Constructive Controversy and Reflexivity Training Promotes Effective Conflict Profiles and Team Functioning in Student Learning Teams
研究考察了一种可融入大学教学的新团队训练系统，通过建设性争议和反思训练，发现全面训练能显著提升学生团队的冲突模式质量，进而改善冲突管理和创新效能。
In the current research, we examine the effects of a new team-training system that can be readily integrated into postsecondary teaching and learning activities. Our training focuses on generating productive and constructive conflict by invoking an evidence-supported information sharing and decision-making concept known as constructive controversy. We used 517 student teams (1,659 students) organized into a no-training comparison condition, a classroom-only training condition (partial training), and a classroom-plus-booster training condition involving conflict reflections (full training). We found that teams in the full training outperformed those in both the partial-training and no-training conditions in generating the most productive pattern of conflict (referred to as conflict profiles), and that patterns of conflict had implications for effective conflict management and team efficacy for innovation.