|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|355154||619245||2013||12 صفحه PDF||سفارش دهید||دانلود رایگان|
• We develop a context-specific and dynamic team learning model.
• The two-step approach determines team features and their consequences for team learning.
• On-scene-command-teams (OSCTs) have task and team knowledge as team learning outcome.
• During meetings OSCTs use other team learning processes than in between.
• The OSCT team learning model fuels our understanding of intra-crisis team learning.
Existing review studies on team learning present integrated models, suggesting general applicability to any team. However, such models neglect the influence of the team type and its developmental stages. These context-specific characteristics may create variety in team learning processes and outcomes among teams. In this theoretical contribution, we revisit the most recent generic team learning model developed by Decuyper, Dochy, and Van den Bossche (2010). Taking this model as a starting point, we present a context-specific model for ad hoc multidisciplinary emergency management teams. The developed model can fuel future research on team learning in teams with comparable characteristics. It supports the development of tools to evaluate them and offers the rationale for training programs aiming to increase the quality of their interventions.
Journal: Educational Research Review - Volume 10, December 2013, Pages 1–12