Pretest of images associated with the expertise dimension

In this paper, we present norms concerning the perceived association that two sets of stimuli (photos of people and photos of objects) establish with the concept of expertise. Participants were presented with a set of words associated with the expertise dimension and subsequently asked to judge each stimulus on how much it related with the learned (expertise) dimension on a 7-point scale (1 – Not at all related; 7 – Very related). The interpretation of means’ confidence intervals allowed us to distinguish between images highly related with the expertise dimension and images highly unrelated with this dimension. Summarized results are presented and photos made available to support future research requiring stimuli associated with the expertise dimension.

Development and validation of the team learning questionnaire

Nowadays the organizational scenario is changing in several aspects that affect organization commitment. Team learning construct has emerged as a tool to deal with these changes and the dynamic nature of this situation. Although team learning has acquired importance in recent years, instruments to measure team learning should be developed. The aim of this paper is to develop and validate a team learning scale, the Team Learning Questionnaire, attending to four dimensions of team learning: Continued Improvement Seeking, Dialogue Promotion and Open Communication, Collaborative Learning, and Strategic and Proactive Leadership that Promote Learning. Results provide evidence of the reliability and validity of the scale.