Learning behaviour, team contexts and team performance

Abstract

Multiple contexts shape team activities and how they learn (Day, Gronn, and Salas, 2006), and group learning is a dynamic construct that reflects a repertoire of potential behaviour (Wilson, Goodman, and Cronin, 2007; Murray et al., 2009). The purpose of this developmental paper is to examine how better learning behaviours in different types of teams improves the level of team adaptability and performance. The discussion posits that learning behaviour enables the team to deal with critical uncertain contexts which in turn influences team performance. The paper discusses the important relationship between team performance and learning behaviour and develops a number of hypotheses. The need to understand the link between multiple uncertainty contexts, team adaptability and team learning is important in improving team performance indicating a significant research gap.