Downloads
Download
组织学视角下团队学习应用研究综述. (2025). 教育学刊, 23-29. https://doi.org/10.62836/jer.v3n10.0726
Copyright (c) 2025 郝文乾, 余韵, 王宁, 杨雨晨, 魏蔚, 何沛丰
This work is licensed under a Creative Commons Attribution 4.0 International License.
组织学视角下团队学习应用研究综述
郝文乾，余韵，王宁*，杨雨晨，魏蔚，何沛丰
国家林业和草原局管理干部学院，北京
摘要：在知识经济与数字化转型浪潮下，组织竞争核心转向团队协同创新，团队学习作为关键人力资源策略成为研究热点。本文系统整合团队学习领域六大维度研究：理论构建层面剖析其多维框架与演化路径；成效影响因素涵盖个体、团队及组织层面；机制演进揭示知识流动、社会互动等动态过程；应用实践展现多领域价值与优化策略；绩效与管理明确其与团队绩效的关联及影响要素；应用创新趋势呈现技术赋能与跨学科融合态势。研究证实团队学习通过多维度交互提升团队效能，受多元因素影响并借动态机制作用于绩效。本研究旨在构建统一理论分析框架，为团队学习的理论创新与组织管理实践提供系统参考。
参考文献
[1] Duhigg, C. What Google learned from its quest to build the perfect team. The New York Times Magazine. 2016.
[2] Argote, L., & Ingram, P. Knowledge transfer: A basis for competitive advantage in firms. Organizational Behavior and Human Decision Processes, 2000,82(1),150-169.
[3] Barsade, S. G. The ripple effect: Emotional contagion and its influence on group behavior. Administrative Science Quarterly,2002, 47(4),644-675.
[4] Edmondson, A.Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 1999,44(2),350- 383.
[5] Gibson, C. B., Huang, L., Kirkman, B. L., & Shapiro, D. L. Where global and virtual meet: The value of examining the intersection of these elements in twenty-first-century teams. Annual Review of Organizational Psychology and Organizational Behavior,2021(8), 217-244.
[6] Jiang, J., Chen, C., Dai, B., Shi, G., Ding, G., Liu, L., & Lu, C. Leader emergence through interpersonal neural synchronization. Proceedings of the National Academy of Sciences, 2022,112(14), 4274-4279.
[7] March, J. G.Exploration and exploitation in organizational learning. Organization Science, 1991,2(1), 71-87.
[8] Nonaka, I., & Takeuchi, H. The knowledge-creating company: How Japanese companies create the dynamics of innovation. Oxford University Press.1995.
[9] Van den Bossche, P., Gijselaers, W. H., Segers, M., & Kirschner, P. A. Team learning: Building shared mental models. Instructional Science,2011,39(3), 283-301.
[10] Pohan, V. G. R., & Ancok, D. Team learning ditinjau dari team diversity dan team efficacy [Team learning viewed from team diversity and team efficacy]. Jurnal Psikologi, 2015,42(2), 123-135.
[11] Van der Haar, S., Segers, M., Jehn, K., & Van den Bossche, P. Investigating the relation between team learning and the team situation model. Small Group Research, 2015,46(5), 539-563.
[12] Sibarani, R. M., Tjakraatmadja, J. H., & Munir, U. S. P. N. S. The influence of multigenerational workforce in effective informal team learning. Journal of Economics and Business Research, 2015,21(3), 45-60.
[13] Wang, Y., & Lei, J. The action mechanism of team learning orientation in promoting team performance. Social Behavior and Personality, 2018,46(7), 1093-1108.
[14] Budianto, T., Susanto, E., & Kismono, S. S. G. Team monitoring, does it matter for team performance? Moderating role of team monitoring on team psychological safety and team learning. Journal of Indonesian Economy and Business, 2020,35(1), 1-15.
[15] Harvey, J.-F., Bresman, H., Edmondson, A. C., & Pisano, G.
P. A strategic view of team learning in organizations. Academy of Management Annals, 2022,16(1), 476-507.
[16] Chiu, C.-K., Lin, C.-P., & Lung, T.-Y. Exploring emotional regulation and team politics in teams: Team learning and educational practices. Total Quality Management & Business Excellence, 2022,33(5-6), 678-695.
