Team Learning

Prevailing modes of instruction, often passive in nature, do not address crucial issues for student success in science: the need for students to become part of an intellectual community, the differences in the ways students learn, and the powerful role that mentoring can play in involving students in science. Furthermore, students who spend most of their instructional time listening to lectures seldom learn to communicate scientific ideas and to become part of a problem-solving team, skills that industry tells us are crucial to success in the workplace. Workshop Chemistry is a peer-led team-learning model of instruction that provides an active learning experience for students, creates new leadership roles for those who have done well, and involves faculty in the process of reform. A modest reduction in lecture or recitation time is replaced by a two-hour student-directed small group roblem-solving and model-building workshop. The Workshop Chemistry Project is a coalition of faculty, learning specialists, and students from a variety of institutions organized around the theme of developing the workship model as an integral part of the course structure. Several brief descriptions of the workshop courses offered in the Fall of 1995 are provided, along with some sample workshop problems. Surveys, focus groups, student logs, faculty interviews, and actual course results provide insight into the enhanced learning in the workshop and the progress of the project towards its goals.

This study presents results from a field experiment investigating the efficacy of cooperative learning on individual students in an undergraduate introduction to information systems class. Statistical analysis of the data indicates that cooperative learning did not have a positive effect on individual student learning. This result is in contrast to effective individual learning outcomes associated with cooperative techniques reported in the education literature on cooperative learning. Furthermore, in completing a project, cooperative project groups did not have significantly higher project scores than individual students who undertook the project.

Purpose -The purpose of this paper is to investigate how different team learning activities relate to different types of team performance as rated by team members and managers. Design/methodology/approach -The 624 respondents, working in 88 teams in seven different organizations indicate their perceptions of team learning and their performance ratings of the team. Moreover, managers in the organization are asked to evaluate the team performance. Findings -Team member ratings of effectiveness are positively related to the boundedness and stability of the team and information processing and negatively related to information acquisition. Manager ratings of effectiveness are positively related to boundedness and stability, information processing and information storage and retrieval. Team member ratings of efficiency are positively related to information processing and negatively related to information acquisition. Manager ratings of efficiency are positively related to boundedness and stability and information storage and retrieval. Team member ratings of innovativeness are positively related to information processing, while no predictors are found for manager ratings of innovativeness. Research limitations/implications -Since the data are cross-sectional, the authors cannot draw conclusion about the causality between the variables. Longitudinal designs that study the sequence of team learning and team performance are called for. Furthermore, future studies might include more objective performance measures. Practical implications -As team learning proved to have predictive value for diverse team performance indicators, rated by team members and managers, team should carefully organise their learning process in order to enhance their performance. Originality/value -Although some studies have proven the significance of team learning for team performance, none have investigated which team learning activities are related to which types of performance ratings.

[email protected]} M uch of the literature on team learning views experience as a unidimensional concept captured by the cumulative production volume of, or the number of projects completed by, a team. Implicit in this approach is the assumption that teams are stable in their membership and internal organization. In practice, however, such stability is rare, because the composition and structure of teams often change over time (e.g., between projects). In this paper, we use detailed data from an Indian software services firm to examine how such changes may affect the accumulation of experience within, and the performance of, teams. We find that the level of team familiarity (i.e., the average number of times that each member has worked with every other member of the team) has a significant positive effect on performance, but we observe that conventional measures of the experience of individual team members (e.g., years at the firm) are not consistently related to performance. We do find, however, that the role experience of individuals in a team (i.e., years in a given role within a team) is associated with better team performance. Our results offer an approach for capturing the experience held by fluid teams and highlight the need to study context-specific measures of experience, including role experience. In addition, our findings provide insight into how the interactions of team members may contribute to the development of broader firm capabilities.

