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Reflective team learning: linking interfering events and team adaptation

机译：反思性团队学习：将干扰事件与团队适应性联系起来

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Purpose - This study aims to contribute to the team learning literature, by analyzing how reflective team learning is related to interfering events and to subsequent team adaptation. Design/methodology/approach - Longitudinal data were obtained from 33 project teams consisting of 131 students. Participants answered an online questionnaire three times during the term. The data were analyzed at the team level by conducting multiple hierarchical regression and bootstrap analyses. Findings - Results show an indirect effect of interfering events on team adaptation through reflective team learning, supporting recent models of episodic team processes and interruptive events. Findings indicate that reflective team learning is related to situational events and subsequent team adaptation. It was concluded that events that interfere with team action in a given time period stimulate the occurrence of reflective behavior, resulting in team adaptation. Research limitations/implications - The sample size is rather small, the context is very specific and the study focuses on reflective team learning. Therefore, future studies should try to replicate the findings with larger samples in other work contexts and also explore other facets of team learning. Practical implications - The findings are valuable for managers because they highlight the opportunities interferences offer for team learning and how they can be used to achieve team adaptation. Originality/value - This study contributes to team learning research by shedding light on emerging conditions of team learning processes. It provides empirical support for current models of team learning and team adaptation by analyzing longitudinal data.
机译：目的-本研究旨在通过分析反思性团队学习与干扰事件以及随后的团队适应之间的关系，为团队学习文献做出贡献。设计/方法/方法-纵向数据来自33个项目团队，其中包括131名学生。在学期中，参与者回答了3次在线问卷。通过进行多个层次回归和自举分析，在团队级别分析了数据。结果-结果显示干扰事件通过反思性团队学习对团队适应性的间接影响，支持突发性团队过程和中断事件的最新模型。结果表明，反思性团队学习与情境事件和后续团队适应有关。结论是，在给定时间段内干扰团队行动的事件会刺激反思行为的发生，从而导致团队适应。研究的局限性/意义-样本量很小，背景非常具体，研究重点是反思性团队学习。因此，未来的研究应尝试在其他工作环境中用更大的样本复制发现，并探索团队学习的其他方面。实际意义-研究结果对于管理人员来说是有价值的，因为它们突出了干扰为团队学习提供的机会以及如何将其用于实现团队适应。原创性/价值-该研究通过阐明团队学习过程的新兴条件，为团队学习研究做出了贡献。通过分析纵向数据，它为当前团队学习和团队适应模型提供了经验支持。

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