Dear Karen,
we have made quite good experiences for studying learning in/of teams with sets
of rule induction tasks (see description below). With a particular mixed set up
of individual and group work (see two papers cited further down) were we able
to make distinctions between individual level learning, group to individual
learning effects and group level learning effects.
Rule induction is described by Laughlin and Hollingshead (1995) as the search
for descriptive, predictive, and explanatory generalizations, rules, and
principles. Individuals or members of a group observe patterns and regularities
in a particular domain and propose hypotheses to account for them. They then
evaluate the hypotheses by observation and experiment and revise them
accordingly. Research teams, medical diagnostic teams, or audit teams
conducting analytical reviews use collective rule induction in various applied
fields (cf. Laughlin, VanderStoep, & Hollingshead, 1991). For rule-induction
tasks as described by Laughlin et al. there is an unlimited set of plausible
hypotheses to start with. This needs to be reduced via systematic testing of
evidence during multiple task steps. As the constraints imposed by the
accumulation of evidence reduce the number of possible hypotheses, the correct
hypothesis (arbitrarily selected by the researcher) acquires distinctiveness
because of its relative simplicity or elegance compared to other hypotheses
that are also consistent with the evidence (Mc- Glynn, Tubbs, & Holzhausen,
1995).
References:
Brodbeck, F. C. & Greitemeyer, T. (2000b). A dynamic model of group performance:
Considering the group members' capacity to learn. Group Processes & Intergroup
Relations, 3, 159-182.
Brodbeck, F. C. & Greitemeyer, T. (2000a). Effects of individual versus mixed
individual and group experience in rule induction on group member learning and
group performance. Journal of Experimental Social Psychology, 36, 621-648.
Hope this helps,
best wishes
Felix
Univ. Prof. Dr. phil. habil. Felix C. Brodbeck (BeGaSi, Fellow HEA)
Chair of Organisational and Social Psychology
Aston University
Aston Business School
Birmingham B4 7ET
Tel.: ++44 (0)121 204 3000 / ext. 3046/3257
Fax.: ++44 (0)121 204 3327
E-Mail:
f.c.brodbeck@aston.ac.uk
http://www.abs.aston.ac.uk/newweb/academicgroups/wop/
http://www.abs.aston.ac.uk/newweb/staff/detail.asp?sfldStaffID=A0000265
Quoting "Jehn, K.A." <
Jehnka@FSW.LEIDENUNIV.NL>:
>
> Hello,
> We are designing a lab experiment to examine team learning. We are
> searching for a team task which will enable us to measure team learning.
> Does anyone have any suggestion for a team task we can use? Ideally with
> an objective measure of team learning.
>
> We are thinking of measuring objective team learning as a change in the
> team's performance from time 1 to time 2 (because the team learned from
> the task during time 1, but how can we prove this?). Any tips or
> suggestions are welcome. We define the team learning process as: 'a
> process of reflection and interaction in which team members actively
> acquire, process, and share knowledge and information in order to
> improve team performance' (based on Argote, Gruenfeld, & Naquin, 2001).
> But our main dependent variables is actual behavioral team learning (or
> we would like it to be). Thanks!
>
> Prof. K. Jehn
> Organizational Psychology
> Leiden University
>
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