ABSTRACT
Following Jaques and Salmon (2007, p. 6) I take learning groups as those that ‘come together to share knowledge, for personal development, and to learn together’. Groups vary on a number of dimensions: size, duration, the degree of similarity or diversity between members in terms of job roles and personal identities and their type of leadership. Teams are a particular form of group that interact to achieve common purposes and have some continuity over time, as well as undertaking learning together. Teams require varying degrees of interdependence to achieve their aims. They can be located together or geographically dispersed. Payne (2000) describes teams in three dimensions along a continuum of increasing complexity: the domain or subject matter of the work, the professional disciplines involved and the boundaries of the organisations involved. This chapter focuses on working with smaller learning groups and single teams.
