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The purpose of this paper is to examine team external learning, particularly focusing on: how leader external learning behavior affects team external learning; how team external learning influences employee creativity; and whether team internal learning is a moderator between the cross‐level relationship of external learning and employee creativity in Chinese R&D teams.

Survey questionnaire were administered to a sample of 80 R&D teams comprising 331 employees from three medium‐sized Chinese high‐tech companies. HLM was used to test cross‐level relationships.

The paper hypothesizes that: leader external learning positively influences team external learning; team external learning leads to employee creativity; and team internal learning moderates the relationship between team external learning and employee creativity. Results support hypotheses 2 and 3, but not hypothesis 1. In addition, leader external learning is found to positively influence employee creativity.

This study has implications for both team leaders and top management. Although the context of this study is in Chinese R&D teams, all those teams facing similar environment to R&D teams can also learn from this study. There are several interesting implications for scholars who are studying teams, creativity and innovation.

Combining fields of team learning, boundary spanning, creativity and leadership, the paper addresses the following four questions, and provides further insights to the area of team external learning: First, what is the cross level relationship between team external learning and employee creativity? Second, is internal learning a moderator on the relationship between team external learning and employee creativity in R&D project teams? Third, is leader external learning behavior one of antecedents of team external learning? Fourth, is there anything unique about team external learning in Chinese culture? The paper provides research evidence for each of these questions.

The effectiveness of using team learning to improve team performance has been well documented in the literature, and this notion makes intuitive sense. However, little empirical research has been dedicated to the relationship between team learning and team performance, probably owing to the lack of a widely acceptable instrument for assessing team learning. In this study, a psychometric (validity and reliability) examination of Edmondson’s Team Learning Survey (TLS) is undertaken. This instrument was then used to examine the effects of internal and external team learning on team performance. Implications and limitations of the study findings are discussed.

Despite a plethora of studies purporting that learning could occur at the individual, team and organizational levels, there is still a lack of reported empirical evidence on these linkages. Accordingly, these theoretical assumptions will be tested with empirical evidences in this study. Interestingly and contrary to the literature, individual learning was not significantly related to organizational learning. Internal team learning (learning within teams) was partially related to organizational learning, and external team learning (cross‐functional team learning) was significantly related to organizational learning. Organizational learning was conceptualized and tested as a three‐factor variable that consists of commitment to learning, shared vision, and open‐mindedness. A discussion of the results is provided.

The purpose of this paper is to provide a greater understanding of the role of team learning by examining the link between team centrality and organisational learning.

This paper is a conceptual paper that examines a range of literature related to team learning. It is the first paper in a series of three. The final paper examines the propositions developed in this and a subsequent paper by exploring team learning in over 30 large companies across a range of industries. Team processes are all but defined by pre‐existing organisational processes. At one extreme, they are directive and driven. At another, they are dynamic and fluid and underlie a degree of self‐managed activity. Team processes accordingly are potentially dynamic or rather basic depending on the level of structured or unstructured activity. The paper suggests that potentially dynamic teams are those that display superior learning routines that are embodied within each team's processes. This paper contends that team learning is a centrally located variable within organisational learning processes.

To date, team characteristics, team building, and team structures have been the focus of much research, but team learning routines have been underplayed in the team's literature. Teams are central in the organisational learning process.

This paper establishes the theoretical underpinning for a final paper that will make significant recommendations. There are practical implications, however, of various links across the themes, particularly the centrality of the team in the learning process.

This paper is a highly valuable due to very little research being completed to date on this topic.

The purpose of this paper is to provide a case study of the application of cybernetic thinking by the learning and development unit in a national branch of a large multinational company to help move towards its strategic objective of becoming a learning organization.

A work-based action research approach was adopted. Through a series of action research cycles, the paper presents the interplay between developments in the organization and several strands of cybernetic thinking.

Cybernetic thinking was incrementally integrated to create a new support framework for developing a learning organization.

As a case study the work reported has limited generality. Users of the support framework need to take account of and, to some degree, replicate the specific conditions that led to its success. These included the strategic aim of becoming a learning organization and supportive senior management.

The case study and framework will be of greatest use to other organizations that have the strategic intent of becoming a learning organization, but seek guidance on implementation.

Cybernetic thinking was used to create feedback loops from internal and external conditions, to enhance learning, performance and adaptivity. This involved all employees in their and their organization's future development.

The paper's value offers a concrete instance of applying cybernetic thinking to the creation of a learning organization, a task often found to be difficult in practice. This has been abstracted into a support framework.

The purpose of this paper is to explore the relation between emotional intelligence (EI), team learning and team psychological safety, using a context sensitive approach.

Using an internet survey‐research design, employees embedded inside work teams were asked to respond to an anonymous survey battery. Careful attention was paid to the collection of data from members of ad hoc teams currently engaged in projects within their respective organizations.

Post analysis, evidence suggested EI was significantly and positively related with team psychological safety and team learning. Likewise, team psychological safety was significantly associated with team learning. Q‐Sorting technique was used to establish discriminant validity between the three scales. Bootstrapping revealed that team psychological safety mediated the relation between EI and team learning.