Purpose -The purpose of this study is to demonstrate a relationship between learning organisation theory and the potential to retain knowledge workers. It emphasises that human resource (HR) managers must recognise specific relationships between learning organisation elements, job satisfaction facets and turnover intent as they emerge for their knowledge workers. Design/methodology/approach -A survey was undertaken sampling knowledge workers in the information technology (IT) industry. Measured on a Likert scale, the instrument was designed to explore the impact of learning organisation disciplines upon job satisfaction and the importance of job satisfaction in determining turnover intent. Findings -Analysis of the survey showed evidence of a relationship between learning organisation disciplines and turnover intent. All the learning organisation disciplines discussed in the paper correlated to at least one of the six job satisfaction dimensions, of which reward and challenge exerted the most significant influence upon turnover intent. Practical implications -The results suggest that three initial strategies should be implemented by HR managers in order to reduce possible staff turnover. The strategies identified are first, linking shared vision, challenge and systems thinking together via personal mastery; second, being more critical of which mental models are developed and shared within the organisation; and finally, developing team learning systems throughout the organisation. Originality/value -This study emphasises that HR managers should recognise specific career needs for their knowledge workers and that adopting appropriate strategies will increase retention. key attributes from employees' daily activities , this paper defines the knowledge worker as: "any employee possessing specialist knowledge or know-how who is involved in consultancy based on their specialist knowledge or know-how, or research and development work for new products, services or processes". They use their knowledge and know-how to "gather, analyse, add value and communicate information to empower decision making" . Consequently, a knowledge worker's usefulness to the organisation is situated in his/her ability (and willingness) to utilise, share and synthesise existing knowledge to create new ideas. As such the aim of learning organisation (LO) models is to harness knowledge gained via individual and organisational learning in order to enable transformational rather than incremental change .

'Professional' project management aims for continuous improvement with every project. This paper presents learning as the key strategic variable for project management. Looking at project management from a learning perspective will develop reflective practices to improve the ability to generate knowledge, make it explicit and capable of being shared within the organisation as new projects are undertaken. Based on action research undertaken in a large aircraft manufacturing company, a project network structure is proposed: a flexible structure created through a network of self-managing teams where the organisational breakdown structure is determined by the work breakdown structure and further coupled with the cost breakdown structure. The project network structure enables effective learning with project management because it enhances knowledge creation and improves the quality of information transfer within and between projects. Thus, it provides the organisation with dual benefits: short-term achievement and building learning capacity for long-term capability. Critical success factors for implementation of the project network structure in new product development projects are further discussed.

Die Moderationsmethode           3
Die Moderation                   4
Moderationsziele           5
Moderationselemente           6
Moderationshilfsmittel           7
Farben der Moderation           9
Der Moderator                           15
Themenorientierte Kommunikation    17
Themenzentrierte Interaktion                20
Die Szenario Analyse                     23
Literaturhinweise                                      25

Este trabajo de revisión tiene dos objetivos. En primer lugar, se analizan las potencialidades de las organizaciones-basadas-en- equipos y de sus ventajas para el afrontamiento y la adaptación a entornos flexibles e inciertos. Y en segundo lugar, se examinan los efectos que estas condiciones y dinámicas organizacionales pueden ejercer sobre los procesos y los resultados grupales, dedi- cando especial atención a fenómenos como la reducción del tamaño del equipo, los cambios en la composición, los procesos de aprendizaje de equipo y otras disposiciones derivadas de los requerimientos de flexibilidad; asimismo, se analizan sus posibles con- secuencias en relación con el rendimiento y la eficacia de los equipos. Finalmente, se resumen las principales implicaciones prácticas para el diseño de las organizaciones y la gestión de equipos de trabajo en contextos dinámicos y complejos caracterizados por altos niveles de incertidumbre y flexibilidad.

3M was a company first established to mine corundum ("About 3M Mining & Metallurgy", 2019). History records the failure of 3M to successfully mine corundum: however, the products they discovered on their way to failure set the company up for more than 100 years of success. The key to the success of 3M was in their exploratory nature and their resilience to failure. These two ideologies, above all else, have allowed 3M to become the titan of innovation and creativity they are today.

Psychological safety describes people's perceptions of the consequences of taking interpersonal risks in a particular context such as a workplace. First explored by pioneering organizational scholars in the 1960s, psychological safety experienced a renaissance starting in the 1990s and continuing to the present. Organizational research has identified psychological safety as a critical factor in understanding phenomena such as voice, teamwork, team learning, and organizational learning. A growing body of conceptual and empirical work has focused on understanding the nature of psychological safety, identifying factors that contribute to it, and examining its implications for individuals, teams, and organizations. In this article, we review and integrate this literature and suggest directions for future research. We first briefly review the early history of psychological safety research and then examine contemporary research at the individual, group, and organizational levels of analysis. We assess what has been learned and discuss suggestions for future theoretical development and methodological approaches for organizational behavior research on this important interpersonal construct.

