Abstract
The present study defined "creative team learning" as the kind of team learning geared towards seeking creative results for the team as whole, and aimed to show its structure and influencing process. Responses from 198 survey subjects were subjected to factor analysis to identify conceptual elements, followed by covariance structure analysis. The conclusion can be summed up in two points. First, the structure and process influencing team learning with regard to creative results were confirmed. Overlapped learning, which is a basic activity aimed at improving the quality of reflection, was found to promote creative results through reflective learning. Similarly, new insights obtained through reflective learning were found to influence creative results through diversified learning. Second, the influence of the group characteristics on team learning and its results varied with team results. In preceding studies, task cohesion influenced team effectiveness. In the present study, however, group cohesion and duty orientation did not influence creative results except through team learning. Respect for individuals and personal interaction orientation had a direct influence on creative results.
