| In uncertain changing environments, adaptive learning becomes critical to a system's effectiveness. A theory of adaptive learning is presented, and then an intervention based on the theory for use in project teams is described. The intervention consists of a five-step process designed to facilitate error detection, transmission, and acceptance, and to promote functional modification of a group's behavioral programs. It was tested on 12 of 24 project teams working on two consecutive complex-novel tasks in a field experiment setting.; In comparison with control groups, the project teams employing the intervention performed higher on the first task and used less time on the second. When both tasks were combined the intervention groups performed higher and used less time. In terms of group process variables, intervention groups generally had higher levels of trust, constructive conflict, and learning from the point of view of observers. There were no differences in satisfaction between intervention and control groups.; Post hoc analyses suggest that observers and group members had similar views about levels of trust, cohesion, and satisfaction in the groups and different views about levels of learning, conflict, and constructiveness of conflict. Project teams were found to be very poor judges of their own performance. Their performance estimates were highly correlated with the level of cohesion in the team.; Implications and speculations of the study include seven propositions related to understanding adaptive learning, suggested uses of the intervention, critical issues facing project teams, and the need for pragmatic, multi-level, "haiku-like" interventions. |
