Team Learning: Harvesting Diversity

Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

Abstract

Team learning has been defined in terms of both the process and outcome of team interaction. Argote, Gruengeld, & Naquin referred to these two perspectives on team learning: as a process, team learning involves the activities through which one acquires, shares, and combines knowledge through experience with others. In addition, an outcome perspective relates to the evidence that team learning has occurred which includes changes in knowledge, either implicit or explicit, that occur as a result of such collaboration. Team cognition is also studied as an emergent state of team learning processes. It has long been pointed out that the development of team cognition is related to the learning potential of a team. With regard to timing, Lorinkova, Pearsall, and Sims illustrated how leadership styles support team learning differently over time. They showed that a task-focussed style is important for team learning in initial stages as it determines what needs to be done, and a person-focussed style.
Original languageEnglish
Title of host publicationTheories of Workplace Learning in Changing Times
EditorsFilip Dochy, David Gijbels, Mien Segers, Piet Van den Bossche
PublisherRoutledge/Taylor & Francis Group
Pages155-172
Number of pages18
ISBN (Electronic)9781003187790
ISBN (Print)9781032035307
DOIs
Publication statusPublished - 26 Aug 2021

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