Team learning

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Team learning is the collaborative effort to achieve a common goal within the group. The aim of team learning is to attain the objective through dialogue and discussion, conflicts and defensive routines, and practice within the group. In the same way, indigenous communities of the Americas exhibit a process of collaborative learning.

Contents

Teams need to discover their own formula for success regularly. Team learning is the collective learning process that helps effective teams in doing so; one common tool used is a learning agenda.

Organizational learning

Teamwork is the process of working collectively to achieve a common objective in a group. In the learning organization context, team members tend to share knowledge and complement each other's skills. If there is no commitment and effort from team members, then working and learning from team work may fail. [1] Diversity increases the potency of team learning, but requires strong team identification. [2]

Team learning is also associated with a team leader which can be defined as the following:

A team leader is someone who provides guidance, instruction, direction and leadership to a group of other individuals (the team) for the purpose of achieving a key result or group of aligned results. The team leader reports to a project manager (overseeing several teams). The team leader monitors the quantitative and qualitative result that is to be achieved. The leader often works within the team, as a member, carrying out the same roles but with the additional 'leader' responsibilities (as opposed to higher-level management who often have a separate job role altogether).[ citation needed ] In order for a team to function successfully, the team leader must also motivate the team to "use their knowledge and skills to achieve the shared goals." When a team leader motivates a team, group members can function in a successful and goal-oriented manner. [1]

Scouller (2011) defined the purpose of a leader (including a team leader) as follows: "The purpose of a leader is to make sure there is a leadership ... to ensure that all four dimensions of leadership are [being addressed]." The four dimensions being: (1) a shared, motivating team purpose or vision or goal (2) action, progress and results (3) collective unity or team spirit (4) attention to individuals. [2]

The team members may not directly report or answer to the team leader (often a senior member of the organization but may or may not be a manager), but would be expected to provide support to the team leader and other team members in achieving the team's goals.

A good team leader listens constructively to the membership and to the customer(s) of the results that the team is charged with delivering.

Aligned with listening skills, team leaders are responsible for developing intervention techniques to improve overall team production. Shuffler (2011) claims that specific teams have interventions distinctly particular to their own team. Also, team building is most effective for solving specific team breakdowns, whereas team training is most effective for providing the knowledge and skills needed for teamwork. [3]

Disciplines

Indigenous American ways of learning

Collaboration or Team Learning in Indigenous groups in the Americas can be described by a multifaceted [4] model based on informal learning. Learning by observing and pitching in (LOPI), [5] where children are active participants within their communities. This gives children the opportunity to work alongside people varying in age while meaningfully contributing to community and family goals. [6] Children can take on tasks that can suit their skills. In this kind of behavior children pay no importance to hierarchy when attempting to complete a task and can fluidly take lead within the group and step back if they lack the knowledge to continue, allowing another to take the lead. [7] The intent of collaboration is due to the reciprocity [8] in Indigenous social relationships, [9] and the cultural value system of being helpful (acomedido/a). [10]

Researchers had looked at teamwork within children from indigenous and middle-class communities from Cheran, Mexico as well as children from the large metropolitan city Guadalajara, Mexico. They had found that the closer the child's background was to indigenous roots the more likely they were to collaborate and at a higher rate than those from a middle-class background. Children were in teams and given turns but instead of considering each turn as an individual game as some groups from middle-class communities had used each move as a way for the team to advance. [11] Similar results were found in children working together to form a 3-D bee puzzle. In this study they had found that Mexican heritage children collaborated about 72% of the 30 second time segments. [12] Children are also able to recognize the collaborative cultural patterns by watching others working together. [13]

In an indigenous Mazahua Mexican community, school children show responsibility, initiative, and autonomy by contributing in their classroom by completing classroom activities as a whole class, assisting, and correcting their teacher during lectures. [14] The collaborative effort of the Mazahua students was necessary in order to achieve the goals of the class.

Collaboration has a strong influence on children's home life as well. In Mexico children were likely to contribute to family household chores and considered it as an opportunity to develop solidarity within the family while expressing pride in working along with family members. [15] In Gaskin's recollection of an 18-month toddler trying to help around her family's home, moving from place to place, task to task until she is able to find something that she can do on her own. [16] The young girl is not told what to do unless her health or safety might be in danger. She shows interest in helping around the home and continues to look for ways to help.