Purpose The purpose of this study was to explore the effects of disagreement and cohesiveness on knowledge sharing in teams, and on the performance of individual team members. Design/methodology/approach Data were obtained from a survey among 1,354 ...

This research, conducted by the author when a Senior Researcher at Newcastle University, UK, was funded by a UK governance organisation to help them assess, integrate and improve their understanding of the governed population.

ABSTRACT: Governance organisations have been urged to develop more holistic evidence-based approaches with partners to better deal with issues affecting the governed population. This presupposes an understanding of the population, yet there has been little research work addressing how governance organisations come to understand their governed population, nor how this understanding can be improved upon within such organisations.

This case study examined in-depth how understanding of a governed population was developed within one UK local governance organisation and it explored how such understanding might be developed and improved through more holistic and evidence-based organisational learning within the organisation and its governance partnerships.

The research methodology involved placement within the governance organisation, participant observations on several projects and innovative initiatives, observations within, across, and outside the organisation, and also interviews with varied key stakeholders.

The study examined:

- stakeholder engagement and networks
- current and varied understandings of the population
- mechanisms actually used for developing understandings
- the influence of context on organisational learning

and analysed these to arrive at a recommendations to improve organisational understanding of the governed population.

In the case studied, significant strengths were found: including innovative past learning trials for development, extensive ongoing networking activities, and many varied and accumulating quantitative datasets available across partnerships.

However, entrenched organisational approaches and practices constrained the development of holistic evidence-based understanding, for instance: the absence of systematic maintained collective learning processes; weak recording and forgetting of understandings; methodological exclusion of stakeholders from the development of understanding; the relative neglect of qualitative data, explanations, investigations, interpretations, and reflexivity; and also implicit organisational acceptance of such limitations and low aspirations.

Nonetheless, untapped opportunities existed to enable change including: latent practitioner knowledge and innovative management champions, the desire for improvement and raised aspirations within learning networks, and the development potential of alterative learning approaches.

It was concluded that more holistic evidence-based understanding was possible, but required new learning approaches beyond those then in use in both local government or academia.   

Recommendations are made to utilise and develop improved organisational learning approaches trialed and reported in the case study.

It is argued that the case study findings, conclusions, and recommendations may be applicable to other similar local governance organisations and partnerships that seek to better understand local populations, services and interventions.

The work was also submitted for, and awarded, an MPhil (at Newcastle University, supervised by Prof. Patsy Healy)

Experiential learning theory (ELT) has been widely used in management learning research and practice for over thirty-five years. Building on the foundational works of Kurt Lewin, John Dewey and others, experiential learning theory offers a dynamic theory based on a learning cycle driven by the resolution of the dual dialectics of action/reflection and experience/abstraction. These two dimensions define a holistic learning space wherein learning transactions take place between individuals and the environment. The learning space is multi-level and can describe learning and development in commensurate ways at the level of the individual, the group, and the organization. This approach is illustrated by reviewing current research on individual learning styles and managerial problem solving/decision making, the process of team learning and organizational learning. We describe how ELT can serve as a useful framework to design and implement management education programs in higher education and management training and development.

BACKGROUND: Fishbone diagrams have been widely promoted as a systems-focused hazard analysis tool for use in root cause analysis, but they suffer from a number of structural weaknesses, including a unidirectional structure that only takes into account forces that promote an accident (ignoring those that make the accident less likely or less severe) and a means of displaying these forces that does not convey any difference in strength of influence. In a separate but related issue, many healthcare organizations suffer from a lack of change management expertise.

PROPOSED SOLUTION: To address these concerns, I present a novel technique, the Lovebug diagram, which draws from both Fishbone diagrams and force-field analysis (an approach to analyzing planned change). This new technique adds value to both its progenitor methods, while retaining their key strengths and ease of use. It can be used both prospectively, to assess planned changes, and retrospectively to assess unplanned (accidental) departures from the status quo.

