|
Title
|
|
|
|
Team learning : harvesting diversity
| |
|
Author
|
|
|
|
| |
|
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. |
| |
|
Language
|
|
|
|
English
| |
|
Source (book)
|
|
|
|
Theories of workplace learning in changing times / Dochy, F. [edit.]; et al.
| |
|
Publication
|
|
|
|
London
:
Routledge
,
2022
| |
|
ISBN
|
|
|
|
978-1-032-03531-4
| |
|
DOI
|
|
|
|
10.4324/9781003187790-9
| |
|
Volume/pages
|
|
|
|
p. 155-172
| |
|
Edition
|
|
|
|
2nd edition
| |
|
Full text (Publisher's DOI)
|
|
|
|
| |
|