Socially shared regulation of learning in workplace team meetings

Abstract

Purpose

This study investigates socially shared regulation of learning (SSRL) in workplace team interactions to understand how professionals manage their learning processes during team meetings. It aims to identify what types of SSRL phases appear in workplace team interactions and which SSRL phases and team-regulation behaviors are associated with SSRL episodes that achieve small-scale adaptation.

Design/methodology/approach

A qualitative study grounded in socio-cognitive theory was conducted, using a combination of deductive and inductive qualitative content analysis. This approach integrated process mapping and descriptive analysis. The data were derived from 24 one-hour team meetings involving 10 workplace teams from the service, manufacturing and information and communications technology sectors.

Findings

SSRL was present in the team meetings, and it supported the teams in recognizing and adapting to situated challenges. Team-regulation behaviors, such as posing questions and assessing solutions regarding specific actions, contributed to small-scale adaptation in the regulation of the learning process.

Research limitations/implications

The study used video analysis and relied on its ability to capture the phenomenon. Furthermore, the small sample size, specific cultural context and the voluntary participation of the teams may have introduced bias into the findings.

Practical implications

The findings can guide customized training programs to improve team learning and performance by focusing on key SSRL phases and team-regulation behaviors essential for adaptability.

Originality/value

The study uses video data from team meetings to explore SSRL and its impact on successful collaboration.