Team Learning
Team learning has been represented in the literature in several disciplines and in different contextual settings. Each definition has similar and unique components, unique elements that are only relevant to the context and taskwork. A preview of the different types of definitions for team learning are included in the following table.
| Source | Construct | Definition |
|---|---|---|
| (Argote et al., 2001) | Group Learning | Involves the activities through which individuals acquire, share and combine knowledge through experience with one another (p. 370). |
| (Chan et al., 2021) | Internal Team Learning | The extent to which team members engage in behaviors to monitor performance against goals, obtain new information, test assumptions, and create new possibilities (p. 310). |
| (Chan et al., 2021) | External Team Learning | An assessment by several of the team’s customers and/or managers about the extent to which the team engages in behaviors such as seeking new information or asking those who receive or use its work for feedback (p. 310). |
| (Edmondson, 1999; Edmondson & Harvey, 2017) | Team Learning | An ongoing process of reflection and action characterized by asking questions, seeking feedback, experimenting, reflecting on results, and discussing errors or unexpected outcomes of action (p. 353). |
| (Edmondson & Harvey, 2017); see also (Argote et al., 2001) | Team Learning | A continuous process of reflection and action, through which teams acquire, share, combine, and apply knowledge (p. 115). |
| (Ficapal-Cusí & Boada-Grau, 2015); see also (Argote et al., 2000; Edmondson, 1999; Russ-Eft et al., 1997) | Team-based Learning | Team-based learning may be considered as a continuous process through which team members collectively acquire or construct new knowledge, obtain and process information in order to improve the team’s performance and outcomes, and develop a group product through the experience of working together (p. 70). |
| (Gerbeth et al., 2022); see also (Decuyper et al., 2010) | Team Learning Behaviors | Behaviours of the team members that teams must engage in as part of their work to perform tasks effectively and that lead to team changes and improvements (p. 1). |
| (Gerbeth et al., 2022); see also (Decuyper et al., 2010) | Team Learning | Team learning describes a set of behaviours that team members perform and through which they use their resources (knowledge, skills; p. 3). |
| (Gerbeth et al., 2022); see also (Decuyper et al., 2010) | Team Learning | Team learning leads to common results for the team that elicit change and improvement for teams, their members, and organizations. |
| (Guzzo & Salas, 1995) | Continuous Learning | The team is both a vehicle and a context for learning and adaptation. |
| (Hackman, 2011) | Learning (groups) | Groups can be wonderful sites for learning—for expanding one’s knowledge, acquiring new skills, and exploring perspectives that differ from one’s own. |
| (Kozlowski & Ilgen, 2006) | Team Learning | The acquisition of knowledge, skills, and performance capabilities of an interdependent set of individuals through interaction and experience (p. 86). |
| (Mathieu et al., 2008) | Team Learning | An ongoing process of reflection and action, through which teams acquire, share, combine, and apply knowledge (p. 431). |
| (Parker, 1994) | Learning Environment | A culture that encourages exploration, risk taking, and openness to new ideas (p. 141). |
| (Parker, 1994) | Team Learning | Focuses on the attainment of technical or informational-based knowledge (p. 137). |
| (Parker, 1994) | Team Learning | Involves the development of interpersonal skills and the establishment of a level of comfort in working with a diverse group of colleagues, strangers, and even old enemies (p. 139). |
| (Senge, 2006) | Team Learning | The process of aligning and developing the capacity of a team to create the results its members truly desire (p. 219). |
| (Sawyer, 2017) | Group Flow | Emergence in context. |
| (Tang & Wang, 2017) | Team Learning | The ongoing process of reflection and action, through which teams acquire, share, combine, and apply knowledge (p. 228). |
| (Turner & Thurlow, 2024) | Team Learning | The acquisition of knowledge, skills, and performance capabilities (p. 537, Figure 4.9.2). |
| (Turner et al., 2020) | Team Learning | Team learning occurs as a shared outcome of team member interactions (p. 44). |
| (Wilson et al., 2007) | Team Learning | A change in the group’s repertoire of potential behaviour (p. 1043). |
See Also
References
Argote, L., Gruengeld, D., & Naquin, C. (2001). Group learning in organizations. In M. E. Turner (Ed.), Groups at work: Theory and research (pp. 369–412). Erlbaum.
Argote, L., Grunenfeld, D. H., & Naquin, C. (2000). Group learning in organizations. In M. E. Turner (Ed.), Groups at work: Theory and practice (pp. 369–411). Erlbaum.
Chan, K.-Y., Oerlemans, L., & Meslec, N. (2021). The impact of multiple project team membership on individual and team learning: A micro-meso multi-level empirical study. International Journal of Project Management, 39(3), 308–320. https://doi.org/10.1016/j.ijproman.2020.11.002
Decuyper, S., Dochy, F., & Van Den Bossche, P. (2010). Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organisations. Educational Research Review, 5(2), 111–133. https://doi.org/10.1016/j.edurev.2010.02.002
Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44, 350–383. https://doi.org/10.2307/2666999
Edmondson, A. C., & Harvey, J.-F. (2017). Extreme teaming: Lessons in complex, cross-sector leadership. Emerald Publishing Limited.
Ficapal-Cusí, P., & Boada-Grau, J. (2015). e-Learning and team-based learning: Practical experience in virtual teams. Procedia — Social and Behavioral Sciences, 196, 69–74. https://doi.org/10.1016/j.sbspro.2015.07.013
Gerbeth, S., Stamouli, E., & Mulder, R. H. (2022). The relationships between emotional competence and team learning behaviours. Educational Research Review, 36, 100439. https://doi.org/10.1016/j.edurev.2022.100439
Guzzo, R. A., & Salas, E. (1995). Team effectiveness and decision making in organizations. Jossey-Bass.
Hackman, R. J. (2011). Collaborative intelligence: Using teams to solve hard problems. Berrett-Koehler.
Kozlowski, S. W. J., & Ilgen, D. R. (2006). Enhancing the effectiveness of work groups and teams. Psychological Science of Work Groups and Teams, 7(3), 77–124. https://doi.org/10.1111/j.1529-1006.2006.00030.x
Mathieu, J. E., Maynard, T. M., Rapp, T., & Gilson, L. (2008). Team effectiveness 1997–2007: A review of recent advancements and a glimpse into the future. Journal of Management, 34, 410–476. https://doi.org/10.1177/0149206308316061
Parker, G. M. (1994). Cross-functional teams: Working with allies, enemies & other strangers. Jossey-Bass.
Russ-Eft, D., Preskill, H., & Sleezer, C. (1997). Team learning and performance. In D. Russ-Eft, H. Preskill, & C. Sleezer (Eds.), Human resource development research and implications (pp. 133–146). Sage.
Sawyer, K. (2017). Group genius: The creative power of collaboration. Basic Books.
Senge, P. M. (2006). The fifth discipline: The art & practice of the learning organization. Currency Doubleday.
Tang, N., & Wang, Y. (2017). Cross-cultural teams. In E. Salas, R. Rico, & J. Passmore (Eds.), The psychology of team working and collaborative processes (pp. 219–242). Wiley Blackwell.
Turner, J. R., & Thurlow, N. (2024). The flow system playbook. 3Helix Publishing.
Turner, J. R., Thurlow, N., & Rivera, B. (2020). The flow system: The evolution of agile and lean thinking in an age of complexity. Aquiline Books–UNT.
Wilson, J. M., Goodman, P. S., & Cronin, M. A. (2007). Group learning. Academy of Management Review, 32(4), 1041–1059. https://doi.org/10.5465/AMR.2007.26585724