DISCUSSION: The Lovebug diagram is a more powerful analytical tool than its progenitor methods; however, overall adoption of systems-focused tools for root cause analysis remains suboptimal. Additional research is needed to determine how best to promote a truly systems-focused approach to healthcare root cause analysis. Beyond this retrospective use of the technique, it represents a simple tool to assist healthcare organizations with prospective change management.

Available from: http://cri.sagepub.com/content/early/2013/10/25/1356262213510855.abstract

The main goal of the thesis is to analyze the effects of shared mental models and shared temporal cognitions on team processes and effectiveness over time. The thesis includes five empirical studies. The findings of the study reported in chapter 2 suggest that relationship conflict mediates the relationship between team mental model similarity at the beginning of the team lifecycle and team effectiveness. Chapter 3 describes a study that reveals that team creativity positively mediates the relationship between shared mental models and team effectiveness; and that intragroup conflict and creativity sequentially mediate the relationship between shared mental models and team effectiveness. Chapter 4 describes a study that suggests that shared temporal cognitions function as a substitute of temporal leadership in reducing temporal conflict. Further, this study provides evidence for the mediating role of temporal conflict between temporal leadership and team performance, and between shared temporal cognitions and team performance. The findings of the study reported in chapter 5 indicate that when accuracy is low, the more similar team members’ temporal mental models are, the less they engage in learning behaviors; and that team adaptation mediates the relationship between team learning and performance. Finally, the findings of the study reported in chapter 6 show that temporal and task mental models are crucial for the translation of team learning behaviors into performance improvement. The thesis contributes to the understanding of teamwork, in particular to the important role of shared mental models and shared temporal cognitions for managing teams in organizational contexts.

With the increasing emphasis on work teams as the primary architecture of organizational structure, scholars have begun to focus attention on team learning, the processes that support it, and the important outcomes that depend on it. Although the literature addressing learning in teams is broad, it is also messy and fraught with conceptual confusion. This chapter presents a theoretical integration and review. The goal is to organize theory and research on team learning, identify actionable frameworks and findings, and emphasize promising targets for future research. We emphasize three theoretical foci in our examination of team learning, treating it as multilevel (individual and team, not individual or team), dynamic (iterative and progressive; a process not an outcome), and emergent (outcomes of team learning can manifest in different ways over time). The integrative theoretical heuristic distinguishes team learning process theories, supporting emergent states, team knowledge representations, and respective influences on team performance and effectiveness. Promising directions for theory development and research are discussed.

In most of today's campus-like learning settings, students are frequently confronted with e-learning systems that do not only deliver and display learning content, but are equipped with a number of integrated tools for file sharing, communication, personalisation (personal annotations, text marking, etc) and cooperation. However, recent observations show that these functions are rarely used. One reason for not using the technological opportunities for informal communication and interaction is the poor design of such ...

Purpose -The purpose of this paper is to provide a greater understanding of the role of team learning by examining the link between team centrality and organisational learning. Design/methodology/approach -This paper is a conceptual paper that examines a range of literature related to team learning. It is the first paper in a series of three. The final paper examines the propositions developed in this and a subsequent paper by exploring team learning in over 30 large companies across a range of industries. Team processes are all but defined by pre-existing organisational processes. At one extreme, they are directive and driven. At another, they are dynamic and fluid and underlie a degree of self-managed activity. Team processes accordingly are potentially dynamic or rather basic depending on the level of structured or unstructured activity. The paper suggests that potentially dynamic teams are those that display superior learning routines that are embodied within each team's processes. This paper contends that team learning is a centrally located variable within organisational learning processes. Findings -To date, team characteristics, team building, and team structures have been the focus of much research, but team learning routines have been underplayed in the team's literature. Teams are central in the organisational learning process. Practical implications -This paper establishes the theoretical underpinning for a final paper that will make significant recommendations. There are practical implications, however, of various links across the themes, particularly the centrality of the team in the learning process. Originality/value -This paper is a highly valuable due to very little research being completed to date on this topic.

