Dr Rashpal K. Dhensa-Kahlon
Dr Rashpal Dhensa-Kahlon is a Lecturer in Work and Organisational Psychology, and Programme Director of the MSc in Occupational and Organisational Psychology, in the Department of People and Organisations. She received her PhD in Employment Relations & Organisational Behaviour from the London School of Economics and Political Science, and her BSc (Hons) in Psychology from the University of Surrey. She joined Surrey Business School in May 2016, and prior to this, spent just over one year at Aston Business School (UK). Dr Dhensa-Kahlon is a Chartered Psychologist and a Fellow of the British Psychological Society.
Dr Dhensa-Kahlon's research interests lie primarily in the area of well-being and recovery at work. Specifically, she explores how those who perceive themselves to be victims of workplace injustice, broken trust and mistreatment can recover from their experience. She has recently explored the role of talk and humor in recovery. Her work has been published in the Academy of Management Journal and Personnel Psychology.
Prior to her PhD, Dr Dhensa-Kahlon worked in banking and consulting. She has a keen interest in assessment centre methodology and psychometrics, and, surveying and reporting on work engagement and unconscious bias. She is a qualified user of various tests and is BPS Level A and B qualified.
Dr Dhensa-Kahlon was on maternity leave: July 2014-January 2015; March-December 2018.
Affiliations and memberships
Fellow of the Higher Education Academy (UK)
Associate of the Chartered Institute of Personnel Development
Programme Director, MSc Occupational and Organisational Psychology,
MBA (FT//PT) Organisational Behaviour, Negotiation
Team learning enables that teams can combine their members? existing knowledge structures and develop innovative solutions to changing problems. Team learning is a function of the members? learning, which through their interactions produce mutual understanding that leads to an increase in the collective level of knowledge. By means of learning, team members can gain knowledge on how to structure themselves, communicate with other groups, conduct work processes, make decisions, and put these decisions into action. However, teams do not always learn, as learning can be conditioned by the members? characteristics, the team emergent states and the members? interactions while they are working together.
By studying the process of learning in teams, this thesis presents three studies that extend our understanding of the antecedents and contextual factors that determine when and from whom team members learn within their team. This thesis therefore contributes to the research on teams and learning in four ways: (1) by studying how members? expertness, work team identification and need for closure influence team learning; (2) by reviewing learning from a multilevel contingency perspective; (3) by zooming in at the process of learning, that is studying dyadic learning in teams through the use of social network analysis; and, (4) by getting insights of learning as a process that can be studied from a dyadic (longitudinal) perspective. Our findings strengthen the knowledge that organisations have to promote learning in teams, such that they can create more effective policies and practices that enable both the social and the cognitive processes that stimulate the emergence of learning within teams.