Although most business students participate in team-based projects during undergraduate or graduate course work, the team experience does notalways teach team skills or capture the team members’ potential: Students complete the task at hand but the explicit process of becoming a team is often not learned. Drawing from organizational learning and group/team theory, this article presents a “learning team model” that emphasizes feedback at the team—not individual—level of analysis by establishing a team feedback tool that can be easily and regularly used to improve performance. In addition to the feedback tool, a structured process is presented in which students learn to become a team.
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