The team as a learning strategy

Abstract

Purpose The purpose of this paper is to increase understanding of how the introduction of a team‐based work organization can affect the opportunities to learn at work. Two research questions are addressed: “What conditions are important for learning and competence development in a team‐based work organization?” and “To what extent does a team‐based work organization support and enhance favourable learning conditions for team members?” Design/methodology/approach Investigations are based on longitudinal case studies of work‐based learning and the development of a team‐based organization in three manufacturing companies. Findings Results demonstrate that there are no straightforward or linear relations between the introduction of team‐based production and the expansion of learning conditions. The study also identifies several challenges and dilemmas organizations meet when they introduce a team‐based production. Practical implications Several conditions important for learning in a team‐based production are emphasized, including: the needs for challenging work tasks; the development of team leadership; and the significance of supportive learning conditions. Originality/value The study contributes to an understanding of organizational change and development as a non‐linear process, which can be understood as a complex interplay between actors and internal and external organizational conditions.

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