Nocutzepo families integrate children and youth in family and community practices, such as managing store businesses, preparing food for food stands, and taking care of younger children. [17] Children in the Nocutzepo community are not shied away from contributing, as all of their contributions are welcomed; if their contributions are insufficient, children are still continually encouraged to contribute with improvements [17]

Related Research Articles

Observational learning is learning that occurs through observing the behavior of others. It is a form of social learning which takes various forms, based on various processes. In humans, this form of learning seems to not need reinforcement to occur, but instead, requires a social model such as a parent, sibling, friend, or teacher with surroundings. Particularly in childhood, a model is someone of authority or higher status in an environment. In animals, observational learning is often based on classical conditioning, in which an instinctive behavior is elicited by observing the behavior of another, but other processes may be involved as well.

<span class="mw-page-title-main">Parenting</span> Process of raising a child

Parenting or child rearing promotes and supports the physical, emotional, social, spiritual and cognitive development of a child from infancy to adulthood. Parenting refers to the intricacies of raising a child and not exclusively for a biological relationship.

<span class="mw-page-title-main">Learning</span> Process of acquiring new knowledge

Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants. Some learning is immediate, induced by a single event, but much skill and knowledge accumulate from repeated experiences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved.

Teasing has multiple meanings and uses. In human interactions, teasing exists in three major forms: playful, hurtful, and educative. Teasing can have a variety of effects, depending on how it is used and its intended effect. When teasing is unwelcome, it may be regarded as harassment or mobbing, especially in the workplace and school, or as a form of bullying or emotional abuse. If done in public, it may be regarded as humiliation. Teasing can also be regarded as educative when it is used as a way of informal learning. Adults in some of the Indigenous American communities often tease children to playfully illustrate and teach them how their behavior negatively affects the community. Children in many Indigenous American communities also learn by observing what others do in addition to collaborating with them. Along with teasing, this form of informal learning is different from the ways that Western American children learn. Informal ways of child learning include mutual responsibility, as well as active collaboration with adults and peers. This differentiates from the more formal way of learning because it is not adult-oriented.

<span class="mw-page-title-main">Collaboration</span> Act of working together

Collaboration is the process of two or more people, entities or organizations working together to complete a task or achieve a goal. Collaboration is similar to cooperation. Most collaboration requires leadership, although the form of leadership can be social within a decentralized and egalitarian group. Teams that work collaboratively often access greater resources, recognition and rewards when facing competition for finite resources.

<span class="mw-page-title-main">Nonverbal communication</span> Interpersonal communication through wordless (mostly visual) cues

Nonverbal communication (NVC) is the transmission of messages or signals through a nonverbal platform such as eye contact, facial expressions, gestures, posture, use of objects and body language. It includes the use of social cues, kinesics, distance (proxemics) and physical environments/appearance, of voice (paralanguage) and of touch (haptics). A signal has three different parts to it, including the basic signal, what the signal is trying to convey, and how it is interpreted. These signals that are transmitted to the receiver depend highly on the knowledge and empathy that this individual has. It can also include the use of time (chronemics) and eye contact and the actions of looking while talking and listening, frequency of glances, patterns of fixation, pupil dilation, and blink rate (oculesics).

Collaborative learning is a situation in which two or more people learn or attempt to learn something together. Unlike individual learning, people engaged in collaborative learning capitalize on one another's resources and skills. More specifically, collaborative learning is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetric roles. Put differently, collaborative learning refers to methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other. These include both face-to-face conversations and computer discussions. Methods for examining collaborative learning processes include conversation analysis and statistical discourse analysis.

In philosophy, psychology, sociology, and anthropology, intersubjectivity is the relation or intersection between people's cognitive perspectives.

<span class="mw-page-title-main">Intercultural learning</span>

Intercultural learning is an area of research, study and application of knowledge about different cultures, their differences and similarities. On the one hand, it includes a theoretical and academic approach. On the other hand, it comprises practical applications such as learning to negotiate with people from different cultures, living with people from different cultures, living in a different culture and the prospect of peace between different cultures.

Youth participation is the active engagement of young people throughout their own communities. It is often used as a shorthand for youth participation in any many forms, including decision-making, sports, schools and any activity where young people are not historically engaged.

Barbara Rogoff is an American academic who is UCSC Distinguished Professor of Psychology at the University of California, Santa Cruz. Her research is in different learning between cultures and bridges psychology and anthropology.

<span class="mw-page-title-main">Childhood in Maya society</span>

The role of the children in ancient Mayan civilization was first, and foremost, to help their elders. Once children turned five or six, they were expected to contribute to the family and community. They were treated as young adults and received more responsibilities as they grew older.

