Special issue call for papers from The Learning Organization
Special Issue – Team Learning
Guest editors – Teresa Rebelo, Paulo Renato Lourenço and Isabel Dimas (University of Coimbra, Portugal)
Call for Papers
This special issue is focused on team learning, the fourth discipline proposed by Senge (1990) in his seminal book on learning organizations, The Fifth Discipline: The Art and Practice of the Learning Organization. Learning at the team level is relevant for learning at the organizational level because skills developed, insights and achievements reached by a team that learns could be propagated to other teams and to the whole organization, setting the tone and establishing a learning standard for the organization (Senge, 1990).
Since the publication of Senge’s book, team learning has been growing as an autonomous research topic with numerous articles centered on learning at this level of analysis. The growth of this research domain is boosted by the fact that teams increasingly have become the building blocks of organizations. Because teams are created with the aim of generating value for the organization, research on the conditions and processes that foster team effectiveness has received increasing attention (Mathieu et al., 2017). Team learning has been one of the elected processes in terms of team effectiveness research, justified by a continuous empirical support of its positive relationship with several criteria of team effectiveness (e.g., Chan et al., 2003; Edmondson, 1999; Kostopoulos and Bozionelos, 2011; Wong, 2004; Zellmer-Bruhn and Gibson, 2006).
This literature stream has led to advancements in the way team learning is conceptualized and on the understanding of its antecedents and consequences (Rebelo et al., 2020). However, this topic remains relevant for current organizations worldwide, and more research is needed towards a more thorough understanding of the process of learning at the group level of analysis, as well as of the interplay between individual, team and organizational learning, and of the role that team learning plays on learning organizations.
In this way, this special issue welcomes papers focusing on team learning that include (but not limited to) any of the following themes:
• Antecedents of team learning (facilitators and inhibitors)
• Consequences of team learning (such as, team effectiveness criteria, organizational indicators, etc.)
• Team learning mediators and moderators
• Learning in virtual and/or global teams, cross-cultural teams and multiteam systems
• Inter-team learning
• The dynamics of the team learning process (multilevel perspectives, the role of time and change in teams, the role of team development, etc.)
• Team learning through the lens of the complexity science
• The interplay between levels of learning in organizations (individual, team and organizational)
• The link between team learning and learning organizations
Empirical studies (with quantitative, qualitative or mixed research strategies) and literature reviews will be prioritized. Nevertheless, conceptual papers are also welcome.
The Learning Organization journal is ranked in:
Scopus, DHB database (Norwegian Ministry of Education), Chartered Association of Business Schools (CABS, UK) Academic Journal Guide, Australian Business Deans Council (ABDC) Quality Journal List, AIDEA (Italy), NDS (Norway), The Publication Forum (Finland).
To maximize the impact for the contributing authors, accepted papers will be given a full DOI number and become available online at The Learning Organization’s Earlycite webpage until the full issue is published.
This special issue is expected to be published in 2021.
Deadline and Submissions
The deadline for the submission of papers is 30 September 2020.
Manuscripts should be prepared according to The Learning Organization guidelines here and submitted through the online submission system of the journal: http://mc.manuscriptcentral.com/tlo . When submitting, please select the special issue “Team Learning”.
The guest editors will be happy to discuss ideas for papers and can be emailed at the following addresses:
Teresa Rebelo – [email protected]
Paulo Renato Lourenço – [email protected]
Isabel Dimas – [email protected]
Chan, C., Pearson, C. and Entrekin, L. (2003), “Examining the effects of internal and external team learning on team performance”, Team Performance Management: An International Journal, Vol. 9 No. 7/8, pp. 174-181.
Edmondson, A. (1999), “Psychological safety and learning behavior in work teams”, Administrative Science Quarterly, Vol. 44 No. 2, pp. 350-383.
Kostopoulos, K.C. and Bozionelos, N. (2011), “Team exploratory and exploitative learning: psychological safety, task conflict, and team performance”, Group & Organization Management, Vol. 36 No. 3, pp. 385-415.
Mathieu, J.E., Hollenbeck, J.R., Van Knippenberg, D. and Ilgen, D.R. (2017), “A century of work teams in the Journal of Applied Psychology”, Journal of Applied Psychology, Vol. 102 No. 3, pp. 452-467.
Rebelo, T., Lourenço, P. and Dimas, I. (2020, in press), “The journey of team learning since The Fifth Discipline”, The Learning Organization, Vol. 27 No. 1.
Senge, P.M. (1990), The Fifth Discipline: The Art and Practice of the Learning Organization, Doubleday, New York, NY.
Wong, S-S. (2004), “Distal and local group learning: performance trade-offs and tensions”, Organization Science, Vol. 15 No. 6, pp. 645-656.
Zellmer-Bruhn, M. and Gibson, C. (2006), “Multinational organization context: implications for team learning and performance”, Academy of Management Journal, Vol. 49 No. 3, pp. 501-518.