Distal and Local Group Learning: Performance Trade-offs and Tensions
Distal and Local Group Learning: Performance Trade-offs and Tensions
复制标题
DOI：
10.1287/orsc.1040.0080
复制
发表时间：
2004-11
期刊：
影响因子：
--
通讯作者：
Sze‐Sze Wong
中科院分区：
文献类型：
--
作者：
Sze‐Sze Wong
越来越多的人认识到，群体成员不仅在群体内学习（即，本地学习），而且外部地（即，远距离学习），这两个群体学习过程可能以不同的方式促进群体绩效。然而，尽管有这样的认识，还有很多不了解的是，它们是否相互补充或抑制在影响组的表现，以及是否组的社会和任务条件，促进一种类型的学习这样做是在牺牲其他。研究结果表明：（1）本地学习和远端学习分别与团队效率和团队创新性呈正相关;（2）远端学习与本地学习之间存在负相关，阻碍了团队效率;（3）高水平的团队凝聚力促进了远端学习，但削弱了本地学习。总的来说，这些研究结果表明，不仅有性能权衡从事无论是在本地或远程学习，但也表现不利从事这两种类型的群体学习，因为远程学习阻碍本地学习实现高水平的群体效率。此外，有初步证据表明，紧张局势可能会出现从同时管理两种类型的群体学习，因为高水平的群体凝聚力增加远端学习，但减少本地学习。
There is increasing recognition that group members learn not only within the group (i.e., local learning), but also externally (i.e., distal learning), and these two group learning processes may facilitate group performance in different ways. Yet, despite this recognition, there is much that is not understood about whether they complement or inhibit each other in affecting group performance, and whether group social and task conditions that foster one type of learning do so at the expense of the other. The findings from this field study of teams from four firms show that (1) local learning and distal learning are positively related to group efficiency and group innovativeness, respectively; (2) distal learning negatively interacts with local learning to impede group efficiency; and (3) high levels of group cohesion promote distal learning but diminish local learning. Overall, these findings suggest that there are not only performance trade-offs to engaging in either only local or distal learning, but also performance disadvantages to engaging in both types of group learning because distal learning impedes local learning from achieving a high level of group efficiency. In addition, there is preliminary evidence to suggest that tensions can arise from simultaneously managing both types of group learning because a high level of group cohesion increases distal learning but decreases local learning.