Abstract
Purpose – The 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/approach – A 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. Findings – The 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/implications – The 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 implications – It is important to make all employees in vocational education aware of the importance of TLBs especially of team reflexivity and boundary spanning. Originality/value – This 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.
Conclusion
This study provides deeper insight in the relationship between team learning conditions, TLBs and IWB. In order to fill the three identified gaps, present study considered IWB as a whole construct, considered different TLBs simultaneously as separate constructs (including neglected TLBs), and examined the relationship between TLBs and IWB in vocational education. Therefore, this study provides indications to understand the relationship in more detail and provides practical implications for HRD to foster IWB. IWB can be fostered by different TLBs that, in turn, can be fostered by team learning conditions. The most important TLBs to foster IWB are the facilitating behaviours, team reflexivity and boundary spanning. Thus, the awareness of TLBs should be increased, and the TLBs and team learning conditions should be fostered in organisations. This can lead to the development of innovations that are required meet emerging challenges.
