Piet Van den Bossche

University of Antwerp | UA

This article reviews studies which apply a social network perspective to examine transfer of training. The theory behind social networks focuses on the interpersonal mechanisms and social structures that exist among interacting units such as people within an organization. A premise of this perspective is that individual’s behaviors and outcomes are...

In the context of the complexity of today's organizations, help seeking behavior is considered as an important step to problem solving and learning in organizations. Yet, help seeking has received less attention in organizational literature. To increase the potential impact of help seeking on learning, it is essential to understand which mechanisms...

To gain insight in the social processes that underlie knowledge sharing in teams, this article questions which team learning behaviors lead to the construction of a shared mental model. Additionally, it explores how the development of shared mental models mediates the relation between team learning behaviors and team effectiveness. Analyses were pe...

In this article we present an integrative model of team learning. Literature shows that effective team learning requires the establishment of a dialogical space amongst team members, in which communicative behaviours such as ‘sharing’, ‘co-construction’ and ‘constructive conflict’ are balanced. However, finding this balance is not enough. Important...

We investigated the relation between leader airtime management and team effectiveness in Emergency Management Command and Control (EMCC) teams. Leader airtime management concerns leaders’ interventions to structure who shares information when using opening and closing statements to respectively stimulate or reduce information sharing. We coded lead...

Teams are at the core of every organisation, composed of individuals who continuously collaborate, exchange knowledge and ideas, and constantly learn from one another through formal or informal learning experiences. Team learning is therefore a continuously changing phenomenon that develops and evolves over time as teams interact. In this chapter,...

Professional learning reflects critical processes of change whereby one modifies and extends prior competencies while performing one’s job. Over the past two decades, the need has emerged and grown for insights on how employees take responsibility for their own learning and engage in self-regulation of professional learning. However, the process of...

Pupils’ and students’ learning in the workplace and dual education has drawn increased attention because it is, among others, relevant in combating youth unemployment, increasing individual employability, and organisations’ ability to provide high quality services and products. However, research focusing on pupils’ and students’ readiness to partic...

Team stress is an emergent cognition in which members jointly appraise their current task situations. The sharedness of stress appraisals has been elaborately studied in social groups such as couples, families, friends, and small communities. However, insights into teams have been rather limited. Keeping in mind the effects of stress on teams, it i...

Teams have the potential to offer greater adaptability, productivity and creativity than any one individual can offer and provide more complex, innovative and comprehensive solutions. This necessitates sharing and developing of knowledge at a team-level, fueling the thinking about and research on team learning.This chapter expands the topic of team...

University teacher teams can work toward educational change through the process of team learning behavior, which involves sharing and discussing practices to create new knowledge. However, teachers do not routinely engage in learning behavior when working in such teams and it is unclear how leadership support can overcome this problem. Therefore, t...

Introduction Recent conceptualizations of self-regulated learning acknowledge the importance of co-regulation, i.e., students’ interactions with others in their networks to support self-regulation. Using a social network approach, the aim of this study is to explore relationships between characteristics of medical students’ co-regulatory networks,...

Purpose This study aims to unravel the dynamic nature of the process of self-regulated learning (SRL) of medical specialists as it actually unfolds over time in the authentic clinical environment. Design/methodology/approach A longitudinal multiple case-study design was used, combining multiple data-collection techniques. Long-term observations of...

Much of individual’s learning takes place during job performance, implying that professionals engage in self-regulated learning (SRL). This study systematically reviews the current state of the field concerning conceptualisation and operationalisation within research on self-regulation of professional learning - for which we use the acronym “SRpL”....

Reforming professional education into integrated programs such as project-based learning requires teamwork by teachers originating from different disciplines. Shared team leadership behavior may help teams to work on such complex tasks effectively, because single leaders alone simply cannot not provide all answers. However, studies on conditions fo...

This quantitative study examines the existence of Flemish teachers’ age-related stereotypical beliefs and investigates differences between generational cohorts (N = 558). Results indicated that all generational cohorts studied attribute being interested in technological change, making use of ICT, having creative and innovative ideas, and considerin...

Business schools face increasing criticism for their one-size-fits-all approach to leadership development. Too much emphasis is placed on knowledge and skills building and the developmental needs of managers while insufficient attention is paid to purposeful student leadership development and to the underlying cognitive components that drive leader...

Purpose The purpose of this paper is to gather evidence for the effectiveness of Lesson Study (LS) for teachers’ professional learning. Design/methodology/approach A systematic review of relevant papers published between January 2010 and April 2018 was performed. To accomplish the best evidence synthesis, relevant studies were selected based upon...

Research indicates that underperforming teachers have a profound impact on students and on principals who struggle to deal with the underperformance. However, the impact on, and responses of, other teachers (i.e. co-workers) is rarely studied, in spite of the importance of teacher collaboration in contemporary education. Therefore, we interviewed c...

Research suggests that defining and communicating performance expectations for teachers can have important benefits for schools. However, teacher performance is a complex construct, and schools in Flanders have substantial autonomy in defining performance expectations, but research on performance expectations held by principals and teachers is scar...

