Organizational Learning and Multiteam Systems

Abstract

Multiteam systems consist of two or more teams, each of which pursues subordinate team goals, while working interdependently with at least one other team toward a superordinate goal. Many teams work in these larger organizational systems, where oft-cited challenges involve learning processes within and between teams. This chapter brings a learning perspective to multiteam systems and a multiteam system perspective to organizational learning. Several classic illustrations of organizational learning—for example, the Challenger and Columbia disasters—actually point to failures in organizational learning processes within and between teams. We offer the focus on intrateam knowledge creation and retention and interteam knowledge transfer as a useful starting point for thinking about how to conceptually and operationally define learning in multiteam systems. Furthermore, we think leadership structures and multiteam emergent states are particularly valuable drivers of learning.

Learning in multi-team systems: a qualitative study of learning triggers, readiness to learn and learning processes

“…More observational research is needed to better understand what a transformational learning process "looks like" in MTSs. In terms of flow, we found that in some cases, the MTS engaged in learning processes as a whole, in some cases, processes started in the leadership team (Davison et al, 2012) or in a component team (Crossan et al, 1999;DeChurch et al, 2020) and then flowed into the rest of the MTS. We did not see evidence in these cases of learning flow via multi-team memberships (O'Leary et al, 2011).…”

“…Second, learning can happen in the MTS's leadership team (Davison et al, 2012), and the learning can flow down to the component teams via the leaders or integrating members (team members who communicate with members of the other teams). Third, learning can happen first in a component team and flow into the MTS as a whole (Crossan et al, 1999;DeChurch et al, 2020). Fourth, learning can flow horizontally from team to team via multi-team memberships (O'Leary et al, 2011).…”

“…As one of the characteristics of an MTS is its fluidity, the MTS must ensure that any positive changes developed in one situation need to be retained so that they can be adequately retrieved and applied when needed in the future. The MTS learning process is not complete unless it is codified or embedded into the system in some way (DeChurch et al, 2020). Crossan et al (1999) call this institutionalizing.…”

“…Clearly, we need to study different types of learning processes (including transformative), how they are triggered, the timing of the triggers, how RtL affects the learning processes, and how learning flows through the system (including both triggering additional learning and continued learning over time) and is encoded. We chose to observe the learning in our case studies at the macro level while others have focused on the meso level (DeChurch et al, 2020). Additional theory and research are needed at all three micro, meso, and macro levels.…”

On the same page? A qualitative study protocol on collaboration in a multi-laboratory preclinical study

“…Mental models develop over time through experiences, interactions with others, and vicarious learning [19]. A lack of shared mental models among multiteam system members hampers their ability to collaborate and coordinate their efforts [14,[20][21][22].…”