[17] Pinheiro, M., Rebelo, T., Lourenço, P. R., Dimas, I., & de Sousa, B. Dynamics of team learning behaviours: The effect of time and team culture. Behavioral Sciences, 2022,12(3), 75.
[18] 高志强, 张红兵. 学习型组织之魂——团队学习[J]. 价值工程, 2013, 32(32): 133-135.
[19] 潘培培, 吴价宝, 贺永正. 基于协同机制的个人、团队与组织的跨纵向边界学习转化机制研究[C]//中国优选法统筹法与经济数学研究会, 内蒙古工业大学, 中国科学院科技政策与管理科学研究所, 《中国管理科学》编辑部. 第十七届中国管理科学学术年会论文集. 中国矿业大学管理学院;淮海工学院商学院;, 2015: 316-321.
[20] 冯学娟. 培养团队精神, 开展合作学习[J]. 考试周刊, 2016(68): 12-13.
[21] 陈瑶, 韩勇. 中等职业学校学习型教师团队专业学习共同体的构建策略研究[J]. 职业, 2018, (34): 68-69.
[22] 洪佩蓉. 基于团队学习视域下的”说理”课堂[J]. 考试周刊, 2019(25): 15-16.
[23] 周婧然, 陈景秋. 团队自省: 促进团队学习的反思过程[J]. 上海管理科学, 2023, 45(2): 112-118.
[24] 于洪彦, 朱辉煌. 团队学习导向和综合能力培养——基于团队项目的研究[J]. 长春理工大学学报(社会科学版), 2013, 26(5): 12-15.
[25] 盛闻. 构建学习型教师团队: 教师合作学习与团队建设的有效路径[J]. 教书育人, 2025, (05): 66-68.
[26] 常联伟, 金乐. 团队学习的四因素动力系统模型[J]. 知识经济, 2014, (08): 148.
[27] 任橹燕. 团队学习法在语文教学中的应用[J]. 华夏教师, 2014(8): 45-46.
[28] 刘琳. 基于团队学习的课堂教学探讨[J]. 西部素质教育, 2016, 2(14): 56-57.
[29] 段建柱. 如何构建学习型团队[J]. 企业改革与管理, 2018(12): 89-90.
[30] 陈娟. 试论团队学习对初中数学教学的作用[J]. 数理化解题研究, 2020, 35(12)：23-24.
[31] 雷海环. 行动学习促进团队共同成长[J]. 学前教育, 2021(5): 18-19.
[32] 孙友然, 孙兆君, 陈思涵. 团队学习对团队绩效的影响研究: 团队认同的中介作用[J]. 生产力研究, 2022, (05): 146-150.
[33] 崔波, 杨百寅. 团队效能感、团队学习与团队绩效——基于多案例的研究[J]. 管理案例研究与评论, 2018, 11(05): 491-501.
[34] 唐盈. 研发团队差错管理氛围对团队创新绩效的影响研究[D]. 江南大学, 2017.
[35] 赵华洋. 包容型领导风格、团队学习与团队绩效的关系研究[D]. 北京印刷学院, 2020.
[36] Ellington, J. K., & Dierdorff, E. C. Individual learning in team training: Self-regulation and team context effects. Small Group Research, 2014,45(3), 273-298.
[37] Fisser, S., & Browaeys, M. J. Team learning on the edge of chaos. IEEE Engineering Management Review, 2016,44(2), 56-63. [38]Zhang, L., Wang, H., & Chen, Y. AI-augmented team learning: How generative AI transforms collective problem-solving. Organization Science, 2023,34(1), 45-67.
[39] Jiang, J., Chen, C., Dai, B., Shi, G., Ding, G., Liu, L., & Lu, C. Leader emergence through interpersonal neural synchronization. Proceedings of the National Academy of Sciences, 2022,119(14), e2202910119.
[40] Dingsøyr, T., Falessi, D., & Power, K. Agile team learning: A conceptual framework. Journal of Systems and Software,2021, 174, 110-884.
[41] Wang, Y., & Li, X. Blockchain-enabled team learning: A decentralized approach to knowledge management. Information Systems Research, 2022,33(3), 939-959.
