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Can the Case Method Survive Another Hundred Years?

The case method pioneered by Harvard Business School has weathered a hundred years of controversy and criticism. However, is the approach the best way to teach people to lead in a world that demands more agility and adaptability? James Heskett asks. Open for comment; 0 Comments.

Learning By Thinking: How Reflection Improves Performance

Knowledge plays an important role in the productivity and prosperity of economies, organizations, and individuals. Even so, research on learning has primarily focused on the role of doing (experience) in fostering progress over time. To compare the effectiveness of different sources of learning, the authors take a micro approach and study learning at the individual level. They argue that learning from direct experience can be more effective if coupled with reflection—that is, the intentional attempt to synthesize, abstract, and articulate the key lessons taught by experience. Using a mixed-method approach that combines laboratory experiments and a field study in a large business process outsourcing company in India, they find support for this prediction. Further, they find that the effect of reflection on learning is mediated by greater perceived ability to achieve a goal (i.e., self-efficacy). Together, these results reveal reflection to be a powerful mechanism behind learning, confirming the words of American philosopher, psychologist, and educational reformer John Dewey: "We do not learn from experience ... we learn from reflecting on experience." Key concepts include: Learning from direct experience can be more effective if coupled with reflection-that is, the intentional attempt to synthesize, abstract, and articulate the key lessons taught by experience. Reflecting on what has been learned makes experience more productive. Reflection builds one's confidence in the ability to achieve a goal (i.e., self-efficacy), which in turn translates into higher rates of learning. Closed for comment; 0 Comments.

Three Perspectives on Team Learning: Outcome Improvement, Task Mastery, and Group Process

Organizations increasingly rely on teams to carry out critical strategies and operational tasks. How do teams learn, and what factors are most important to team learning? This paper reports on current perspectives and findings that address these questions, looking at empirical studies on team learning from three areas of research: outcome improvement, task mastery, and group process. Overall, Edmondson and coauthors characterize the nature of research to date and assemble what is known and unknown about the theoretically and practically important topic of team learning. Key concepts include: Team learning has value for organizations; learning in teams is seen as a key mechanism through which learning organizations become strategically and operationally adaptive and responsive. Research on team learning is at a crossroads. How the learning of individual work teams translates into organizational learning is not well understood, and management literature to date offers few insights. One avenue for future research is the durability and utility of team-based networks for the organization as a whole. Learning in teams almost necessarily plays a role in developing the knowledge and skills of individuals who compose the team. Another avenue for future research is how individuals benefit from their team learning experiences in terms of intellectual, career, and personal development goals. Organizations stand to benefit when ideas are cross-fertilized and diverse individuals learn to work together. "Outsiders" can introduce valuable ideas. Learning and execution are often at odds: Learning by its nature involves uncertainty, false starts, and occasional dead ends. Team learning in organizations must be recognized as a strategy for tolerating forays into the unknown. Closed for comment; 0 Comments.