AfuahA.TucciC. L. (2012). Crowdsourcing as a solution to distant search. The Academy of Management Review, 37(3), 355–375. http://www.jstor.org/stable/23218093
BellB. S.TannenbaumS. I.FordJ. K.NoeR. A.KraigerK. (2017). 100 years of training and development research: What we know and where we should go. Journal of Applied Psychology, 102(3), 305–323. https://doi.org/10.1037/apl0000142
7.
BlumeB. D.FordJ. K.BaldwinT. T.HuangJ. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36(4), 1065–1105. https://doi.org/10.1177/0149206309352880
8.
BottomsS.PeggJ.AdamsA.WuK.Smith RisserH.KernA. L. (2013). Mentoring from the outside: The role of a peer mentoring community in the development of early career education faculty. Mentoring & Tutoring: Partnership in Learning, 21(2), 195–218. https://doi.org/10.1080/13611267.2013.813730
9.
BrabhamD. C. (2008). Crowdsourcing as a model for problem solving: An introduction and cases. Convergence, 14(1), 75–90. https://doi.org/10.1177/1354856507084420
ColquittJ. A.LePineJ. A.NoeR. A. (2000). Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 85(5), 678–707. https://doi.org/10.1037/0021-9010.85.5.678
14.
CoxR.McKendreeJ.TobinR.LeeJ.MayesT. (1999). Vicarious learning from dialogue and discourse. Instructional Science, 27(6), 431–458. https://doi.org/10.1007/BF00891973
FüllerJ.HutterK.KrögerN. (2021). Crowdsourcing as a service—From pilot projects to sustainable innovation routines. International Journal of Project Management, 39(2), 183–195.
18.
GladsteinD. L. (1984). Groups in context: A model of task group effectiveness. Administrative Science Quarterly, 29(4), 499–517. https://doi.org/10.2307/2392936
19.
GreenW. (2018). Employee resource groups as learning communities. Equality, Diversity and Inclusion: An International Journal, 37(7), 634–648. https://doi.org/10.1108/EDI-11-2016-0085
HoweJ. (2009). Crowdsourcing: Why the power of the crowd is driving the future of business. Three Rivers Press / Penguin Random House.
23.
JohnsonM. D.MorgesonF. P.IlgenD. R.MeyerC. J.LloydJ. W. (2006). Multiple professional identities: Examining differences in identification across work-related targets. Journal of Applied Psychology, 91(2), 498–506. https://doi.org/10.1037/0021-9010.91.2.498
24.
LaneA. J.MitchellC. G. (2013). Using a train-the-trainer model to prepare educators for simulation instruction. The Journal of Continuing Education in Nursing, 44(7), 313–317. https://doi.org/10.3928/00220124-20130515-33
25.
LaveJ.WengerE. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
26.
MajchrzakA.MalhotraA. (2019). Unleashing the crowd: Collaborative solutions to wicked business and societal problems. Palgrave Macmillan.
MathieuJ. E.HollenbeckJ. R.van KnippenbergD.IlgenD. R. (2017). A century of work teams in theJournal of Applied Psychology. Journal of Applied Psychology, 102(3), 452–467. https://doi.org/10.1037/apl0000128
MobergD. J. (2006). Best intentions, worst results: Grounding ethics students in the realities of organizational context. Academy of Management Learning & Education, 5(3), 307–316. https://doi.org/10.5465/amle.2006.22697019
31.
MonaghanC. H. (2011). Communities of practice: A learning strategy for management education. Journal of Management Education, 35(3), 428–453. https://doi.org/10.1177/1052562910387536
MountM.RoundH.PitsisT. S. (2020). Design thinking inspired crowdsourcing: Toward a generative model of complex problem solving. California Management Review, 62(3), 103–120. https://doi.org/10.1177/0008125620918626
35.
MyersC. G. (2021). Performance benefits of reciprocal vicarious learning in teams. Academy of Management Journal, 64(3), 926–947. https://doi.org/10.5465/amj.2018.0875
36.
MyersC. G. (2022). Storytelling as a tool for vicarious learning among air medical transport crews. Administrative Science Quarterly, 67(2), 378–422. https://doi.org/10.1177/00018392211058426
RikettaM.Van DickR. (2005). Foci of attachment in organizations: A meta-analytic comparison of the strength and correlates of workgroup versus organizational identification and commitment. Journal of Vocational Behavior, 67(3), 490–510. https://doi.org/10.1016/j.jvb.2004.06.001
SatterlyB. A.CullenJ.DysonD. A. (2018). The intergenerational mentoring model: An alternative to traditional and reverse models of mentoring. Mentoring & Tutoring: Partnership in Learning, 26(4), 441–454. https://doi.org/10.1080/13611267.2018.1530172
41.
SimulaH.AholaT. (2014). A network perspective on idea and innovation crowdsourcing in industrial firms. Industrial Marketing Management, 43(3), 400–408. https://doi.org/10.1016/j.indmarman.2013.12.008
42.
SmithS.KempsterS.Wenger-TraynerE. (2019). Developing a program community of practice for leadership development. Journal of Management Education, 43(1), 62–88. https://doi.org/10.1177/1052562918812143
43.
SurowieckiJ. (2005). The wisdom of crowds. Anchor Books.
44.
WengerE. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press.
45.
WengerE.McDermottR.SnyderW. M. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business School.
WilliamsS. N.ThakoreB. K.McGeeR. (2016). Career coaches as a source of vicarious learning for racial and ethnic minority PhD students in the biomedical sciences: A qualitative study. PLOS ONE, 11(7), Article e0160038. https://doi.org/10.1371/journal.pone.0160038
48.
ZhengH.LiD.HouW. (2011). Task design, motivation, and participation in crowdsourcing contests. International Journal of Electronic Commerce, 15(4), 57–88. https://doi.org/10.2753/JEC1086-4415150402
49.
ZimmermanB. J.SchunkD. H. (2002). Educational psychology: A century of contributions. Routledge.