[42] Gibson, C. B., Huang, L., Kirkman, B. L., & Shapiro, D. L.Where global and virtual meet: The value of examining the intersection of these elements in twenty-first-century teams. Annual Review of Organizational Psychology and Organizational Behavior,2021, 8, 217-244.
[43] Huang, X., Hsieh, J. J., & He, W. Team learning for sustainability: How cross-boundary teams develop climate change solutions. Academy of Management Journal,2023, 66(2), 456-487.
[44] Kahneman, D., Rosenfield, A. M., Gandhi, L., & Blaser, T. Algorithmic bias in team decision-making systems. Nature Human Behaviour, 2022,6(8), 1076-1087.
[2] Argote, L., & Ingram, P. Knowledge transfer: A basis for competitive advantage in firms. Organizational Behavior and Human Decision Processes, 2000,82(1),150-169.
[3] Barsade, S. G. The ripple effect: Emotional contagion and its influence on group behavior. Administrative Science Quarterly,2002, 47(4),644-675.
[4] Edmondson, A.Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 1999,44(2),350- 383.
[5] Gibson, C. B., Huang, L., Kirkman, B. L., & Shapiro, D. L. Where global and virtual meet: The value of examining the intersection of these elements in twenty-first-century teams. Annual Review of Organizational Psychology and Organizational Behavior,2021(8), 217-244.
[6] Jiang, J., Chen, C., Dai, B., Shi, G., Ding, G., Liu, L., & Lu, C. Leader emergence through interpersonal neural synchronization. Proceedings of the National Academy of Sciences, 2022,112(14), 4274-4279.
[7] March, J. G.Exploration and exploitation in organizational learning. Organization Science, 1991,2(1), 71-87.
[8] Nonaka, I., & Takeuchi, H. The knowledge-creating company: How Japanese companies create the dynamics of innovation. Oxford University Press.1995.
[9] Van den Bossche, P., Gijselaers, W. H., Segers, M., & Kirschner, P. A. Team learning: Building shared mental models. Instructional Science,2011,39(3), 283-301.
[10] Pohan, V. G. R., & Ancok, D. Team learning ditinjau dari team diversity dan team efficacy [Team learning viewed from team diversity and team efficacy]. Jurnal Psikologi, 2015,42(2), 123-135.
[11] Van der Haar, S., Segers, M., Jehn, K., & Van den Bossche, P. Investigating the relation between team learning and the team situation model. Small Group Research, 2015,46(5), 539-563.
[12] Sibarani, R. M., Tjakraatmadja, J. H., & Munir, U. S. P. N. S. The influence of multigenerational workforce in effective informal team learning. Journal of Economics and Business Research, 2015,21(3), 45-60.
[13] Wang, Y., & Lei, J. The action mechanism of team learning orientation in promoting team performance. Social Behavior and Personality, 2018,46(7), 1093-1108.
[14] Budianto, T., Susanto, E., & Kismono, S. S. G. Team monitoring, does it matter for team performance? Moderating role of team monitoring on team psychological safety and team learning. Journal of Indonesian Economy and Business, 2020,35(1), 1-15.
[15] Harvey, J.-F., Bresman, H., Edmondson, A. C., & Pisano, G.
P. A strategic view of team learning in organizations. Academy of Management Annals, 2022,16(1), 476-507.
[16] Chiu, C.-K., Lin, C.-P., & Lung, T.-Y. Exploring emotional regulation and team politics in teams: Team learning and educational practices. Total Quality Management & Business Excellence, 2022,33(5-6), 678-695.
[17] Pinheiro, M., Rebelo, T., Lourenço, P. R., Dimas, I., & de Sousa, B. Dynamics of team learning behaviours: The effect of time and team culture. Behavioral Sciences, 2022,12(3), 75.
[18] 高志强, 张红兵. 学习型组织之魂——团队学习[J]. 价值工程, 2013, 32(32): 133-135.
[19] 潘培培, 吴价宝, 贺永正. 基于协同机制的个人、团队与组织的跨纵向边界学习转化机制研究[C]//中国优选法统筹法与经济数学研究会, 内蒙古工业大学, 中国科学院科技政策与管理科学研究所, 《中国管理科学》编辑部. 第十七届中国管理科学学术年会论文集. 中国矿业大学管理学院;淮海工学院商学院;, 2015: 316-321.
