多团队系统中的学习:对学习触发、学习准备和学习过程的定性研究

IF 1.6 Q3 MANAGEMENT
V. Sessa, Jessica Francavilla, M. London, M. Wanamaker
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引用次数: 3

摘要

目的多团队系统(MTS)有望有效应对复杂的挑战,同时保持响应能力和适应性,并保持团队间的联系机制。MTS的领导团队应配置和重新配置组成团队,以满足每种情况的独特需求并执行。他们是如何学会这样做的?本文以最近的MTS学习理论为基础,旨在开始了解MTS是如何学习的,并激发未来研究的想法。设计/方法论/方法作者使用两个案例研究来解决研究问题。第一个病例只是时间上的快照,而第二个病例发生在几个月后。访谈、文件和参与者观察是数据来源。研究结果如理论所示,研究结果支持这样一种观点,即学习触发因素、触发时间和学习准备程度(RtL)会影响出现的学习过程类型。这些案例展示了适应性和生成性团队学习的例子。在表演过程中发生的强烈而明确的触发因素导致了适应性学习。当RtL较高并且触发因素发生在间歇期时,相关的学习过程是生成性的。原创性/价值利用现有的理论模型和案例研究,该研究描述了MTS的学习准备和学习触发因素如何影响MTS的学习过程,以及学习结果如何被编入MTS的知识库或结构。这为后续的定性和定量研究提供了框架。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Learning in multi-team systems: a qualitative study of learning triggers, readiness to learn and learning processes
Purpose Multi-team systems (MTSs) are expected to respond effectively to complex challenges while remaining responsive and adaptable and preserving inter-team linking mechanisms. The leadership team of an MTS is expected to configure and reconfigure component teams to meet the unique needs of each situation and perform. How do they learn to do this? This paper, using a recent MTS learning theory as a basis, aims to begin to understand how MTSs learn and stimulate ideas for future research. Design/methodology/approach The authors use two case studies to address research questions. The first case was a snapshot in time, while the second case occurred over several months. Interviews, documents and participant observation were the data sources. Findings As suggested by theory, findings support the idea that learning triggers, the timing of the triggers and readiness to learn (RtL) affect the type of learning process that emerges. The cases showed examples of adaptive and generative team learning. Strong and clear triggers, occurring during performance episodes, led to adaptive learning. When RtL was high and triggers occurred during hiatus periods, the associated learning process was generative. Originality/value Using an available theoretical model and case studies, the research describes how MTS readiness to learn and triggers for learning affect MTS learning processes and how learning outcomes became codified in the knowledge base or structure of the MTS. This provides a framework for subsequent qualitative and quantitative research.
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来源期刊
CiteScore
3.40
自引率
29.40%
发文量
28
期刊介绍: This international journal contributes to the successful implementation and development of work teams and team-based organizations by providing a forum for sharing experience and learning to stimulate thought and transfer of ideas. It seeks to bridge the gap between research and practice by publishing articles where the claims are evidence-based and the conclusions have practical value. Effective teams form the heart of every successful organization. But team management is one of the hardest challenges faced by managers.
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