- Psychological Foundations of Group and Organizational Learning
- Deliberate Learning
- Organizational Learning and Organizational Improvisation
- Organizational Learning From Failure: Present Theory and Future Inquiries
- Sampling Biases Explain Decision Biases
- Attention, Knowledge, and Organizational Learning
- Advancing Team Learning: Process Mechanisms, Knowledge Outcomes, and Implications
- Information Sharing Within Groups in Organizations: Situational and Motivational Influences
- Team Reflexivity
- Learning While Deciding in Groups
- Performance Feedback in Organizations and Groups: Common Themes
- Team Training in Organizations: It Works—When Done Right
- Team Training in the Organizational Context
- How Interacting Groups Remember: Implications for Learning by Groups in Organizations
- Is Organizational Memory a Useful Capability?: An Analysis of Its Effects on Productivity, Absorptive Capacity, and Adaptation
- Social Comparison and Learning From Others
- Personnel Movement as a Mechanism for Learning in Organizations and Teams
- Knowledge Transfer: Barriers, Methods, and Timing of Methods
- Team Innovation Cycles
- Collective Paradoxical Frames: Managing Tensions in Learning and Innovation
- Group and Intergroup Creativity
- Team Emotions and Team Learning
- Team Diversity and Learning in Organizations
- Collective Intelligence and Group Learning
- Organizational Routines and Organizational Learning
- How and When Can Social Hierarchy Promote Learning in Groups?
- Learning in Chains and What We Can Learn From It
- Organizational Structure and Organizational Learning
- A Social Identity Model for Education
- Learning Who We Are From Our Leaders: How Leaders Shape Group and Organizational Norms and Identities
- Theorizing Knowledge Collaboration in Online Communities
- Learning in Virtual Teams
- Organizational Learning and Multiteam Systems
- Group and Organizational Learning: Past, Present, and Future
Abstract and Keywords
Many scholars have observed that the structure of work in contemporary organizations is becoming increasingly team centric and that this structural shift is driven by pressures for organizational adaptation and innovation. This has prompted scholarly interest in the concept of team learning. Unfortunately, despite this rising interest, team learning as an area of theory development and research has been hampered by ongoing conceptual ambiguities and inconsistencies. In particular, learning processes and knowledge outcomes are often not distinguished clearly and are frequently treated interchangeably. Our goal is to articulate a clear conceptualization of team learning as a process and to distinguish team learning processes from team knowledge outcomes. We view this distinction as essential for advancing this important area of inquiry.
Steve W. J. Kozlowski, Department of Psychology, Michigan State University.
Bradford S. Bell, Department of Human Resource Studies, Cornell University
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