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'''Team-Based Learning''' is a process for teaching and developing people in the workplace. It is a set of developmental principles and routines embedded into the day-to-day processes of a work team such that team members continuously learn and develop. The developmental activities are not new, e.g., [[coaching]], stretch assignments, review of lessons learned. However, such developmental activities are typically conducted in an irregular and inconsistent way. The benefit of Team-Based Learning is that everyone on the team participates in the developmental activities on a consistent basis, because the activities provide other benefits that motivate the team to use them. That is, the team not only develops its people but also functions better.
== History ==▼
Team-Based Learning was jointly developed by [[Duke Corporate Education]] and [[PricewaterhouseCoopers]]. In 2005, Judy Rosenblum, then President of Duke Corporate Education, and Tom Evans, Chief Learning Officer of PricewaterhouseCoopers, began to explore the learning environment in teaching hospitals and its possible transferability to corporate environments. They studied several teaching hospitals, principally [[Johns Hopkins Hospital]]. Teaching hospitals develop doctors (interns and residents) in the course of providing health care to patients. This is not classroom education. Rather it is teaching the practice of medicine while treating real patients with real diseases. The learning is embedded in the work.
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Rosenblum, Evans and their associates spent two years understanding how teaching hospitals work and exploring how those processes could be applied to business teams. They identified four routines and five principles to carry over to the business world.
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'''''[[Problem-based learning]]''''' - Use problems encountered in the course of work as the context for learning▼
▲'''''[[Problem-based learning]]''''' - Use problems encountered in the course of work as the context for learning
'''''Point of the Wedge''''' - Push responsibility combined with support to the most junior person possible
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'''''Owning the Client or Project''''' – Individuals have a heightened sense of accountability and motivation because they have their own client or project with support from more experienced team members
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'''''Rounds''''' - Meeting where a less-experienced team member presents an issue or challenge and recommends a course of action
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'''''Lessons Learned Forums''''' - Thorough review and discussion using mistakes and successes as a situation to learn from. This is similar to an [[After Action Review]].
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The mission of teaching hospitals is to develop doctors. While businesses earnestly espouse a desire to develop their people, such activities are too often seen as separate from work and something that interferes with getting work done. Businesses are not as motivated as teaching hospitals to develop people on the job. For that reason the transfer of teaching hospital based approaches to a business context might have failed if not for the fact that the new processes create side benefits that motivate the business team members to do them.
Senior team members need to spend extra time mentoring junior team members, however that time is more than made up by the increased productivity of the team derived from successfully driving tasks to lower levels. Such delegation frees up senior people’s time. Junior people enjoy taking ownership of projects (with support) and are more motivated in their jobs. The net result is that the team gets more work done, junior people are developed more quickly, and team morale is higher.
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* [http://www.dukece.com/how-we-work/team-based-learning.php Team-Based Learning at Duke Corporate Education]
[[Category:Educational psychology]]
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