Relationship between team learning and team effectiveness

Abstract

Purpose The purpose of this paper is two-fold: first, to demonstrate that learning occurs as a collective process in addition to traditional individual learning and second, to identify its antecedents and consequences at the team level. Design/methodology/approach Data were gathered using questionnaires answered by 356 participants organized in 90 teams. Quantitative analytic strategies were applied to verify if individual answers of team members were similar enough to compound team scores and to measure the predictive power of the proposed model. Findings Results showed that team learning is a collective phenomenon: intra-team differences were small and differences between teams were significant. Additional results demonstrated that team learning is predicted by team potency (34%) and, at the group level, explains 5% of the team’s satisfaction. Practical implications The findings of the present research suggest that organizational managers can improve the results of teams by supporting the development of social processes such as potency and learning. Originality/value Learning in organizations has received close attention in recent years. However, publications are focusing mostly on the individual learning that occurs in teams and organizations. The main contribution of this paper is to demonstrate what characterizes team learning as a collective process and which relations it maintains with other team processes.

Project leader's interactive use of controls, team learning behaviour and IT project performance: the moderating role of process accountability

“…It is established that team learning plays a key role in improving performance (e.g. Choo et al, 2007;Lin et al, 2022;Puente-Palacios and de Jesus Barouh, 2021), and various studies have examined antecedents of team learning behaviour (e.g., Edmondson, 1999;Gibson and Vermeulen, 2003) including team leaders' design decisions (Koeslag-Kreunen et al, 2018;Zellmer-Bruhn and Gibson, 2006). Team leader's performance management strategies facilitate experimentation and reflective communication, encouraging interaction that results in enhancement of coordination, communication, motivation and team creativity (Gibson and Vermeulen, 2003;Mohrman et al, 1992;Taggar, 2002).…”

“…Choo et al. , 2007; Lin et al ., 2022; Puente-Palacios and de Jesus Barouh, 2021), and various studies have examined antecedents of team learning behaviour (e.g., Edmondson, 1999; Gibson and Vermeulen, 2003) including team leaders' design decisions (Koeslag-Kreunen et al. , 2018; Zellmer-Bruhn and Gibson, 2006).…”

From team learning to team effectiveness

“…The review is based on “Relationship between team learning and team effectiveness” by Puente-Palacios and Trinchão de Jesus Barouh (2021) published in Journal on Workplace Learning.…”

A Causal Model on Professional Learning Communities in Relation to Team Effectiveness, School Culture and Community of Inquiry in the Context of Public Elementary Schools

“…Team effectiveness adheres to the ability of a team to achieve better performance through the attainment of aligned and unified goals. The willingness shown by the team emanates from the synergy shown as they perform tasks with their group (Puente-Palacios & Barouh, 2021). On the other hand, school culture is built upon the context of collaboration through positive leadership (Sutarsih and Saud, 2019).…”