To read this content please select one of the options below:

What drives team learning: core conditions and paths

Margarida Pinheiro (Faculty of Psychology and Educational Sciences, University of Coimbra, Coimbra, Portugal)
Teresa Rebelo (Faculty of Psychology and Educational Sciences, University of Coimbra, Coimbra, Portugal and Center for Business and Economics Research, Faculty of Economics, University of Coimbra, Coimbra, Portugal)
Paulo Renato Lourenço (Faculty of Psychology and Educational Sciences, University of Coimbra, Coimbra, Portugal and Center for Business and Economics Research, Faculty of Economics, University of Coimbra, Coimbra, Portugal)
Isabel Dimas (Center for Business and Economics Research, Faculty of Economics, University of Coimbra, Coimbra, Portugal)

Journal of Workplace Learning

ISSN: 1366-5626

Article publication date: 5 January 2023

46

Abstract

Purpose

The purpose of this study is to analyze the configurational effect of transformational leadership, team conflict, team cohesion and psychological safety on team learning.

Design/methodology/approach

The questionnaire and two different data sources (team members and team leaders) were used as data collection strategy. Based on a sample of 82 teams, qualitative comparative analysis in its fuzzy set variant was used to test the model.

Findings

The findings of this study reveal that three important paths explain team learning: the presence of transformational leadership, task cohesion and psychological safety with the absence of relationship conflict; the presence of transformational leadership, social and task cohesion and psychological safety; and the presence of transformational leadership, social and task cohesion with the absence of relationship and task conflict.

Originality/value

Overall, the findings suggest that the presence of transformational leadership, team cohesion and psychological safety and the absence of conflict are important conditions for team learning to occur, as well as that more than one configurations of antecedent factors drive team learning.

Keywords

Acknowledgements

CeBER's research is funded by national funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., Project UIDB/05037/2020.

Conflicts of interest: On behalf of all authors, the corresponding author states that there is no conflict of interest.

Citation

Pinheiro, M., Rebelo, T., Lourenço, P.R. and Dimas, I. (2023), "What drives team learning: core conditions and paths", Journal of Workplace Learning, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JWL-06-2022-0079

Publisher

:

Emerald Publishing Limited

Copyright © 2022, Emerald Publishing Limited

Related articles