Mutual Performance Monitoring: Elaborating the Development of a Team Learning Theory

Preparing university graduates for the world of work must address teamness, a quality essential to working in complex and dynamic organizations. Mutual performance monitoring (MPM) highlighted as a fundamental component in the authors’ initial team learning theory is examined. It was thought that first year university students may not have the skills of MPM to affect high quality team outputs, and our results suggest this is true. It is proposed that students are supported with strategies which legitimize monitoring the work of their team members and that the ideas of collusion, spying and cheating are replaced with teamness. Further, it appears that many academics are unprepared or ill-equipped to prepare students for a world of work in teams. Exposing the naivety of students, presenting perceived and positive changes in team skills and suggesting strategies may provide some pedagogical guidance for academic educators to better implement team learning. This paper explores MPM as a building block in a more comprehensive theory of team learning.