Team learning process: a longitudinal study in dynamic situation

Kérivel, Thibault; Bossard, Cyril; Kermarrec, Gilles

doi:10.1108/tlo-09-2020-0177

Cited by 6 publications

(10 citation statements)

References 48 publications

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“…In this Special Issue, Kérivel et al (2022) examined team learning processes in situations with high temporal pressure, such as those found in sports. They focused on processes that occur during on-field learning in a long-time training program.…”

Section: Team Learning In Professional Trainingmentioning

confidence: 99%

“…In this issue, Kérivel et al (2022) also focused on team learning processes “on the field” during six training sessions of eight players over a 22-month period and collected data without activity disruption. They identified 13 team learning processes during the transition situation: visualizing the situation, during which team members gather information from different elements of the situation; planning, during which team members mentally determine the behavioral steps that need to be taken in the situation; visualizing the opposing organization, during which team members visualize the strengths and weaknesses of the opposing team in a situation; assessing own activity, comparing actual behavior with the coach’s expectations; adaptation of own behavior, in which one imagines actions that might work in the situation; sense-making, in which the player recognizes what to do and how; identifying mistakes or successes in relation to the situation; identifying task limitations/difficulties in a situation due to training limitations; sharing information, ideas, and processes to support teamwork; individual testing, where a person experiments with a new behavior to achieve success; identifying situational goals, which are used to identify the trainer's goal and what should be done to be successful; validating the collective behavior in terms of the situation and its outcome; and communicating to the other players what should be done in a situation. …”

Section: Team Learning In Professional Trainingmentioning

confidence: 99%

“…The results of Kérivel et al (2022) show that team learning is both individual and collective. In some cases, players learn alone; in other cases, they engage in joint sense-making and learn together.…”

Section: Team Learning In Professional Trainingmentioning

confidence: 99%

“…In this issue, Kérivel et al (2022) also focused on team learning processes "on the field" during six training sessions of eight players over a 22-month period and collected data without activity disruption. They identified 13 team learning processes during the transition situation:…”

Section: Team Learning In Professional Trainingmentioning

confidence: 99%

“…(1) visualizing the situation, during which team members gather information from different elements of the situation; (2) planning, during which team members mentally determine the behavioral steps that need to be taken in the situation; (3) visualizing the opposing organization, during which team members visualize the strengths and weaknesses of the opposing team in a situation; (4) assessing own activity, comparing actual behavior with the coach's expectations; The results of Kérivel et al (2022) show that team learning is both individual and collective. In some cases, players learn alone; in other cases, they engage in joint sense-making and learn together.…”

Section: Team Learning In Professional Trainingmentioning

confidence: 99%

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Team learning in the context of learning organizations

Rupčić

2022

TLO

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Team learning is one of Senge's (1990) learning organization disciplines that has attracted considerable interest in both academic research (interdisciplinary research) and practice (in terms of developing effective teams). Due to the rapid changes in the organizational internal and external environment, teams have become the most important organizational building block. Teamwork is studied both as a process and as an outcome with the purpose to identify the conditions that contribute to and lead to team effectiveness. Team learning is a process that contributes to and leads to effective teamwork. Team learning is particularly important for organizational learning and effectiveness because anything a team learns or achieves can be transferred to other units and eventually to the entire organization. It is well known that many organizational change projects start at the team level and are later transferred to the entire organization. Team learning can also contribute to the development of a learning organization, as it is the process by which team members, through their interactions and joint sense-making, explore and exploit new knowledge in "the process of aligning and developing the capacity of a team to create the results its members truly desire" (Senge, 1990, p. 236). Team learning is therefore a special kind of individual and organizational mastery that builds on personal mastery, requires continuous assessment of existing mental models, calls for a common vision and thrives on systems thinking. In this way, teams are organizational primary complex, adaptive, learning systems that influence organizational dynamics by creating their own dynamics and momentum for change. However, uncertain, dynamic and ambiguous situations have a particular impact on teamwork and team learning, and deserve a closer look at their dynamics. Therefore, they are particularly important for learning organizations, which prompted guest editors Teresa Rebelo, Paulo Renato Lourenço and Isabel Dordio Dimas to take a closer look at their dynamics in Special Issue (issue one) of volume 29 of The Learning Organization journal (Rebelo, Lourenço, & Dimas, 2022).More specifically, in this Special Issue, de Groot, Leendertse, and Arts (2022) addressed the problem of focused project team learning which has limited impact on organizational learning. The solution could lie in program management, which could promote learning and knowledge transfer from project teams to other organizational units and the parent organization as a whole. In this regard, a case study was conducted on project-based organization involved in five infrastructure programs. Marques-Quinteiro, Uitdewilligen, Costa, and Passos (2022) examined virtual teams and the role of team reflexivity on team performance in decision-making teams. Ryymin and Lamberg (2022) looked at This work is a part of the project "Development of management in the entrepreneurial economy and society" supported by the University of Rijeka, Croatia (Grant No. 18-44 1174).

