Changing Routines: A Process Model of Vicarious Group Learning in Pharmaceutical R&amp;D

Bresman, Henrik

doi:10.5465/amj.2010.0725

Cited by 138 publications

(131 citation statements)

References 51 publications

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“…Specifically, our results showed that while inter-team learning added value in combination with high adaptive intra-team learning, it hurts performance when combined with high transformative intra-team learning. This implies that the facilitating versus impeding contribution of inter-team learning not only depends on the task environment (Bresman 2013), but also on the level of intra-team learning. Teams that engage in adaptive intra-team learning proceed from agreement and work on refining solutions and accumulating existing knowledge (Ellström 2001;London and Sessa 2007).…”

Section: Summary Of Findings and Implicationsmentioning

confidence: 99%

“…According to Bresman (2013), the direction of the interaction effect is likely to depend on the task environment in which a team is situated. If a focus on quality is dominant in the task environment (such as in his 2010 study), a constructive combination of intra-and interteam learning can be expected.…”

Section: The Complementing or Competing Role Of Inter-team Learningmentioning

confidence: 99%

“…Moreover, inter-team learning can even go beyond the borders of the institution and profession (Kerosuo and Engeström 2003), for example when academics reach out to their international peer network for teaching input and materials. Inter-team learning contributes to team performance via identification of task-relevant external knowledge, translating the knowledge to the own team context, and embedding it in the teams' practices (Akkerman and Bakker 2011;Bresman 2013). In this study, we therefore investigate inter-team learning as a moderator in the relationship between intra-team learning and performance with the aim to shed more light on the question whether inter-team learning complements or competes the expected positive relationship between intra-team learning and performance.…”

Section: The Complementing or Competing Role Of Inter-team Learningmentioning

confidence: 99%

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The Joint Influence of Intra- and Inter-Team Learning Processes on Team Performance: A Constructive or Destructive Combination?

Bron

Endedijk

Veelen

et al. 2018

Vocations and Learning

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In order for teams to build a shared conception of their task, team learning is crucial. Benefits of intra-team learning have been demonstrated in numerous studies. However, teams do not operate in a vacuum, and interact with their environment to execute their tasks. Our knowledge of the added value of inter-team learning (team learning with external parties) is limited. Do both types of team learning compete over limited resources, or do they form a synergistic combination? We aim to shed light on the interplay between intra-and inter-team learning in relation to team performance, by including adaptive and transformative sub-processes of intra-team learning. A quantitative field study was conducted among 108 university teacher teams. The joint influence of intra-and inter-team learning as well as structural (task interdependence) and cultural (team efficacy) team characteristics on self-perceived and externally rated team performance were explored in a path model. The results showed that adaptive intra-team learning positively influenced self-perceived team performance, while transformative intra-team learning positively influenced externally rated team performance. Moreover, intra-team and inter-team learning were found to be both a constructive and a destructive combination. Adaptive intra-team learning combined with inter-team learning led to increased team performance, while transformative intra-team learning combined with inter-team learning hurt team performance. The findings demonstrate the importance of distinguishing between both the scope (intra-vs. inter-team) and the level (adaptive vs. transformative) of team learning in understanding team performance. Teamwork has become a self-evident aspect of work in organizations (Kozlowski and Ilgen 2006). By means of team learning, teams build a shared conception of their tasks and how to execute them, which is crucial for team performance: the degree to which teams reach or transcend their goals (Antoni and Hertel 2009; Van den Bossche et al. 2011). The first models on team learning mainly focussed on learning processes within the team (Edmondson 1999). While the importance of teams' external environment has been stressed in theoretical models (Decuyper et al. 2010;Kozlowski and Bell 2013), to date, empirical studies investigating both intra-team learning and inter-team learning simultaneously are scarce. As a result, insight in how inter-team learning and intrateam learning mutually influence team performance is still lacking, with some studies pointing to an added value of inter-team learning (Bresman 2010), while others demonstrate that inter-team learning forms an interference to team performance (Wong 2004). In the current study, we take an interactive approach and study how intra-team learning and inter-team learning may complement or compete over each other in their contribution to team performance.Team learning has been studied in a variety of professional contexts, for example among medical staff in healthcare (Timmermans et al. 2012), mil...

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Section: Summary Of Findings and Implicationsmentioning

confidence: 99%

Section: The Complementing or Competing Role Of Inter-team Learningmentioning

confidence: 99%

Section: The Complementing or Competing Role Of Inter-team Learningmentioning

confidence: 99%

See 1 more Smart Citation

The Joint Influence of Intra- and Inter-Team Learning Processes on Team Performance: A Constructive or Destructive Combination?

Bron

Endedijk

Veelen

et al. 2018

Vocations and Learning

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“…To balance depth and breadth in case-study research, Leonard-Barton (1990) recommends that researchers collect longitudinal, real-time data from one or two cases, and retrospective crosssectional data from additional cases. Consistent with Leonard-Barton (1990), I examined two cases in depth (Offices 1 and 2), and examined a further 6 retrospective cases through interviews to check my initial interpretations and to identify boundary conditions (see also Bresman et al, 2013;Eisenhardt & Graebner, 2007;Graebner & Eisenhardt, 2004) 5.3.3 To analyse the data, I first prepared summaries, based around broad themes, about the groups in each open-plan office. Some themes were loosely based on interviews questions (e.g.…”

Section: Given the Mixed Findings On Collaboration In Open-plan Officmentioning

confidence: 99%

Collaboration in open-plan offices

Irving¹

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“…We were able to draw on audience interviews and the documents to triangulate the entrepreneurs' accounts (e.g. Bresman, 2013;Walsh and Bartunek, 2011). These narratives enabled us to ascertain the temporal sequencing of salient events (Van de Ven and Engleman, 2004) in the legitimation process in each case.…”

Section: Analytic Approachmentioning

confidence: 99%

Balancing “what matters to me” with “what matters to them”: Exploring the legitimation process of environmental entrepreneurs

O’Neil

Ucbasaran

2016

Journal of Business Venturing

122

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Changing Routines: A Process Model of Vicarious Group Learning in Pharmaceutical R&D

Cited by 138 publications

References 51 publications

The Joint Influence of Intra- and Inter-Team Learning Processes on Team Performance: A Constructive or Destructive Combination?

The Joint Influence of Intra- and Inter-Team Learning Processes on Team Performance: A Constructive or Destructive Combination?

Collaboration in open-plan offices

Balancing “what matters to me” with “what matters to them”: Exploring the legitimation process of environmental entrepreneurs

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