The purpose of this paper is to investigate the role of generation in teachers’ advice and information-seeking interactions in Flemish secondary school teams, and moreover how the content of advice shapes these interactions. Four content-related advice and information-seeking networks are investigated in this study: subject-matter knowledge, classr...

In this chapter, we argue for a networked approach to professional development. In particular, we propose that to increase the potential value and sustainability of professional development, we need to help instructors learn to recognize and access their teaching network. The teaching network of an instructor reflects the people with whom s/he inte...

Much of an individual’s learning takes place during job performance, implying that professionals engage in self-regulated learning (SRL). This study aims to systematically identify, synthesise and discuss the current state of the field concerning conceptualisation and operationalisation within research on the self-regulation of professional learnin...

Team learning behavior is found to be one of the most effective team processes, as learning behavior at the team level (e.g., sharing, discussing, and reflecting on knowledge and actions) enables teams to adapt existing or develop new knowledge. Team leadership behavior is considered a critical accelerant for creating conditions that are essential...

Teacher team involvement is considered a key factor in achieving sustainable innovation in higher education. This requires engaging in team learning behaviors that should result in new knowledge and solutions. However, university teachers are not used to discussing their work practices with one another and tend to neglect any innovation in their ta...

Technology, and more specifically digital media, has opened up seemingly infinite possibilities for learning to take place beyond the classroom and for crossing from informal to formal learning. The goal of this study is to understand how adult ‘learners at work’ use digital media in formal and informal learning contexts. A total of 44 adults enrol...

The aim of this study was to investigate the transfer of learning of professional competences from vocational colleges to the workplace context in vocational education. Concretely, the study examined the relations between the professional competences learned at school and the use and further development of those competences at the workplace during...

This paper examines the extent to which school team members' professional relationships are affected by being part of a certain generational cohort. These professional relationships provide opportunities for intergenerational knowledge flows and can therefore be relevant for intergenerational learning. Nowadays these topics have gained more attenti...

Background: Up until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures. A...

Research shows that both individual and job-related factors influence a worker's work-related learning. This study combines these factors, examining the impact of fit between one's work values and job characteristics on learning. Although research indicates that fit benefits multiple work-related outcomes, little is known about the impact of fit on...

This article focuses on the quality of instructional networks in different stages of professional development. Drawing theoretically from social capital theory and literature on teacher interaction, we conducted in-depth interviews with 30 instructors at the university level. Using qualitative social network analysis to capture and analyze networks...

The entrance of newly qualified medical specialists into daily practice is considered to be a stressful period in which curriculum support is absent. Although engaging in both personal and professional learning and development activities is recognized fundamental for lifelong professional competence, research on medical professionals’ entrance into...

In this qualitative study we look at knowledge brokering from an intergenerational teacher perspective. This study aims at describing how teachers perceive colleagues from other generations in terms of knowledge demands and knowledge supplies, and how processes of knowledge-sharing across teachers of different generations take place. Our findings s...

This study starts from the observation that current empirical research on students' processing strategies in higher education has mainly focused on the use of self-report instruments to measure students' general preferences towards processing strategies. In contrast, there is a rather limited use of more direct and online observation techniques to...

Research has identified the importance of knowledge coordination in high performing teams. However, little is known on the processes through which these cognitive structures are developed, more specifically on the learning occurring as teams communicate and interact to build new team knowledge. In a multiple-measures experiment, 33 teams with no pr...

Dit hoofdstuk laat zien hoe het perspectief van ‘sociale netwerken’ een krachtige manier is om het leren van professionals te begrijpen. Professionals vormen netwerken van relaties en gebruiken deze om uitdagingen aan te gaan en hun eigen ontwikkeling vorm te geven. Terwijl we van nature relaties aangaan met gelijksoortige personen, bespreken we ho...

In the context of formal professional development activities, this study explores the link between employees' motivation to participate in formal learning activities (based on the self-determination theory), the nature of their goals (based on the goal orientation theory) and their learning preferences (based on the Felder Silverman model and the b...

Research into faculty members’ instructional development has primarily focused on individual skills and knowledge. As collegial interactions may support or constrain faculty’s professional development in higher education, this study compared and contrasted the networks of faculty members in different stages of instructional development (novice, exp...

This study examined (1) the extent to which university teachers’ networks changed while they participated in an instructional development program, (2) which mechanisms supported or constrained network change, and (3) the extent to which value was created through networks. Longitudinal social network data combined with follow-up interviews were coll...

Teams need to pass through a series of development stages before they can operate effectively, and, in a changing context, it has also been demonstrated that teams need to continue learning in order to remain effective. This article aims to explore the relationship between team development and team learning. In particular, it focuses on when and wh...

The current study investigates the direct and indirect relations between motivation to participate, as measured by self-determination theory, goal orientation at the start of the training and use of self-regulation strategies during a formal training. In total, 717 employees completed a questionnaire that consisted of existing scales that were adap...

The development of a team situation model (TSM), a shared understanding of the current situation developed by team members moment by moment, and its impact on team effectiveness have received minor attention in team research. This study investigates a moderated mediation model including the relationship between the team learning processes of co-con...

