文档介绍：外文题目 Examining the effects of internal and external team learning on team performance
外文出处 Australian National University,Canberra,Australia,
2006,1-7
外文作者 Christopher . Chan
原文:
Examining the effects of internal and external team learning on team performance
Christopher . Chan
Australian National University,Canberra,Australia,2006,1-7
Abstract
The effectiveness of using team learning to improve team performance has been well documented in the literature, and this notion makes intuitive sense. However, little empirical research has been dedicated to the relationship between team learning and team performance, probably owing to the lack of a widely acceptable instrument for assessing team learning. In this study, a psychometric (validity and reliability) examination of Edmondson’s Team Learning Survey (TLS) is undertaken. This instrument was then used to examine the effects of internal and external team learning on team performance. Implications and limitations of the study findings are discussed.
Introduction
In spite of the acknowledged relevant importance of the connection between team learning and team performance, little empirical work has been dedicated to examine the relationship. This observation has been made by some scholars (Edmondson, 1996; Henry, 1997; Wellins et al., 1991) despite knowledge that the use of teams has been associated with benefits in the form of improved quality (Bacon and Blyton, 2000; Batt, 2001; Sethi, 2000), increased productivity (Meyer, 1994; Moses and Stahelski, 1999), and reduced operating costs (Bens, 1999; Gilbert, 1999; Goldin et al., 2001). Moreover, Margerison and McCann (1992) have suggested team performance results more from team members being satisfied with their workplace setting than their counterparts in traditional job design. In addition, Senge (1992) has explained the improved performance in the workplace is a result of the collective intelligence of a team, which exceeds the sum of intelligence of