Why some teams emphasize learning more than others: Evidence from business unit management teams

J. Stuart Bunderson, Kathleen Sutcliffe

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Why are some management teams more strongly oriented toward learning than others? The dominant notion in the learning literature is that teams will seek to learn when their outcomes do not live up to their aspirations. In this paper we argue that this perspective overlooks important factors in the social context of a management team that can promote or inhibit an orientation toward learning. In-depth analysis of qualitative and quantitative data obtained from four business unit management teams in a Fortune 100 consumer products company supports this thesis. Specifically, we find that a teams learning orientation is fostered by: (1) an emphasis on ends over means combined with clarity around ends, (2) team norms that tolerate mistakes of commission but sanction mistakes of omission, (3) a sense of uniqueness combined with a strong sense of team efficacy, and (4) cross-boundary interaction facilitated by experientially-broad boundary spanners. These findings both confirm as well as extend theoretical and empirical work on the factors that activate learning and innovation.

Original languageEnglish (US)
Title of host publicationToward Phenomenology of Groups and Group Membership
Pages49-84
Number of pages36
StatePublished - Dec 1 2002
Externally publishedYes

Publication series

NameResearch on Managing Groups and Teams
Volume4
ISSN (Print)1534-0856

Fingerprint

Team management
Team learning
Factors
Interaction
Boundary spanners
Innovation
Aspiration
Learning orientation
Social context
Uniqueness
Sanctions
Consumer products
Efficacy

ASJC Scopus subject areas

  • Business, Management and Accounting (miscellaneous)
  • Organizational Behavior and Human Resource Management

Cite this

Stuart Bunderson, J., & Sutcliffe, K. (2002). Why some teams emphasize learning more than others: Evidence from business unit management teams. In Toward Phenomenology of Groups and Group Membership (pp. 49-84). (Research on Managing Groups and Teams; Vol. 4).

Why some teams emphasize learning more than others : Evidence from business unit management teams. / Stuart Bunderson, J.; Sutcliffe, Kathleen.

Toward Phenomenology of Groups and Group Membership. 2002. p. 49-84 (Research on Managing Groups and Teams; Vol. 4).

Research output: Chapter in Book/Report/Conference proceedingChapter

Stuart Bunderson, J & Sutcliffe, K 2002, Why some teams emphasize learning more than others: Evidence from business unit management teams. in Toward Phenomenology of Groups and Group Membership. Research on Managing Groups and Teams, vol. 4, pp. 49-84.
Stuart Bunderson J, Sutcliffe K. Why some teams emphasize learning more than others: Evidence from business unit management teams. In Toward Phenomenology of Groups and Group Membership. 2002. p. 49-84. (Research on Managing Groups and Teams).
Stuart Bunderson, J. ; Sutcliffe, Kathleen. / Why some teams emphasize learning more than others : Evidence from business unit management teams. Toward Phenomenology of Groups and Group Membership. 2002. pp. 49-84 (Research on Managing Groups and Teams).
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