Proposition d’une échelle de mesure contextualisée de l’apprentissage d’équipe : Une analyse exploratoire

Organizational learning has long been studied. There are numerous approaches. One could believe that there are as many definitions as authors. Such a situation tends to create confusion around this concept and makes operationalization difficult. A few authors, giving themselves a definition of learning, are able to analyze learning by cases studies. But they use a lot of indicators and use a binary measure of learning (there is learning or there is no learning). This article aims at showing that quantitative operationalization of organizational learning is possible. We go back to the literature on organizational learning to construct a scale of team learning in the specific context of a simulation game. Our definition of team learning is totally based on the one of organizational learning. Thus, our work is a first step to an easier use of this construct. After having defined organizational learning and team learning, we follow the Churchill’s paradigm (1979) to propose a measure of team learning. We put in light the dimensions of this measure. So we construct a device to measure and analyze team learning and organizational learning. Our work open the way to new uses of the learning construct, for example quantitative methodology to test hypotheses.