Three perspectives on team learning
Subtitle: outcome improvement, task mastery, and group process
By: Amy C. Edmondson, James R. Dillon, Kathryn S. Roloff
Contributors: Dillon, James R.; Roloff, Kathryn S.; Harvard Business School. Division of Research
Series: Working paper / Division of Research, Harvard Business School -- 07-029; Working paper (Harvard Business School. Division of Research) -- 07-029
Publisher: Division of Research, Harvard Business School
Published: 2006
Place of publication: Boston]
Language: eng
Number of pages: 58
Description: The emergence of a research literature on team learning has been driven by at least two factors. First, longstanding interest in what makes organizational work teams effective leads naturally to questions of how members of newly formed teams learn to work together and how existing teams improve or adapt. Second, some have argued that teams play a crucial role in organizational learning. These interests have produced a growing and heterogeneous literature. Empirical studies of learning by small groups or teams present a variety of terms, concepts, and methods. This heterogeneity is both generative and occasionally confusing. We identify three distinct areas of research that provide insight into how teams learn to stimulate cross-area discussion and future research. We find that scholars have made progress in understanding how teams in general learn, and propose that future work should develop more precise and context-specific theories to help guide research and practice in disparate task and industry domains.
Notes: "October 20, 2006"--Added t.p.

Includes bibliographical references.