<span class="mw-page-title-main">Informal learning</span> Any learning that is not formal learning or non-formal learning or self-regulated learning

Informal learning is characterized "by a low degree of planning and organizing in terms of the learning context, learning support, learning time, and learning objectives". It differs from formal learning, non-formal learning, and self-regulated learning, because it has no set objective in terms of learning outcomes, but an intent to act from the learner's standpoint. Typical mechanisms of informal learning include trial and error or learning-by-doing, modeling, feedback, and reflection. For learners this includes heuristic language building, socialization, enculturation, and play. Informal learning is a pervasive ongoing phenomenon of learning via participation or learning via knowledge creation, in contrast with the traditional view of teacher-centered learning via knowledge acquisition. Estimates suggest that about 70-90 percent of adult learning takes place informally and outside educational institutions.

In pedagogy, firsthand learning means learning from direct experience. The first documented use of the term was by Mark St. John of Inverness Research Associates, in a lecture at the Workshop Center at the City College of New York.

Informal education is a general term for education that can occur outside of a traditional lecture or school based learning systems. The term even include customized-learning based on individual student interests within a curriculum inside a regular classroom, but is not limited to that setting. It could work through conversation, and the exploration and enlargement of experience. Sometimes there is a clear objective link to some broader plan, but not always. The goal is to provide learners with the tools they need to eventually reach more complex material. It can refer to various forms of alternative education, such as unschooling or homeschooling, autodidacticism (self-teaching), and youth work.

<span class="mw-page-title-main">Indigenous education</span> Education that focuses on teaching within formal or non-formal educational systems

Indigenous education specifically focuses on teaching Indigenous knowledge, models, methods, and content within formal or non-formal educational systems. The growing recognition and use of Indigenous education methods can be a response to the erosion and loss of Indigenous knowledge through the processes of colonialism, globalization, and modernity.

Child work in indigenous American cultures covers child work, defined as the physical and mental contributions by children towards achieving a personal or communal goal, in Indigenous American societies. As a form of prosocial behavior, children's work is often a vital contribution towards community productivity and typically involves non-exploitative motivations for children's engagement in work activities. Activities can range from domestic household chores to participation in family and community endeavors. Inge Bolin notes that children's work can blur the boundaries between learning, play, and work in a form of productive interaction between children and adults. Such activities do not have to be mutually exclusive.

<span class="mw-page-title-main">Child development of the Indigenous peoples of the Americas</span> Overview of the child development of the indigenous peoples of the Americas

Styles of children’s learning across various indigenous communities in the Americas have been practiced for centuries prior to European colonization and persist today. Despite extensive anthropological research, efforts made towards studying children’s learning and development in Indigenous communities of the Americas as its own discipline within Developmental Psychology, has remained rudimentary. However, studies that have been conducted reveal several larger thematic commonalities, which create a paradigm of children’s learning that is fundamentally consistent across differing cultural communities.

Child integration is the inclusion of children in a variety of mature daily activities of families and communities. This contrasts with, for example, age segregation; separating children into age-defined activities and institutions. Integrating children in the range of mature family and community activities gives equal value and responsibility to children as contributors and collaborators, and can be a way to help them learn. Children's integration provides a learning environment because children are able to observe and pitch in as they feel they can.

<span class="mw-page-title-main">Coaching psychology</span> Field of applied psychology

Coaching psychology is a field of applied psychology that applies psychological theories and concepts to the practice of coaching. Its aim is to increase performance, self-actualization, achievement and well-being in individuals, teams and organisations by utilising evidence-based methods grounded in scientific research. Coaching psychology is influenced by theories in various psychological fields, such as humanistic psychology, positive psychology, learning theory and social psychology.

