Antecedents of Team Learning Distilled from Both Qualitative and Quantitative Research
Teams in organizations are increasingly seen as an important level and leverage for innovation and change, because they can help to let individual ideas develop into new institutional practices and support the cascading of new developments into the organization. This, in turn, can lead to the necessary innovation and change. However, why do some teams perform really well and others not? A trustworthy predicting variable of team performance is team learning. A vast amount of research has been done on this topic. However, in team learning research various differences between results were observed. The main aim of this chapter is to make an inventory of antecedents influencing team learning, and to analyze the differences between results found in quantitative and qualitative studies. Results show that many antecedents could be identified, based on both quantitative and qualitative research. And as expected there are significant differences between both strands of research. Whereas quantitative research mainly focuses on testing hypotheses of antecedents influencing team learning, qualitative research tries to unravel mechanisms on how these antecedents work and how team learning processes are influenced. Majority of the research belongs to the quantitative strand, whereas there are major questions open that can only be answered by means of qualitative research.
KeywordsAntecedents of team learning Professional organizations Quantitative and qualitative methods Organizational learning
- Argote L, Gruenfeld DH, Naguin C (2001) Group learning in organisations. In: Turner ME (ed) Groups at work: advances in theory and research. Lawrance Erlbaum, Mahwah, pp 369–411Google Scholar
- Hackman JR (1989) Groups that work (and those that don’t): creating conditions for effective teamwork. Jossey-Bass, San FranciscoGoogle Scholar
- Savelsbergh C, Van der Heijden B, Poell R (2010) Attitudes towards factors influencing team performance: a multi-rater approach aimed at establishing the relative importance of team learning behaviors in comparison with other predictors of team performance. Team Perform Manag: Int J 16(7/8):451–474. https://doi.org/10.1108/13527591011090682CrossRefGoogle Scholar
- Senge PM (1994) The fifth discipline: the art and practice of the learning organization. Doubleday, New YorkGoogle Scholar
- Van Der Vegt GS, Bunderson JS (2005) Learning and performance in multidisciplinary teams: the importance of collective team identification. Acad Manag J 48(3):532–547Google Scholar