sible for us to have a great conference in a fabulous locale. We must also thank Tom for his ready advice through the past six years; we would have lost our minds without you! A special thanks this year goes to Helen Burchell who helped make the printing of the proceedings possible. Without her efforts on our behalf, having bound copies of the proceedings available at the start of the conference would have been very difficult to manage. We also would like to thank Dashia Magee, a doctoral student at the University of Northern Iowa, who helped both in editing papers for the proceedings as well as assisting with the development of the conference schedule of presentations. Our print designer was Lindsey Weirich, a recent graduate in graphic design from the University of Northern Iowa, and a student of our previous designer, Phil Fass who did serve as a consultant. Their work has been critical in the creation of such a polished final product. This year, we were ably assisted by Rise Choplin who monitored the Castle7 e-mail, created files and documents, contacted reviewers, and provided other kinds of all around help. In addition, we appreciate the support we have received from the University of Northern Iowa over the years. In particular, we thank Dr. Radhi Al-Mabuk, interim Head of the Department of Educational Psychology and Foundations for his support and encouragement and for allowing us to work with Rise. We are also grateful to Dean William Callahan and interim Provost James Lubker for their support of our work.

The main purpose of this study was to determine the effects of Peer-Led Team Learning (PLTL) strategy on the achievement and engagement level students in Chemistry. It was conducted at Casimiro A. Ynares Sr. Memorial National High School, Taytay, Rizal during the third quarter period of the school year 2018-2019. The participants of this study were chosen using purposive sampling. The sample students belong to one intact section of Grade 9 composed of 36 students. This study utilized a one-group pre-experimental research design. The results revealed that there is a significant difference in the chemistry achievement and engagement level of the students before and after their exposure to Peer-Led Team Learning. Significant difference was found in all the CIP engagement factors which are; cooperation, interest and participation after the students were exposed to PLTL. In overall there is a significant difference in the engagement mean of students before and after the implementation of PLTL. It was concluded that the use of Peer-Led Team Learning had positive effects to the learning achievement in chemistry and engagement of students. The workshop participants revealed they are felt comfortable learning under the peer leaders because they approachable and they were able to execute the lessons properly and clearly. The students also enjoyed sharing ideas and working with each other that triggered cooperation among them.

Stress is an important research area in the group and organizational behavior literature, yet it is underestimated in the new product development scholarship. In particular, the impact of team stressors on project and process outcomes was not empirically investigated in NPD project teams. In this study, we test the influence of team stressors, consisting of team crisis and anxiety, on the project/process outcomes, such as team learning, speed-to-market, new product success and proficiently executing the each stage of product development process, including the degree of management support during the project. By investigating 96 NPD projects, we found that when a high degree of management support is seen during the project, team crisis positively influences team learning, speed-to-market and new product success, and team anxiety positively impacts speed-to-market. Interestingly, when low management support was noted during the project, we were not able to find any statistical association between team crisis and anxiety, and project outcomes. Also, we found that when there was a high level of management support, team anxiety is positively related to the proficiency in executing the idea generation, market/technological assessment, product development, and product commercialization stages; and team crisis is positively related to the market/technological assessment, product development, product testing, and product commercialization stages. Further, we found that team anxiety influences the proficiency in the product development stage regardless of low or high level of management support. Next, managerial and theoretical implications were discussed. r

Purpose -This paper seeks to explore the effect of leadership style of a team leader on team-member learning in organizations, to conceptually extend an initial model of leadership and to empirically examine the new model of ambidextrous leadership in a team context. Design/methodology/approach -Qualitative research utilizing the case study method is used for empirical validation. Findings -The leadership style (transformational, transactional, or ambidextrous) adopted by the team leader has an operational effect on the development of learning as a strategic resource within the team, and the organization. Research limitations/implications -Case studies can be criticized for potential lack of rigour. However, we have used multiple cases following replication logic and triangulation to offset this. Further, cases by nature are generalizable to propositions only, not populations. Thus, a valuable springboard is provided for further quantitative investigations. Practical implications -The leadership style adopted by the team leader affects team cohesion, perceptions of learning, and learning-related performance within the team. The findings provide a rationale for greater emphasis on the role, behavior and leading style that are adopted by the leader in order to produce desired team-level outcomes. Originality/value -The paper provides much needed extension and empirical validation of the initial model of ambidextrous leadership. The results show that the leader does have an effect on the team, and also that the leader's leadership style is critical to team level learning and related performance. This is valuable knowledge for trainers, recruiters, teams and leaders.

