Abstract
This study explores the relationship between team cohesion and team learning by adopting a nonlinear approach. A quantitative study with a sample composed of 82 organizational teams was conducted. Radial basis function (RBF) interpolation models were used, and results showed that the best predicting ability was obtained by the Thin Plate RBF model, which revealed that an increase in both dimensions of cohesion leads to an increase in team learning up to a certain threshold. Moreover, our results showed that the maximum value of team learning is obtained at higher values of task cohesion and moderate values of social cohesion.
Highlights
In the complex environment that characterizes organizations worldwide, team learning emerges as a central process in the functioning of a group and as a crucial factor for organizations to be effective (Bell et al, 2012; Decuyper et al, 2010)
We performed a confirmatory factor analysis (CFA), using the maximum likelihood method of estimation to establish the discriminant validity of measurement scales for the three latent variables under study measured at the group level
Results revealed that the three-factor model outperformed a two-factor model that combined task cohesion and social cohesion (χ2 (53) = 180.211, p < .001, CFI = .69, RMSEA = .17) and a one-factor model with all items loading in the same factor (χ2 (54) = 229.181, p < .001, CFI = .58, RMSEA = .20)
Summary
In the complex environment that characterizes organizations worldwide, team learning emerges as a central process in the functioning of a group and as a crucial factor for organizations to be effective (Bell et al, 2012; Decuyper et al, 2010). Previous studies have tried to clarify what drives team learning (e.g., Koeslag-Kreunen et al, 2018; Ortega et al, 2013; Van der Haar et al, 2017). In this context, Van den Bossche and colleagues (2006) highlight that team learning does not take place “just by putting people together” Other authors highlight that team cohesion has the potential to stimulate or inhibit processes such as the exchange of ideas, experimentation with new strategies, knowledge sharing, or the occurrence of collaboration and open communication (e.g., Ellis & Bell, 2005; Rodríguez-Sánchez et al, 2017; Wong, 2004) and suggest, directly or indirectly, the relevance of team cohesion to team learning. The present study intends to contribute to filling this gap in the literature by focusing on the relationship between team cohesion and team learning
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