The paper’s results extend current theoretical bounds of organization learning theory and focus on actionable leverage points for management development. Moreover, by connecting previously disparate literature in both management and human resource development, new frameworks are encouraged as consideration points.

The paper's findings could serve as the basis for new focal points in management development and perhaps shed new light on the role of emotions in work, as well as the role psychological climate plays as a specific leverage point for managers.

This is the first paper to explore the relationship between EI and team learning amongst individual members of real world ad hoc organizational teams. Findings indicate a positive association and further delineate the process in which EI affects team learning.

The purpose of this paper is to analyze how team management affects team‐learning activities.

The authors empirically study 68 teams as they operate in the natural business context of a major Spanish bank. Quantitative research utilizing multiple regression analyses is used to test hypotheses.

The leadership behaviour (consideration, initiation of structure) displayed by the team leader plays a key role in facilitating team learning. Team leader behaviour characterised by consideration and in particular by initiation of structure are both positively related to team‐learning activities. Cross‐training of team members also contributes to team‐learning behaviour.

A specific setting may limit the generalizability of findings. Further research may accordingly investigate to what extent these results can be generalized to other settings or other aspects of team learning.

The leadership style adopted by the team leader, as well as cross‐training of members, affect team‐learning activities. These results link leadership theory to collective learning in teams and organizations, and suggest ways leaders can contribute to improved learning.

The study provides new insight into how management of teams facilitates team‐learning activities. While consideration is somewhat related to team learning, initiation of structure as well as cross‐training appear as key variables.

This paper aims to reveal learning potential in crossing disciplinary boundaries in facilitated workshops by exploring the research goal definition process of interdisciplinary research teams. It uses multilevel boundary crossing as a theoretical framework to illustrate the multilevel nature of team learning mechanisms in interdisciplinary research.

This study uses a qualitative case study approach. The data was collected from semi-structured interviews and collaborative workshops of interdisciplinary researchers. The data analysis is based on pre-existing theory and the process of analysis is both data and theory driven.

The results indicate that although defining interdisciplinary research goals is a complex and demanding task, collaborative and facilitated workshops may support boundary crossing on intrapersonal, interpersonal and institutional levels. The team members efforts in defining their shared research interest revealed dialogical learning mechanisms of identification, coordination, reflection and the first phases of transformation, particularly at the interpersonal level. However, the transformative actions seemed to require intentional team facilitation.

This case study enriches the existing literature and allows better understanding of how team facilitation can promote agenda setting, transformative learning mechanisms and the definition of joint research goals in interdisciplinary settings.

This study aims to explore team learning activities in nursing teams and to test the effect of team composition on team learning to extend conceptually an initial model of team learning and to examine empirically a new model of ambidextrous team learning in nursing.

Quantitative research utilising exploratory and confirmatory factor analyses, and correlation and multiple regression analyses, were used for empirical validation.

Principal component analyses of the team learning activities scale revealed a five‐factor model, explaining 78 per cent of the variance on the team‐learning scale. Being a nursing team in a community hospital, having high team longevity, and having a high percentage of female nurses explained 33 per cent of team learning.

Data aggregation in a cross‐sectional design can be criticised for potential biases. However, statistical assumptions for aggregation were met, and the concepts used in this study were clearly formulated at team level. Thus, a valuable instrument is provided for further quantitative research on team learning in nursing.

The team learning activities in nursing teams reflected the ambidexterity of teams in modern nursing practice. The findings provide a rationale for managers to create infrastructures that support both productive, as well as developmental learning tasks in teams.

The study provides new insights regarding how team learning activities occur in ambidextrous teams in nursing. Contrary to prediction, the results show that team composition has little effect on team learning activities. This is valuable knowledge for researchers, trainers, teams and management in nursing.

Integrating interdisciplinary studies with Human Capital Management Accounting (HCMA) refers to the dynamics of organized interdisciplinary action that are transversal or cross-cutting. This approach requires the mastery of a certain number of technical skills and disciplines, as well as the capacity to use them in a process to solve problems of financial performance. This is accomplished through the specific interaction tasks that are performed by each management function and operational unit, which act in real time with others, in the same direction as an organizational team, using a selected risk appetite threshold base.

Putting business fields side by side, (i.e., business disciplines silos, as is normally the case in MBA programs), is not enough to create the transversal interaction dynamic needed for firms to achieve expected financial performance goals. As a result, few graduates today have the cross-cutting or vertical skills required to act, in real time, from their workstation in accordance with the pyramid shape of the organization chart in order to create value.

This chapter presents the results of the interface established by a faculty member in the Accounting Department of the University of San Francisco with a “seasoned leader in the FinTech industry.” It proposes a single portal for employers and HRMs to which the continuing education services of professional training associations, executive education departments of colleges, and MBA schools and universities, can connect to issue the HCMA certificate supplementing their training offerings focused on “Leadership Development”.