The effect of learner autonomy in team learning within a healthcare environment.

다국어 초록 (Multilingual Abstract)

How does an autonomous learner affect team learning? The problem with team learning can be stated in simple terms: Many teams don't learn. Historically, case studies have presented various examples of disasters that occurred when teams did not learn from failed missions in the military, airline industry, and healthcare system. Successful team learning does not have a foolproof formula (Senge, 1990). Does the key to team learning lie with the team member, the team as a collective unit, or the system?.
This exploratory case study seeks to assess the impact of individual learning on team learning. The theoretical framework is grounded on concepts described within the team learning model of Kasl, Marsick, and Dechant (1997). With these concepts in mind, the sample of the present study was selected on the basis of two criteria: a level of team learning (the pooled team learning mode) and the presence of at least one autonomous learner in a team.
Data were collected through research questionnaires, documentation, observations, and team member interviews. Data analysis revealed five meta-themes that explain how an autonomous learner affects team learning. These meta-themes are demonstrating leadership skills, maintaining healthy group dynamics, sharing information, modeling a systematic learning process, and strengthening team mental models. After the researcher analyzed these themes, a system emerged to explain the impact of the autonomous learner on the team learning process. The researcher illustrates the interactions between the environment, the autonomous learner, and the team. The foundation of the system is Dechant and Marsick's (1993) team learning model. The team learning process develops from team members' experience and leadership. The autonomous learner enlightens the team, thus influencing the team learning process.
This study concludes that practitioners can enhance team learning by ensuring the presence of an autonomous learner in the group. Further research is recommended on the relationship between the autonomous learner's personality and team learning, leadership and autonomous learning, and group dynamics in team learning.