Team learning behaviours and innovative work behaviour in work teams

Abstract

PurposeThe purpose of this paper is to get deeper insight into the complex nature of the relationship between team learning conditions, team learning behaviours (TLBs) and innovative work behaviour (IWB) by considering and combining different neglected aspects in research.Design/methodology/approachA questionnaire was filled out by 593 vocational educators of 117 interdisciplinary work teams in vocational colleges in Germany. Correlations were calculated and structural equation modelling at two levels was conducted.FindingsThe results indicate that TLBs, especially team reflexivity and boundary spanning, relate positively to IWB. Furthermore, team structure, task interdependence and group potency relate positively to TLBs. It means that TLBs can be fostered by establishing these team learning conditions and, thus, IWB can be fostered.Research limitations/implicationsThe main limitation of the study is that the data collection was cross-sectional. Longitudinal studies are required to capture the dynamic character of team learning and to identify causal relationships.Practical implicationsIt is important to make all employees in vocational education aware of the importance of TLBs especially of team reflexivity and boundary spanning.Originality/valueThis study provides practical implications for organisations to foster IWB and indications for a better understanding of the relationship between team learning conditions, TLBs and IWB considering and combining different neglected aspects such as examining TLBs separated in one study.