References

  1. 1 2 Decuyper, S.; Dochy, F.; Van Den Bossche, P. (2010). "Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organizations". Educational Research Review. 5 (2): 111–133. doi:10.1016/j.edurev.2010.02.002..
  2. 1 2 Van Der Vegt, Gerben; Bunderson, J. Stuart (2005). "Learning and Performance in Multidisciplinary Teams: The Importance of Collective Team Identification" (PDF). Academy of Management Journal. 48 (3): 532–547. doi:10.5465/AMJ.2005.17407918 . Retrieved October 12, 2015.
  3. ↑ Glăveanu, Vlad (2011). "On culture and human development: Interview with Barbara Rogoff". Europe's Journal of Psychology. 7 (3): 408–418. doi: 10.5964/ejop.v7i3.141 .
  4. ↑ van Deursen, Alexander J. A. M.; van Dijk, Jan A. G. M. (2015-10-20). "Toward a Multifaceted Model of Internet Access for Understanding Digital Divides: An Empirical Investigation". The Information Society. 31 (5): 379–391. doi:10.1080/01972243.2015.1069770. ISSN   0197-2243. S2CID   219639943.
  5. ↑ "Learning by Observing and Pitching In – Cultural ways of learning". learningbyobservingandpitchingin.sites.ucsc.edu. Retrieved 2017-06-13.
  6. ↑ Rogoff, Barbara (2014). "Learning by Observing and Pitching In to Family and Community Endeavors: An Orientation". Human Development. 57 (2–3): 69–81. doi:10.1159/000356757. S2CID   144557719.
  7. ↑ Chavajay, Pablo; Rogoff, Barbara (2002). "Schooling and traditional collaborative social organization of problem solving by Mayan mothers and children". Developmental Psychology. 38 (1): 55–66. doi:10.1037/0012-1649.38.1.55. PMID   11806702.
  8. ↑ Coppens, Andrew D.; Silva, Katie G.; Ruvalcaba, Omar; Alcalá, Lucía; López, Angélica; Rogoff, Barbara (2014). "Learning by Observing and Pitching In: Benefits and Processes of Expanding Repertoires". Human Development. 57 (2–3): 150–161. doi:10.1159/000356770. S2CID   144612422.
  9. ↑ Paradise, Ruth; De Haan, Mariëtte (2009-06-01). "Responsibility and Reciprocity: Social Organization of Mazahua Learning Practices". Anthropology & Education Quarterly. 40 (2): 187–204. doi:10.1111/j.1548-1492.2009.01035.x. ISSN   1548-1492.
  10. ↑ Alcalá, Lucía; Rogoff, Barbara; Mejía-Arauz, Rebeca; Coppens, Andrew D.; Dexter, Amy L. (2014). "Children's Initiative in Contributions to Family Work in Indigenous-Heritage and Cosmopolitan Communities in Mexico". Human Development. 57 (2–3): 96–115. doi:10.1159/000356763. S2CID   143672802.
  11. ↑ Correa-Chávez, Maricela; Mangione, Heather F.; Mejía-Arauz, Rebeca (2016-05-01). "Collaboration patterns among Mexican children in an Indigenous town and Mexican City". Journal of Applied Developmental Psychology. 44: 105–113. doi:10.1016/j.appdev.2016.04.003.
  12. ↑ 1. López, A., Najafi, B., Rogoff, B., & Mejía-Arauz, R. (2012). Collaboration and helping as cultural practices. In J. Valsiner (Ed.), The oxford handbook of culture and psychology; the oxford handbook of culture and psychology (pp. 869-884, Chapter xviii, 1130 Pages) Oxford University Press, New York, NY.
  13. ↑ Roberts, A., & Rogoff, B. (2012). Children's Reflections on Two Cultural Ways of Working Together: "Talking with Hands and Eyes" or Requiring Words. International Journal of Educational Psychology, 1(2), 73-99.
  14. ↑ Paradise, Ruth (1994-06-01). "Interactional Style and Nonverbal Meaning: Mazahua Children Learning How to Be Separate-But-Together". Anthropology & Education Quarterly. 25 (2): 156–172. doi:10.1525/aeq.1994.25.2.05x0907w. ISSN   1548-1492. S2CID   146505048.
  15. ↑ Coppens, Andrew D.; Alcalá, Lucia; Mejía-Arauz, Rebeca; Rogoff, Barbara (2014). "Children's Initiative in Family Household Work in Mexico". Human Development. 57 (2–3): 116–130. doi:10.1159/000356768. S2CID   144758889.
  16. ↑ Gaskins, S. (1999). Children's daily lives in a Mayan village: A case study of culturally constructed roles and activities. In A. Goncu (Ed.), Children's engagement in the world: Sociocultural perspectives; children's engagement in the world: Sociocultural perspectives (pp. 25-60)
  17. 1 2 Urrieta, Luis (2013-09-01). "Familia and Comunidad-Based Saberes: Learning in an Indigenous Heritage Community". Anthropology & Education Quarterly. 44 (3): 320–335. doi:10.1111/aeq.12028. ISSN   1548-1492.
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