Organizational literature heralds the value of team learning but does not provide a research-based description of it. This article describes a model of team learning that was derived empirically from case studies in two companies, one with a cross section of employees in a petrochemical company and the second in a data-processing unit that had been reorganized into self-managed teams in a manufacturing company. The authors draw conclusions about changes in learning processes, conditions, and perceptions of time and explore research implications regarding human dynamics.
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