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A study of collective learning in the workplace.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A study of collective learning in the workplace./
作者:	Oxford, Edward F., Jr.
面頁冊數:	1 online resource (582 pages)
附註:	Source: Dissertations Abstracts International, Volume: 60-08, Section: A.
Contained By:	Dissertations Abstracts International60-08A.
標題:	Continuing education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9839108click for full text (PQDT)
ISBN:	9780591925166

A study of collective learning in the workplace.
Oxford, Edward F., Jr.

A study of collective learning in the workplace. - 1 online resource (582 pages)

Source: Dissertations Abstracts International, Volume: 60-08, Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 1998.

Includes bibliographical references

This study investigated the processes, conditions, and outcomes significant to team learning. The research was conducted within a large American consumer products company with the expectation that the findings would be transferable to other industries and settings where teams operate. It is a replication of the Dechant and Marsick (1991b) seminal research with the intent to test and generalize the Team Learning Model and Survey (Dechant and Marsick, 1993). In most organizations, collectives of members known as task forces, councils, committees, boards, work groups, project teams, self-directed teams or other group names noting their collective nature, are the primary structure for getting work done. Making all these team structures more effective in accomplishing organizational goals and solving problems by understanding how they learn is not well understood in the field of adult education. This problem precipitated the purpose of this study--to investigate the learning processes and conditions of teams to determine how and what they learn as they work together. A secondary purpose was to determine what facilitates and impedes this learning. This is an interpretive case study of fifteen people in three different types of teams. Three areas of the literature were reviewed to provide theoretical background and support for the conceptual framework of this study: group dynamics in the workplace, informal learning in the workplace, and organizational learning. The methods used to conduct the study included in-depth semi-structured interviews, informal observations, and administration of two instruments to measure both team learning characteristics and group dynamics factors. The results of the study include a description of the learning processes and outcomes of the teams under study. An analysis of the context-specific team and individual characteristics as well as the conditions they worked under and how these factors impact collective learning is also presented. A short discussion of the team learning outcomes and a comparison of the results of the two instruments is also included. Finally, this study is compared with the seminal research. As conclusions are drawn from the resulting findings, this study begins to describe the difficulty that each team had in attempting to complete the cycles of thinking and acting necessary for team learning processes to exist as they sought solutions to their respective team problems. Yet there were instances where team-held perspectives resulting in new knowledge, team learning, were the product of these cycles of thinking and acting. A detailed discussion of the emerging findings share new insights gained from this study in both the team learning process and conditions categories. In presenting the study recommendations, conclusions are also drawn from the research data regarding the organization under study, the teams involved, and the field of education. Recommendations for further research and modifications to the study are also included. Finally, the Researcher's interpretation of the integrated themes that emerged from the study are presented.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9780591925166Subjects--Topical Terms:

527504
Continuing education.
Subjects--Index Terms:

Collective learningIndex Terms--Genre/Form:

542853
Electronic books.

A study of collective learning in the workplace.
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520 $a This study investigated the processes, conditions, and outcomes significant to team learning. The research was conducted within a large American consumer products company with the expectation that the findings would be transferable to other industries and settings where teams operate. It is a replication of the Dechant and Marsick (1991b) seminal research with the intent to test and generalize the Team Learning Model and Survey (Dechant and Marsick, 1993). In most organizations, collectives of members known as task forces, councils, committees, boards, work groups, project teams, self-directed teams or other group names noting their collective nature, are the primary structure for getting work done. Making all these team structures more effective in accomplishing organizational goals and solving problems by understanding how they learn is not well understood in the field of adult education. This problem precipitated the purpose of this study--to investigate the learning processes and conditions of teams to determine how and what they learn as they work together. A secondary purpose was to determine what facilitates and impedes this learning. This is an interpretive case study of fifteen people in three different types of teams. Three areas of the literature were reviewed to provide theoretical background and support for the conceptual framework of this study: group dynamics in the workplace, informal learning in the workplace, and organizational learning. The methods used to conduct the study included in-depth semi-structured interviews, informal observations, and administration of two instruments to measure both team learning characteristics and group dynamics factors. The results of the study include a description of the learning processes and outcomes of the teams under study. An analysis of the context-specific team and individual characteristics as well as the conditions they worked under and how these factors impact collective learning is also presented. A short discussion of the team learning outcomes and a comparison of the results of the two instruments is also included. Finally, this study is compared with the seminal research. As conclusions are drawn from the resulting findings, this study begins to describe the difficulty that each team had in attempting to complete the cycles of thinking and acting necessary for team learning processes to exist as they sought solutions to their respective team problems. Yet there were instances where team-held perspectives resulting in new knowledge, team learning, were the product of these cycles of thinking and acting. A detailed discussion of the emerging findings share new insights gained from this study in both the team learning process and conditions categories. In presenting the study recommendations, conclusions are also drawn from the research data regarding the organization under study, the teams involved, and the field of education. Recommendations for further research and modifications to the study are also included. Finally, the Researcher's interpretation of the integrated themes that emerged from the study are presented.
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538 $a Mode of access: World Wide Web
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650 4 $a Industrial arts education. $3 3173045
653 $a Collective learning
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653 $a Workplace
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