Dynamics and complexity of emotions and team learning at work

The aim of this study is to get insight into dynamics and complexity of emotions as experiences and reactions and team learning activities at work. Dynamics refers to the changes in the relationships between team learning activities and emotions over time. Complexity refers to the reciprocal relationships between emotions and team learning activities over time. A longitudinal, mixed methods study was conducted in two parts: a three-wave survey (Part I) where the respondents filled out a questionnaire at the beginning, the middle, and the end of one school year, and observations at five times for each team (Part II). A total of 278 members of 67 vocational educator teams completed questionnaires, and six of these teams were observed in team meetings. The findings indicate changes in the relationships between emotions and team learning activities over time (dynamics). Positive emotions predict sharing and team reflection in the first half of the school year, whereas negative emotions prevent team members from sharing knowledge in the second half of school year. Furthermore, a reciprocal relationship between positive emotions and team reflection was found in the first half of the school year. Explanations for the identified relationships are provided based on the qualitative data from the observations. Vocational educator teams should be promoted by their team leaders right at the beginning of the teamwork to commonly reflect on the work tasks, decision processes, and the work behaviours. Further, vocational educators should express positive emotional reactions right from the beginning of teamwork, for example, they should appreciate each other.