Anne Boon

Team learning beliefs and behaviours in response teams

Purpose – Teams, teamwork and team learning have been the subject of many research studies over the last decades. This article aims at investigating and confirming the Team Learning Beliefs and Behaviours (TLB&B) model within a very specific population, i.e. police and firemen teams. Within this context, the paper asks whether the teams beliefs about the interpersonal context and the occurrence of three team learning behaviours (construction, co-construction and constructive conflict) play a role in building and maintaining mutually shared cognition in a collaborative learning environment leading to a higher effectiveness. Self-efficacy was added to the original model. Furthermore, the effect of team meeting frequency on the TLB&B model was investigated. Design/methodology/approach Design/methodology/approach – All constructs were measured using the validated Team Learning Beliefs and Behaviours Questionnaire completed with the self-efficacy scale. Data were collected from 126 teams (n Findings – The res...

Measuring team learning behaviours through observing verbal team interaction

Purpose – This study aims to explore, as an answer to the observed lack of knowledge about actual team learning behaviours, the characteristics of the actual observed basic team learning behaviours and facilitating team learning behaviours more in-depth of three project teams. Over time, team learning in an organisational context has been investigated more and more. In these studies, there is a dominant focus on team members’ perception of team learning behaviours. Design/methodology/approach – A coding schema is created to observe actual team learning behaviours in interaction between team members in two steps: verbal contributions by individual team members are coded to identify the type of sharing behaviour and, when applicable, these individual verbal behaviours are build up to basic and facilitating team learning behaviours. Based on these observations, an analysis of team learning behaviours is conducted to identify the specific characteristics of these behaviours. Findings – An important conclusion...

Exploring the occurrence of team learning behaviours in project teams over time

Abstract The aim of this qualitative longitudinal study is to create a more in-depth picture of the emergence of team learning behaviours throughout the lifespan of temporary project teams. In order to grasp the emergence of these behaviours, three project teams were followed from the start until the end of their project during a period of three months. Three team meetings spread over time were audiotaped and coded using a coding schema set-up to identify individual verbal behaviours and transform them into team learning behaviours. During the analysis, attention was given to the differentiation in the occurrence of different types of basic and facilitating team learning behaviours and in the occurrence of topics of learning behaviour (task – process – social) over time. Overall, no time-related patterns in terms of occurrence of type and topic of basic and facilitating team learning behaviours were found over the three meetings and across the three teams. The main driver for the occurrence of different team learning behaviours could be attributed to be the scope of the meeting during which they occur.

Team creativity versus team learning: transcending conceptual boundaries to inspire future framework building

The purpose of this study was to compare team creativity and team learning – approached as interpersonal processes – conceptually and empirically and thereby inspire future framework building on team creativity. First, both concepts were compared based on present literature. In the next – empirical – step, a questionnaire consisting of a range of team creative and learning processes was developed and validated among 112 design teams, encompassing 540 employees. By means of a questionnaire validation protocol, this study assessed the empirical similarities and interrelation between team creative and learning processes. Several conceptual similarities in both frameworks were identified. The theoretically expected difference between team creativity and team learning (i.e. the aspect newness) was not supported by our empirical results. A five-factor model – consisting of team creative efficacy, facilitating team processes, basic team processes, error communication, and co-construction was validated. This study contributes to the present literature by showing that future theorising on team creative processes can certainly draw inspiration from the team learning literature in several ways.