The Relative Effects of Design Thinking Versus After-Action Review on Team Performance: An Experiential/Episodic Team Learning Perspective

• 成果类型: Article
• 署名作者: Chen, Jingqiu; Vashdi, Dana R.; Fan, Qingyue; Bamberger, Peter A.; Chen, Gilad
• 署名单位: Shanghai Jiao Tong University; University of Haifa; Tel Aviv University; University System of Maryland; University of Maryland College Park
• 刊物名称: JOURNAL OF APPLIED PSYCHOLOGY
• ISSN/ISSBN: 0021-9010
• DOI: 10.1037/apl0001277
• 发表日期: 2025
• 页码: 1412-1425
• 关键词: design thinking; TEAM PERFORMANCE; team learning; team emergent states; team development interventions

摘要

In an effort to extend experiential learning theory to the team level, we develop and test a model capturing and explaining the relative effects of two alternative team learning-based interventions, namely, after-action reviews (AAR) and design thinking (DT; a team problem-solving approach which we argue can be repurposed as a team development intervention). Integrating experiential learning theory with research on episodic team learning, we propose that by engaging the team in a more comprehensive set of experiential learning elements in each performance episode, relative to AAR, DT drives enhanced normative and cognitive team emergent states, and as a result, a greater short-term (i.e., 6-month) improvement in team performance, particularly for teams characterized by greater team task variety. Results from a multiwave field experiment of teams in a manufacturing company largely support this model, indicating that over the 6-month study period: (a) A DT intervention was associated with greater improvement in team performance than that associated with AAR, and (b) these effects are partially explained by differential changes in both team learning climate and transactive memory system specification. Implications for theory and practice are discussed.