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By Graham J. O. Jameson

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Stagl, Salas, and Day (chapter 15) review the identification and measurement of group-learning outcomes. Outcomes may be affective, behavioral, and cognitive. Affective states include group efficacy, potency, and cohesion. Behavioral outcomes include a wide range of competencies that are reflected in group interactions, such as information sharing, giving and seeking feedback, brainstorming, and distribution of work. Cognitive outcomes may be knowledge of group methods, individual capabilities, and effective work processes (transactive memory systems) which can help coordinate members, solve problems, and make decisions in the future.

Team-Learning Processes and Adaptation The prior section addressed the emergent manifestations of team learning; the collective knowledge, motivational states, and behavioral capabilities that indicate learning has occurred. Here we consider the team processes underlying learning and skill development that occur over time to yield collective-learning outcomes. Basic Assumptions There are three central points that shape our perspective on team learning. First, it is axiomatic that learning, as a psychological process, occurs within the individual.

Indb 8 11/12/07 1:03:00 PM 1. Group Learning: An Introduction 9 information and examples of what is happening elsewhere. Group readiness can be increased by introducing group members to each other early on so they have similar perceptions of each other’s background and ability to contribute to the group task (interpersonal congruence). , icebreakers or games) can promote interpersonal trust. Training group members to brainstorm helps them understand the difference between generating ideas and evaluating them and teaches them how to encourage other members to express creative ideas and accept feedback about group behavior from outside sources.

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