Problem-based learning, process-oriented guided inquiry learning, and peer-led team learning are student-centered, active-learning pedagogies commonly used in science education. The characteristic features of each are compared and contrasted to enable new practitioners to decide which approach or combination of approaches will suit their particular situation.

Collaborative learning is an instructional method in which students team together to do an assignment (6). It involves having students work together to maximize their own and one another's learning (3). 2. Benefits from Team Work Why Work in Teams? 1. Research has shown that students working in small groups tend to learn more of what is taught and retain it longer (2). 2. Team work provides students with more "real world" experience, because most of them will indeed be spending much of their working lives developing projects in groups. Collaborative learning helps students learn a valuable skill that employers continually rank as critical to workplace success: how to work together and support each other. In business, industry and research organizations, collaborative work is the norm rather than the exception.

Purpose -The aim of this study is to analyze a framework of team learning that includes three learning processes (adaptive, generative, and transformative), factors that stimulate these processes, and consequences of them. The variables provided a field study of the model. Design/methodology/approach -In the field study, 69 project teams of 3 to 11 students and their instructors responded to surveys. Findings -Positive learning stimuli were related to adaptive and generative learning processes, while negative stimuli were related to transformative learning processes. Learning processes were related to individual student learning outcomes. In addition, adaptive and generative learning processes were positively related to team and instructor ratings of outcome quality, while transformative learning was negatively related to team ratings of outcome quality.

Multidisciplinary teams (MDTs) are conventionally recommended in mental health
care literature as an important way to offer holistic treatment provision to patients. This
study aims to explore multidisciplinary teamwork in contemporary mental health
settings, particularly what aids and hinders the process of multidisciplinary teamworking,
and the social work contribution in such teams. In order to attain an in-depth
exploration of these phenomena, a single case study design was employed. Within this
design, data were generated through semi-structured interviews and structured
observation of a mental health MDT in Ireland. These data were analysed using
interpretative phenomenological analysis. The research highlights how the concept of
mental illness is contested within this MDT, with the medical model dominant within
an environment of fluid working arrangements. Professional role blurring and
stereotyping were found to impact the division of labour on this team, with role
negotiation found to be an integral part of retaining a professional’s practice identity.
This research raises concerns for social work’s capacity to function within mental
health MDTs in Ireland, and highlights ways in which social work educators might
respond in order to empower Irish social workers to meet the challenges of mental
health multidisciplinary teamworking.

Multiple contexts shape team activities and how they learn, and group learning is a dynamic construct that reflects a repertoire of potential behaviour. The purpose of this developmental paper is to examine how better learning behaviours in semi-autonomous teams improves the level of team adaptability and performance. The discussion suggests that learning behaviour enables the team to better respond to critical uncertain contexts which in turn improves team adaptability. The overriding theme of the paper is that better team adaptability leads to higher team performance; learning behaviour provides the means by which teams and their members are more adaptable in responding to different contexts. The paper develops a number of hypotheses. The need to understand the link between multiple uncertainty contexts, team adaptability and team learning is important in improving team performance indicating a significant research gap.

This study investigates learning at an IT help desk in a multinational production company, a work practice that has not yet been given much research attention despite its importance in many areas of society. IT help desks heavily rely on different forms of documentation for sustaining their practice and for maintaining their communication and expertise as a team. In the study, we explore how the documentation in a case management software, which is a very salient tool by means of which IT help desks perform their work, is being reused to shape the quality of the performance of the team. Through video observations of locally arranged discussions about 46 cases we analyse, in detail, the material, discursive and interactional means by which daily documentation of work is re-visited for learning purposes.

In the continuous expedition towards improving effectiveness in the workplace  to levels of pareto-optimality, Peter Senge in his famous book - The Fifth Discipline, outlines some of the basic practices and guides towards attaining such height. This paper marries Senge's research with the concepts of Employee Effectiveness to outline factors that can be become ingrained in any organization to help make it become a Learning Organization . As the whole is known to be greater than the sum of its parts, it all  begins with the stride towards individual effectiveness of the employees and then a successful attempt towards team building and synergy.

In this essay we describe our efforts to deepen graduate management student learning through the use of learning teams based on the concepts of dialogue, mentoring and experiential learning. Student learning teams led by faculty learning managers were introduced in the experiential, competency based curriculum of a European business school.