Effects of Newcomer Practicing on Cross-level Learning Distortions
从实践视角研究新员工适应团队时，社会性与情绪性如何导致跨层级学习扭曲，并区分四种实践模式，解释团队为何忽视个体偏离，为管理者预防学习障碍提供干预建议。
This article fuses variance generation and suppression arguments with the micro-underpinnings of collective learning to bring the socio-emotional context of learning to the foreground. We take a practice-based perspective on cross-level learning distortions to explore non-recursive trade-offs between variance generation and variance suppression as newcomers adapt to established groups and as groups react to newcomers. Our typology first disaggregates the effects of sociality and emotionality to describe four patterns of context-contingent individual practicing: experimenting, emulating, bracketing and impersonating. We then explain why groups operating in distinct contexts may systematically ignore or discount two specific types of individual departures from collective norms: outliers (infrequent, significant deviations) and clusters (frequent, incremental changes). Our theoretical predictions add value to managers by unpacking the contextual contingencies that systematically pattern individual and collective learning and by suggesting specific interventions for preventing or alleviating learning disorders.