This chapter explores the idea that professional development is for a large part driven by discursive interactions with other persons. Specifically, we will look into feedback as a crucial aspect of these interactions. This interest in the social aspect of professional development correlates with a lot of current research which suggests that a majo...

A great deal of work has been generated on feedback in teams and has shown that giving performance feedback to teams is not sufficient to improve performance. To achieve the potential of feedback, it is stated that teams need to proactively process this feedback and thus collectively evaluate their performance and strategies, look for alternatives,...

In a study of 32 real-life on-scene-command teams, we investigated how the early development of team situation models (TSMs, i.e., a shared understanding in teams of which actions to take) influences final team effectiveness. We used both an inter-team longitudinal approach that examines TSM development at the sample level and an intra-team longitu...

Workplace learning is becoming a central tenet for a large proportion of today’s employees. This seems especially true for so-called knowledge workers. Today, it remains unclear how differences in the quality of workplace learning are affected by differences in perception of the workplace environment and the motivation of knowledge workers to learn...

Workplace learning through internships has since long been seen as a valuable element in the curriculum of engineering education programmes. The present study investigates how job characteristics of the workplace (such as job demands, job control and social support) are related to individual differences in the process of the learning in the workpla...

Learning takes an increasingly focal role in HRD practice and research, as it contributes to organizations' adaptability and competitiveness. However, little is known about how individual managers' approaches to learning and contextual influences such as leadership and organizational learning culture influence the outcomes of informal workplace lea...

It is argued that internships have a distinctive contribution to professional education. It is suggested that the confrontation with the workplace triggers learning. Based on the Demand-Control-Support (DCS) model, this chapter aims to investigate the influence of job characteristics such as job demands, job control and social support on the learni...

Little is known how time influences collaborative learning groups in medical education. Therefore a thorough exploration of the development of learning processes over time was undertaken in an undergraduate PBL curriculum over 18 months. A mixed-methods triangulation design was used. First, the quantitative study measured how various learning proce...

Researchers have identified team learning as an important predictor of team performance. In healthcare organizations, it is especially critical for care quality and hospital performance that teams engage in learning behaviors to reduce errors and improve service effectiveness. The main objective of this study is to examine the role of change-orient...

This study examined physicians’ motivation to engage in work-related learning and its contribution to expertise development beyond work experience. Based on deliberate practice theory, semi-structured interviews were conducted with 17 residents and 28 experienced physicians in internal medicine, focusing on the activities they engaged in during wor...

Purpose – The purpose of this study is to investigate whether the position of employees in the organizational hierarchy is important in explaining their feedback seeking behaviour. Design/methodology/approach – This study takes a social network perspective by using an ego-centric network survey to investigate employees ' feedback seeking behaviour...

This book tackles the latest challenges in education in the business sector, outlining how the students of the future must be taught to adapt to a highly fluid business environment in which their ability to acquire new skills and collaborate with others is more important than possessing facts. Taking its cue from the growing body of theory advocati...

The present study investigates whether the frequency by which employees seek informal feedback and the quality of the self-initiated feedback influences perceived career development. Furthermore, we investigated goal orientation and perceived learning culture, as antecedents of feedback seeking behaviour. Data were collected from 116 financial expe...

This paper reviews the literature on the effects of feedback provided to teams in higher education or organizational settings. This review (59 empirical articles) showed that most of the feedback applications concerned “knowledge of results” (performance feedback). In contrast, there is a relatively small body of research using feedback conveying i...

This study brings together findings from different research angles on informal feedback in the workplace. We explore the individual and joint influences of three contextual antecedents of seeking feedback: support for learning, psychological safety, and work pressure. Based on our survey of 138 employees from various organizations, hierarchical reg...

�This article investigates when and how teams engage in team learning behaviours (TLB). More specifically, it looks into how different leadership styles facilitate TLB by influencing the social conditions that proceed them. 498 healthcare workers from 28 nursery teams filled out a questionnaire measuring the concepts leadership style, TLB, social c...

Internships represent an approach for the professional development of student’s specific skills and allow students to gain relevant work experience. Despite the growing popularity of internships, limited research has examined the potential benefits of internship supervision at a distance through Computer-Supported Collaborative Learning (CSCL). Thi...

In classroom teaching, teachers make increased use of collaborative learning and educational technology to enhance the learning experience of students. Most researchs on team-learning focuses on learning within teams. However, to what extent do learners share knowledge inside and between teams during a course? This study took place in a third-year...

Effectiveness of students’ learning in higher education can be enhanced by providing a proper learning context, especially at the beginning of the curriculum. In the ‘learning to learn’ project described and evaluated in this chapter, the aim was to speed up the self-directed learning skills of first year students by letting them work in the so cal...

In classroom teaching, teachers make increasingly use of collaborative learning formats such as team learning, and educational technology to enhance the learning experience of students. Most research on team-learning focuses on learning within teams. However, to what extent do learners also share knowledge between teams during a course? This study...

Core concepts in education are changing. For example, professional performance or expertise is not uniquely the fruit of specialist knowledge acquired at professional schools, but the sum of influences exerted by a complex web of continuous learning opportunities for which an individual is well (or ill) prepared by their schools and their workplace...