This editorial reviews my work on team learning published in HRDR, celebrating the 20th anniversary of the journal. The articles conceptualized the value and need for member expansiveness; team’s and individual members’ readiness to change; and the effects of environmental pressures for adaptive, generative, and transformative team learning. I conclude this review with directions for future research and practice in HRD and HRM to support changing conditions, collective self-awareness, and variations in team interactions using advancing technologies.
LondonM. (2003). Antecedents and consequences of self-verification: Implications for individual and team development. Human Resource Development Review, 2(3), 273-293. https://doi.org/10.1177/1534484303256114.
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LondonM.DiamanteT. (2002). Technology-focused expansive professionals: developing continuous learning in the high-technology sector. Human Resource Development Review, 1(4), 500-524. https://doi.org/10.1177/1534484302238438.
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LondonM.PolzerJ.OmoregieH. (2005). Interpersonal congruence, transactive memory and feedback processes: An integrative model of team learning. Human Resource Development Review, 4(2), 114-135. https://doi.org/10.1177/1534484305275767.
LondonM.SessaV. I. (2007). The development of team interaction patterns: How teams become adaptive, generative, and transformational learners. Human Resource Development Review, 6(4), 353-376. https://doi.org/10.1177/1534484307307549.
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LondonM.ShermanG. D. (2021). Becoming a leader: emergence of leadership style and identity. Human Resource Development Review, 20(3), 322-344. https://doi.org/10.1177/15344843211009632.
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LondonM.Sobel-LojeskiK.ReillyR. (2012). Leading generative teams: A model of metacognition and balanced leadership. Human Resource Development Review, 11(1), 31-54. https://doi.org/10.1177/1534484311430628.
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SilberstangJ.LondonM. (2009). How teams learn: The role of communication patterns, cue recognition, context facility, and cultural intelligence. Human Resource Development Review, 8(3), 327-349. https://doi.org/10.1177/1534484309337300.