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Section: Team Learning In Professional Trainingmentioning

confidence: 99%

Section: Team Learning In Professional Trainingmentioning

confidence: 99%

Section: Team Learning In Professional Trainingmentioning

confidence: 99%

Section: Team Learning In Professional Trainingmentioning

confidence: 99%

Section: Team Learning In Professional Trainingmentioning

confidence: 99%

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Team learning in the context of learning organizations

Rupčić

2022

TLO

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Can organization team culture benchmark effective teams – performance management concerns, insights and HR implications

Shah

Jain

2022

BIJ

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PurposeTeams have become the dominant mode of work in contemporary organizations and critical for successful completion of various tasks, projects and overall organizational effectiveness. Organizational factors such as organizational culture have often been investigated as contributing to team performance since it is difficult to develop and engage teams. But the effect of (organizational) team culture on team effectiveness (TE) has received less support. Therefore, this paper examines how factors such as organization team culture (OTC) affect different dimensions of TE in a power sector organization which has undergone a business transformation resulting in adoption of team-based work structures.Design/methodology/approachSurvey instrument capturing the variables of organizational team culture and TE was administered to mid-level managers in a power sector organization in India. Structural equation modeling (SEM) was used to test the model fit for the proposed model.FindingsA key finding of the research was that team culture (OTC dimensions) (i.e. participation, communication, trust, training inputs and support and support for teamwork) contribute to TE.Originality/value OTC and its impact on creating effective teams, particularly in the power sector, is an original contribution of this research. The OTC and TE framework may be used to diagnose team weaknesses and concerns and to design effective HR interventions.

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Bridging the policy-practice gap: a dual challenge of organizational learning

Martin,

Ellström,

Wallo

et al. 2024

TLO

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Purpose This paper aims to further our understanding of policy–practice gaps in organizations from an organizational learning perspective. The authors conceptualize and analyze policy–practice gaps in terms of what they label the dual challenge of organizational learning, i.e. the organizational tasks of both adapting ongoing practices to prescribed policy demands and adapting the policy itself to the needs of practice. Specifically, the authors address how this dual challenge can be understood in terms of organizational learning and how an organization can be managed to successfully resolve the dual learning challenge and, thereby, bridge policy–practice gaps in organizations. Design/methodology/approach This paper draws on existing literature to explore the gap between policy and practice. Through a synthesis of theories and an illustrative practical example, this paper highlights key conceptual underpinnings. Findings In the analysis of the dual challenge of organizational learning, this study provides a conceptual framework that emphasizes the important role of tensions and contradictions between policy and practice and their role as drivers of organizational learning. To bridge policy–practice gaps in organizations, this paper proposes five key principles that aim to resolve the dual challenge and accommodate both deployment and discovery in organizations. Research limitations/implications Because this is a conceptual study, empirical research is called for to explore further and test the findings and conclusions of the study. Several avenues of possible future research are proposed. Originality/value This paper primarily contributes by introducing and elaborating on a conceptual framework that offers novel perspectives on the dual challenges of facilitating both discovery and deployment processes within organizations.

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Team learning process: a longitudinal study in dynamic situation

Cited by 6 publications

References 48 publications

Team learning in the context of learning organizations

Team learning in the context of learning organizations

Can organization team culture benchmark effective teams – performance management concerns, insights and HR implications

Bridging the policy-practice gap: a dual challenge of organizational learning

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