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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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The purpose of this paper is to review literature on team learning published from 1985 to 2013. We selected the paper from academic journals and business, as well as psychology, education, and management. We examined the various terms and definitions used for team learning, as well as measurement methods. Though many scholars have studied team learning, studies have either defined team learning in inconsistent terms across their research. In this paper, We categorize the definitions of team learning into behavioral precesses and socio cognitive processes. Also, we explain the relationship between team learning and related concepts including individual learning, transactive memory system, team mental model, and organizational learning. According to the definitions of team learning, this paper identifies two sets of team learning measurements: 1) team learning behavior and 2) the socio-cognitive processes of team learning.
In this paper, we suggest a framework for team learning based on IPO (input-process-output) model. Input includes antecedents of team learning such as team composition, team context, and team behavior, while output includes consequences of team learning such as team performance and organizational learning. We discuss models of team learning as a process of learning and its placement within the three levels of learning: individual, team, and organizational. We also suggest future direction an areas of focus for future research into team learning and its merits in the work place.
This paper would contribute to identify the various definitions of team learning. It is important to understand how team learning operates due to its uses for developing good team work habits and routines, resulting in more effective teams and productive outcomes. This is because team learning allows teams to incorporate their capabilities through interactions within the team and streamlines the exchange of ideas and knowledge among team members.
Furthermore, this paper views team learning as the process of communication or coordination wherein members engage in interactions related to their task, resources, and context. In this perspective, team learning operates by leveraging their members` knowledge and skills under various work conditions.
In this paper, we suggest a framework for team learning based on IPO (input-process-output) model. Input includes antecedents of team learning such as team composition, team context, and team behavior, while output includes consequences of team learning such as team performance and organizational learning. We discuss models of team learning as a process of learning and its placement within the three levels of learning: individual, team, and organizational. We also suggest future direction an areas of focus for future research into team learning and its merits in the work place.
This paper would contribute to identify the various definitions of team learning. It is important to understand how team learning operates due to its uses for developing good team work habits and routines, resulting in more effective teams and productive outcomes. This is because team learning allows teams to incorporate their capabilities through interactions within the team and streamlines the exchange of ideas and knowledge among team members.
Furthermore, this paper views team learning as the process of communication or coordination wherein members engage in interactions related to their task, resources, and context. In this perspective, team learning operates by leveraging their members` knowledge and skills under various work conditions.
목차
[Abstract]
1. Introduction
2. Literature review
3. Antecedents and Consequences of Team Learning
4. A Discussion for Future Research
References
참고문헌 (109)
참고문헌 신청
1. [단행본] - Allee, V. / 1997 / The knowledge evolution: Expanding organizational intelligence / Routledge
2. [학술지(정기간행물)] - Akgun, A. E. / 2014 / Team Learning in IT implementation: Antecedents and Consequences / International Journal of Information Management 34 : 37 ~ 47
3. [학술지(정기간행물)] - Ancona, D. G. / 192 / Bridging the Boundary:External Activity and Performance in Organizational Teams / Administrative Science Quarterly 37 (4) : 634 ~ 665
4. [단행본] - Anderson, J. D. / 1995 / Computational fluid dynamics / McGraw-Hill
5. [단행본] - Argote, L. / 2001 / Groups at work / Routledge
2. [학술지(정기간행물)] - Akgun, A. E. / 2014 / Team Learning in IT implementation: Antecedents and Consequences / International Journal of Information Management 34 : 37 ~ 47
3. [학술지(정기간행물)] - Ancona, D. G. / 192 / Bridging the Boundary:External Activity and Performance in Organizational Teams / Administrative Science Quarterly 37 (4) : 634 ~ 665
4. [단행본] - Anderson, J. D. / 1995 / Computational fluid dynamics / McGraw-Hill
5. [단행본] - Argote, L. / 2001 / Groups at work / Routledge
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