Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organisations

S. Decuyper, Filip Dochy, P.G.C. van den Bossche

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

In this article we present an integrative model of team learning. Literature shows that effective team learning requires the establishment of a dialogical space amongst team members, in which communicative behaviours such as ‘sharing’, ‘co-construction’ and ‘constructive conflict’ are balanced. However, finding this balance is not enough. Important questions such as ‘communicating about what?’, ‘communicating with whom?’ and ‘communicating for what?’ remain crucial. Five other process variables ‘team reflexivity’, ‘team activity’, ‘boundary crossing’, ‘storage’ and ‘retrieval’ are identified. Besides the core process variables, our model organises the most important inputs, catalyst emergent states and outputs of team learning.
Original languageEnglish
Pages (from-to)111-133
Number of pages23
JournalEducational Research Review
Volume5
Issue number2
DOIs
Publication statusPublished - 1 Jan 2010

Keywords

  • Team learning
  • Collaborative learning
  • Group learning
  • Review
  • TRANSACTIVE MEMORY-SYSTEMS
  • GROUP DIVERSITY
  • MENTAL MODELS
  • WORK TEAMS
  • PERFORMANCE
  • LEADERSHIP
  • KNOWLEDGE
  • INTERDEPENDENCE
  • INNOVATION
  • FRAMEWORK

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