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.

中文翻译：

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团队学习与团队效能的关系

目的

本文的目的有两个：首先，证明学习是作为传统个人学习之外的集体过程发生的；其次，在团队层面确定其前因和后果。

设计/方法/方法

使用由 90 个团队中的 356 名参与者回答的问卷收集数据。应用定量分析策略来验证团队成员的个人答案是否足够相似以合成团队分数并衡量所提出模型的预测能力。

发现

结果表明，团队学习是一种集体现象：团队内部差异较小，团队之间差异显着。额外的结果表明，团队学习是由团队效力 (34%) 预测的，并且在团队层面，团队满意度的 5% 可以解释。

实际影响

本研究的结果表明，组织管理者可以通过支持诸如效能和学习等社会过程的发展来改善团队的结果。

原创性/价值

近年来，组织中的学习受到了密切关注。然而，出版物主要关注团队和组织中发生的个人学习。本文的主要贡献是展示团队学习作为一个集体过程的特征以及它与其他团队过程的关系。