Numerous theories have been proposed and extensive research has been conducted on the nature of team process (i.e., teamwork). Historically, this literature has sought to identify generic teamwork skills that are associated with most teams. More recently, the focus has shifted towards researchers identifying the specific competency requirements of team members (Cannon-Bowers, Tannenbaum, Salas, and Volpe, 1995; O'Neil, Chung, and Brown, 1997; Stevens and Campion, 1994). The term competency has a variety of meanings. However, it is generally used to denote the qualities needed by a jobholder (Boyatzis, 1982)¹. Specifically, Parry (1998) defined the term "competencies" as a cluster of related knowledge, skills, and attitudes that affects a major part of one's job (i.e., one or more key roles or responsibilities); is correlated with performance on the job; can be measured against well-accepted standards; and can be improved through training and development.

Regarding teamwork, team competencies are the qualities needed by team members. Cannon-Bowers et al. (1995) identified three types of competencies that are central for effective teamwork: (1) team knowledge competencies, (2) team skill competencies, and (3) team attitude competencies.

Team Knowledge Competencies. Team knowledge competencies are defined by Cannon-Bowers et al. (1995) as the principles and concepts that underlie a team's effective task performance. To function effectively in a team, team members must know what team skills are required, when particular team behaviors are appropriate, and how these skills should be utilized in a team setting. In addition, team members should know the team's mission and goals and be aware of each other's roles and responsibilities in achieving those goals. Such knowledge enables team members to form appropriate strategies for interaction, to coordinate with other team members, and to achieve maximum team performance.

Team Skill Competencies. Team skill competencies, which have received considerable research attention, are defined as a learned capacity to interact with other team members at some minimal proficiency level (Cannon-Bowers et al., 1995). However, Cannon-Bowers et al. has reported that the literature on team skills is confusing and contradictory, as well as plagued with inconsistencies in terms of both skill labels and definitions. Across studies, different labels are used to refer to the same teamwork skills or the same labels are used to refer to different skills. In an attempt to resolve these inconsistencies, Cannon-Bowers et al., found that 130 skill labels could be sorted into eight major teamwork skill categories: adaptability, situation awareness, performance monitoring/feedback, leadership, interpersonal relations, coordination, communication, and decision making. Numerous investigations have shown that these skills are directly related to team performance (see for example, Morgan, Glickman, Woodward, Blaiwes, and Salas, 1986; Oser, McCallum, Salas, and Morgan, 1992; Salas, Bowers, and Cannon-Bowers, 1995; Salas, Fowlkes, Stout, Milanovich, and Prince, 1999).

Team Attitude Competencies. Team attitude competencies are defined as an internal state that influences a team member's choices or decisions to act in a particular way (Cannon-Bowers et al., 1995; Dick and Carey, 1990). Attitudes toward teamwork can have a significant effect on how teamwork skills are actually put into practice. Positive attitudes toward teamwork and mutual trust among team members are examples of critical attitudes related to team process (Gregorich, Helmreich and Wilhelm, 1990; Ruffell-Smith, 1979; Helmreich, Fushee, Benson, and Russini, 1986). For example, Vaziri, Lee, and Krieger (1988) found that higher levels of mutual trust among team members led to a more harmonious and productive team environment. Finally, an attraction to being part of a team (i.e., collective orientation) is critical (Eby and Dobbins, 1997). Driskell and Salas (1992) reported that collectively-oriented individuals performed significantly better than did individually-oriented team members because collectively-oriented individuals tended to take advantage of the benefits offered by teamwork. Furthermore, collectively-oriented individuals had the capacity to take other team members' behavior into account and believed that a team approach was superior to an individual one.