Organization Management Journal


This article develops and tests a model of continuous adaptive learning and its effects on how individuals contribute to a team in a population of undergraduate management students. We develop a measure of continuous adaptive learning, a robust measure of learning in classroom teams. We propose that continuous adaptive learning mediates the relationship between individual beliefs (both interpersonal and task related) and individual contribution to the team. We contribute to the literature on team learning in a management education setting by identifying the relationships between an individual’s beliefs and behaviors about participating in a particular team and how the individual contributes to the team’s outcomes. Results confirmed the validity of distinct individual beliefs and behaviors related to team learning and the relationship between individual learning behaviors and contribution to team learning, particularly the ability to help a group to excel.