Journal Article10.2139/SSRN.3034450
Learning about Teamwork
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TL;DR: In this paper, the authors reflect upon their experiences of teaching teamwork relationships and processes, and draw on their combined teaching experiences of integrating a core focus on team relationships and process into an introductory second year course on management communication, and discuss the facilitation and development of teams within organisational contexts.
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Abstract: During their academic career many students are encouraged to work in groups on their assignments Similarly, in the workplace there has been a rise in the use of teamwork (Haskins, 1998:74, Senge, 1990, p 236) Peer learning and the collectivising of tacit knowledge have encouraged organisations to try to stimulate organisationally committed, communities of practice And many organisations are looking for ways to access employees’ tacit knowledge
Teamwork is one popular tool for socialising and collectivising tacit of knowledge within organisations Teamwork can deepen employees’ awareness of the complexity and emergent character of tacit knowledge as well as provide opportunities for reflection on workplace learning in action For students, team practice on various projects provides a valuable and authentic entree to some of the knowledge and skills that they will need to develop further as part of ongoing organisational learning and professional development
However, there are challenges with teaching and learning teamwork and in enacting any co-constructed collaborative style of learning Our roles as teachers or learning facilitators require us to manage the learning processes in a manner conducive to encouraging, drawing out and crystallising the knowledge from the students’ experiences
This paper critically reflects upon our experiences of teaching teamwork relationships and processes, and draws on our combined teaching experiences of integrating a core focus on team relationships and processes into an introductory second year course on management communication We discuss the facilitation and development of teams within organisational contexts, and the teaching strategies we used and found helpful
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A Dynamic Theory of Organizational Knowledge Creation
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John Seely Brown,Paul Duguid +1 more
TL;DR: Work, learning, and innovation in the context of actual communities and actual practices are discussed in this paper, where it is argued that the conventional descriptions of jobs mask not only the ways people work, but also significant learning and innovation generated in the informal communities-of-practice in which they work.
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