Experiential learning in teams

Abstract

Teamwork is prevalent in organizations, yet it has pitfalls such as social loafing, groupthink, overdependence on a dominant leader, overcommitment to goals, and diffusion of responsibility. Such negative factors can be overcome and team effectiveness improved when teams intentionally focus on learning. This article draws on nearly four decades of research and theory on experiential learning theory in teams. We identify learning as the key component of six aspects of team development: purpose, membership, role leadership, context, process, and action. Teams learn differently in early versus later stages of development. The Kolb Team Learning Experience addresses all six aspects through a structured written simulation. Upon completion of the simulation, the team has knowledge about the functions of teams in general, experience about the functions of its team specifically, and awareness of learning and progress through the learning cycle modes.

Self-regulated learning, team learning and project performance in entrepreneurship education: Learning in a lean startup environment

“…Kayes et al (2005) argue that teams that explicitly and systematically address team work challenges through TL can improve team performance. This is relevant, as there are several social processes that may keep a team from being effective, such as overdependence on a leader, groupthink, diffusion of responsibility, loafing, and others, that need to be addressed if a team wants to perform well (Kayes et al, 2005). Hence, we expect a positive relation between team learning and group performance.…”

Designing E-Learning Collaborative Tools for Blind People

“…(depending on the educational content), so interfaces of e-learning tools can present many multimedia elements (enriched user-interfaces) involving multi-sensorial channels (visual, auditory and kinaesthetic) (Fleming, 2001;Hawk & Shah, 2007;Kayes et al, 2005;Stahl, 2005). Unfortunately, visual and multimedia interaction can be a problem for users with visual disabilities.…”

“…Although active cooperation between students is fundamental and facilitates the training process during practice, sometimes individual learning is preferable, especially regarding theoretical aspects (Prince et al, 2005;Stahl, 2005). Calibration and combination between an individual's learning phase (following personal rhythms) and the active collaboration phase with other participants, is an important aspect discussed in academic and research literature (Kayes, et al, 2005). Sometimes an approach to teaching and learning combines traditional face-to-face classroom methods with more modern computer-supported activities (blended learning), because this strategy creates a more integrated approach for both instructors and learners.…”

Interviewing the Experts: Student Produced Podcast

“…Research shows that student involvement, hands-on projects and teamwork are successful pedagogical approaches (Kayes, Kayes, & Kolb, 2005;McKeachie 1994;Passman 2001). …”

“…Faculty aspire to develop innovative programs and creative education while seeking effective teaching strategies that capitalize on emerging technology and invoke student interest and involvement. Research shows that student involvement, hands-on projects, and teamwork are successful pedagogical approaches (Kayes, Kayes, & Kolb, 2005;McKeachie 1994;Passman 2001). This paper describes a creative project for students that showcases technology and student involvement.…”