. This information can be used to choose or develop a new customer service training program.
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