“…The objective of this study is to explore the relationship between group development and team learning in work teams by combining the group development model of Wheelan () with the team learning development model of Dechant, Marsick, and Kasl (). It is theorized that due to the dynamic nature of teamwork and the growing maturity of teams during group development, team learning behaviors evolve over different stages of group development (Van der Haar, Segers, & Jehn, ). The first research question is: Research Question 1: Do teams in later phases of development exert more team learning behaviors than teams in earlier phases of development?…”
Teams need to pass through a series of development stages before they can operate effectively, and, in a changing context, it has also been demonstrated that teams need to continue learning in order to remain effective. This article aims to explore the relationship between team development and team learning. In particular, it focuses on when and why basic team learning processes such as sharing information, co‐construction, and constructive conflict occur during different phases of development. It can be hypothesized that although each stage of team development is characterized by specific learning tasks, team learning processes occur more in certain stages than in others. The results from a model‐based cluster analysis and ANOVA analyses on a sample of 44 professional teams show that team learning occurs more in the later phases of group development due to higher levels of team psychological safety and group potency.
“…The objective of this study is to explore the relationship between group development and team learning in work teams by combining the group development model of Wheelan () with the team learning development model of Dechant, Marsick, and Kasl (). It is theorized that due to the dynamic nature of teamwork and the growing maturity of teams during group development, team learning behaviors evolve over different stages of group development (Van der Haar, Segers, & Jehn, ). The first research question is: Research Question 1: Do teams in later phases of development exert more team learning behaviors than teams in earlier phases of development?…”
Teams need to pass through a series of development stages before they can operate effectively, and, in a changing context, it has also been demonstrated that teams need to continue learning in order to remain effective. This article aims to explore the relationship between team development and team learning. In particular, it focuses on when and why basic team learning processes such as sharing information, co‐construction, and constructive conflict occur during different phases of development. It can be hypothesized that although each stage of team development is characterized by specific learning tasks, team learning processes occur more in certain stages than in others. The results from a model‐based cluster analysis and ANOVA analyses on a sample of 44 professional teams show that team learning occurs more in the later phases of group development due to higher levels of team psychological safety and group potency.
“…Observing lowstructured tasks implies that team members may feel the need to clarify their task, develop new methods, and deal with ambiguous outcomes together (Devine 2002). If team members perceive task complexity as high, this suggests they are more likely to collaborate in order to solve their difficult and unstandardized problem (Cooke et al 2001;De Dreu and Weingart 2003;Van der Haar et al 2013). Ellström (2001) explains the influence of task perception on team learning using two learning levels: adaptive and developmental learning.…”
Section: The Role Of Task Perception On Team Learning Behaviormentioning
Teacher team involvement is considered a key factor in achieving sustainable innovation in higher education. This requires engaging in team learning behaviors that should result in new knowledge and solutions. However, university teachers are not used to discussing their work practices with one another and tend to neglect any innovation in their tasks. Team leadership behavior is often considered essential for stimulating team learning behavior, but it is unclear how this transpires. Therefore, the present study explores university teacher team members' perceptions of team learning behavior, their assigned task, and leadership behaviors in their team. Interviews were conducted with 16 members of different teacher teams at a university of applied sciences. Findings included that the vast majority of the team learning behaviors only involved sharing ideas; engaging in constructive conflicts and co-constructions was not observed. Only a few teams combined all three team learning behaviors. In these teams, members observed that existing methods and solutions were no longer adequate, with leaders appearing to combine transformational and transactional behaviors, but operating from a distance without actively interfering in the process. Furthermore, these team members shared leadership behaviors while focusing on the team as a whole, instead of solving problems at individual level. This strongly indicates that task perception and specific vertical and shared team leadership behaviors play a role in stimulating teachers in seeking controversy and co-constructing new knowledge.
“…As our sample size was relatively low for SEM, we strived for a parsimonious model, and only included the most important input factors for our specific study context (Van der Haar et al 2013a), which we deemed task interdependence and team efficacy. We advise future researchers to gather data from a larger sample of teams.…”
Section: Limitations and Future Perspectivesmentioning
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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