[20] 冯学娟. 培养团队精神, 开展合作学习[J]. 考试周刊, 2016(68): 12-13.
[21] 陈瑶, 韩勇. 中等职业学校学习型教师团队专业学习共同体的构建策略研究[J]. 职业, 2018, (34): 68-69.
[22] 洪佩蓉. 基于团队学习视域下的”说理”课堂[J]. 考试周刊, 2019(25): 15-16.
[23] 周婧然, 陈景秋. 团队自省: 促进团队学习的反思过程[J]. 上海管理科学, 2023, 45(2): 112-118.
[24] 于洪彦, 朱辉煌. 团队学习导向和综合能力培养——基于团队项目的研究[J]. 长春理工大学学报(社会科学版), 2013, 26(5): 12-15.
[25] 盛闻. 构建学习型教师团队: 教师合作学习与团队建设的有效路径[J]. 教书育人, 2025, (05): 66-68.
[26] 常联伟, 金乐. 团队学习的四因素动力系统模型[J]. 知识经济, 2014, (08): 148.
[27] 任橹燕. 团队学习法在语文教学中的应用[J]. 华夏教师, 2014(8): 45-46.
[28] 刘琳. 基于团队学习的课堂教学探讨[J]. 西部素质教育, 2016, 2(14): 56-57.
[29] 段建柱. 如何构建学习型团队[J]. 企业改革与管理, 2018(12): 89-90.
[30] 陈娟. 试论团队学习对初中数学教学的作用[J]. 数理化解题研究, 2020, 35(12)：23-24.
[31] 雷海环. 行动学习促进团队共同成长[J]. 学前教育, 2021(5): 18-19.
[32] 孙友然, 孙兆君, 陈思涵. 团队学习对团队绩效的影响研究: 团队认同的中介作用[J]. 生产力研究, 2022, (05): 146-150.
[33] 崔波, 杨百寅. 团队效能感、团队学习与团队绩效——基于多案例的研究[J]. 管理案例研究与评论, 2018, 11(05): 491-501.
[34] 唐盈. 研发团队差错管理氛围对团队创新绩效的影响研究[D]. 江南大学, 2017.
[35] 赵华洋. 包容型领导风格、团队学习与团队绩效的关系研究[D]. 北京印刷学院, 2020.
[36] Ellington, J. K., & Dierdorff, E. C. Individual learning in team training: Self-regulation and team context effects. Small Group Research, 2014,45(3), 273-298.
[37] Fisser, S., & Browaeys, M. J. Team learning on the edge of chaos. IEEE Engineering Management Review, 2016,44(2), 56-63. [38]Zhang, L., Wang, H., & Chen, Y. AI-augmented team learning: How generative AI transforms collective problem-solving. Organization Science, 2023,34(1), 45-67.
[39] Jiang, J., Chen, C., Dai, B., Shi, G., Ding, G., Liu, L., & Lu, C. Leader emergence through interpersonal neural synchronization. Proceedings of the National Academy of Sciences, 2022,119(14), e2202910119.
[40] Dingsøyr, T., Falessi, D., & Power, K. Agile team learning: A conceptual framework. Journal of Systems and Software,2021, 174, 110-884.
[41] Wang, Y., & Li, X. Blockchain-enabled team learning: A decentralized approach to knowledge management. Information Systems Research, 2022,33(3), 939-959.
[42] Gibson, C. B., Huang, L., Kirkman, B. L., & Shapiro, D. L.Where global and virtual meet: The value of examining the intersection of these elements in twenty-first-century teams. Annual Review of Organizational Psychology and Organizational Behavior,2021, 8, 217-244.
[43] Huang, X., Hsieh, J. J., & He, W. Team learning for sustainability: How cross-boundary teams develop climate change solutions. Academy of Management Journal,2023, 66(2), 456-487.
[44] Kahneman, D., Rosenfield, A. M., Gandhi, L., & Blaser, T. Algorithmic bias in team decision-making systems. Nature Human Behaviour, 2022,6(8), 1076-1087.
