Purpose This paper aims to explore how team processes relate to employee team learning that leads to innovation in higher education (HE) and provides leaders with an adaptable model with recommendations for implementation. Design/methodology/approach This research was guided by theories of experiential learning, action learning and organizational learning, as well as change theory and design thinking. The process and results are grounded in mixed methods action research including document analysis, interviews, observations and surveys. Team-level data were analyzed using content analysis, process analysis, frequency analysis, descriptive statistics, Cronbach’s alpha and Wilcoxon signed-rank. Findings Universities struggle to prioritize proactive approaches to serving students. This research indicates teams engaging in frequent welcoming, ideating, synthesizing and mentor-seeking behaviors developed higher quality and more innovative proposals for organizational improvement when compared with teams engaging in these behaviors less often. Team member individual innovative ability increased at a statistically significant level after participation. Research limitations/implications This research is based on one HE setting in the USA. Practical implications The model used in this study could be adapted to fit a variety of contexts especially in HE. Findings could inform training development to facilitate team learning that leads to innovative action. Originality/value This study adds to the existing learning organization and HE administration literature by expanding on the role of team behaviors in effective team learning by considering team processes over time. This research adds to a paucity of literature related to employee team learning in HE.