Learning in multi-team systems: a qualitative study of learning triggers, readiness to learn and learning processes

Abstract

Purpose Multi-team systems (MTSs) are expected to respond effectively to complex challenges while remaining responsive and adaptable and preserving inter-team linking mechanisms. The leadership team of an MTS is expected to configure and reconfigure component teams to meet the unique needs of each situation and perform. How do they learn to do this? This paper, using a recent MTS learning theory as a basis, aims to begin to understand how MTSs learn and stimulate ideas for future research. Design/methodology/approach The authors use two case studies to address research questions. The first case was a snapshot in time, while the second case occurred over several months. Interviews, documents and participant observation were the data sources. Findings As suggested by theory, findings support the idea that learning triggers, the timing of the triggers and readiness to learn (RtL) affect the type of learning process that emerges. The cases showed examples of adaptive and generative team learning. Strong and clear triggers, occurring during performance episodes, led to adaptive learning. When RtL was high and triggers occurred during hiatus periods, the associated learning process was generative. Originality/value Using an available theoretical model and case studies, the research describes how MTS readiness to learn and triggers for learning affect MTS learning processes and how learning outcomes became codified in the knowledge base or structure of the MTS. This provides a framework for subsequent qualitative and quantitative research.

Hubungan Efikasi Diri dan Kesiapan Belajar pada Mahasiswa Pasca Pandemi

“…Berdasarkan aspeknya, terkait efikasi diri bahwa dari 336 responden, aspek efikasi diri yang termasuk dalam kategori tinggi yaitu pada aspek strength sebanyak 192 responden dengan prosentase 57% serta pada aspek generality sebanyak 190 responden dengan prosentase 57%. Dimana aspek strength ini mengacu pada seberapa kuat atau lemahnya keyakinan seseorang terhadap kompetensinya (Sessa, 2021). Seseorang dengan efikasi diri yang tinggi seringkali tetap berusaha dalam meningkatkan usahanya meskipun ada hambatan, dan sebaliknya individu dengan efikasi diri yang rendah seringkali terguncang oleh hambatan kecil ketika menyelesaikan tugas, sedangkan aspek generality berhubungan dengan luasnya bidang tugas yang dilaksanakan (Rambarran, 2021).…”

Multi-team learning processes: learning triggers and readiness to learn

“…The review is based on “Learning in multi-team systems: a qualitative study of learning triggers, readiness to learn and learning processes”, by Sessa et al (2021), published in Team Performance Management. The purpose of this study is to examine how MTSs learn in relation to learning triggers and readiness to learn.…”

“…A research paper by Sessa et al (2021), examines how MTSs learn in relation to learning triggers and readiness to learn (RtL). Data is gathered from interviews, documents and participant observations in two case studies.…”

Mind the (identification) gap: Foci in multiteam systems and their impact on innovative work behaviours

“…A variety of factors have led to the continuous implementation of teams (Delice et al, 2019) such that nowadays teams are the systemic ‘building blocks of modern organizations’ (Mathieu et al, 2019, p. 18). Subsequently, organizations started to adopt organizational designs in which multiple teams are organized into larger systems or team aggregations (Sessa et al, 2019, 2021). The use of multiteam systems (MTSs) as a new organizational arrangement is growing rapidly as a way for organizations to address contemporary challenges such as effectively coping with digital transformation, adapt and become more resilient in the hypercompetitive and volatile environment in which they have to operate (Mathieu et al, 2019; Sessa et al, 2021; Wijnmaalen et al, 2019).…”