Improving teamworking competence through action learning. Experiences in operations management education
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Título
Improving teamworking competence through action learning. Experiences in operations management educationFecha de publicación
2019Editor
Taylor & FrancisISSN
1476-7333; 1476-7341Cita bibliográfica
GARCIA-PALAO, Cristina; OLTRA-MESTRE, Maria J.; COUGHLAN, Paul. Improving teamworking competence through action learning. Experiences in operations management education. Action Learning: Research and Practice, 2019, vol. 16, no 3, p. 205-222Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.tandfonline.com/doi/abs/10.1080/14767333.2019.1655391Versión
info:eu-repo/semantics/acceptedVersionPalabras clave / Materias
Resumen
Teamworking competence is essential in many operations management environments and can be developed through formal education and practice-based experiences. The main objective of this paper is to describe and to reflect ... [+]
Teamworking competence is essential in many operations management environments and can be developed through formal education and practice-based experiences. The main objective of this paper is to describe and to reflect on how to facilitate students in their development in teamworking competence through action learning in Operations Management education. The research design is built around action learning research undertaken by faculty members enquiring into student action learning cycles. What emerges is an understanding of a contingent connection between the classic Tuckman teamworking stages and educator interventions where the nature and timing of the interventions differ as the team evolves.
These new practice-based insights illustrate the co-development of students’ teamworking competence and educators’ capability to facilitate learning in action about teamworking. They can be used as a guide for educators and practitioners involved in the development of teamworking competence to design and implement an action learning-based educational initiative. [-]
Descripción
This is an Accepted Manuscript of an article published by Taylor & Francis in Action Learning: Research and Practice on [date of publication], available online: https://doi.org/10.1080/14767333.2019.1655391
Publicado en
Action Learning: Research and Practice, 2019, vol. 16, no 3Proyecto de investigación
Universitat Jaume I: 3653/18Derechos de acceso
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