Team performance: where learning makes the greatest impact

Abstract

As work tasks increase in complexity the nature of interaction between work units intensifies and impacts on performance goals. A team approach is, therefore, viewed as more appropriate for complex organisational and business contexts as it is based on the assumption that organisations are able to benefit from the rich repertoire of knowledge that exists within the workforce when there is collaboration and sharing of knowledge. The potential value of a team approach is centred on the concept of learning in organisations. This study examines and compares the impact of three dimensions of learning in organisations: individual learning, team learning, and organisational learning, on team performance. The findings reveal that organisational learning has the greatest positive impact on team performance. Interestingly, unlike organisational and individual learning, it was found team learning did not substantially, and singularly contribute to team performance. The study results suggest learning activities that are preoccupied with team goals and disregard broader organisational goals, may subsequently thwart the performance of both the team and the achievement of organisational goals. Whilst this study was undertaken in the Filipino context, it has broad ranging implications for organisations in different contexts seeking to improve team performance.