The role of team processes in innovation development to sustain learning organizations

Abstract

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.

Team learning in the context of learning organizations

“…Witherspoon (2022) used the model PROPEL, based on the above approaches, in her study. PROPEL is an acronym for the following process: Preparation in training including examination of values, priorities, and processes Reflective activity by team members regarding factors that might affect innovations, strengths, and weaknesses of the group Originating ideas for improvement Planning a proposal for implementation Engaging other stakeholders to solicit feedback Leading the implementation of the innovation. …”

“…By answering the following questions, “How do PROPEL team processes impact innovation?” and “How do the outcomes of PROPEL team processes impact innovation?”, Witherspoon (2022) developed the following framework that may be useful for practitioners as they engage in team learning to foster innovation: Welcoming: serves to build collegiality and foster collaboration; and outcome: – team culture is built in the form of a safe and receptive space for all to work together; and – roles and responsibilities are established. Ideating: serves to identify ideas that may have innovative potential; and happens iteratively. how: – by gathering input from stakeholders; – by gathering data; – by searching for best practices; and – vy conducting research. Synthesizing: synthesize collected data, information and insights; and result: – adjustment of roles and responsibilities; – adjustment of goals, if needed; – building innovations; – critically examining innovative proposals for feasibility; – questioning vision; – designing implementation of the innovation; and – obtaining support from key stakeholders. Mentoring: seek mentor guidance as you brainstorm ideas and formulate proposals; and use feedback to improve suggestions. …”

“…and "How do the outcomes of PROPEL team processes impact innovation? ", Witherspoon (2022) developed the following framework that may be useful for practitioners as they engage in team learning to foster innovation:…”

Guest editorial

“…This diversity is also present in the types of team and organizational contexts considered in the five studies: project-teams and project-oriented organizations (de Groot et al , 2022), employee teams and interdisciplinary research teams from higher education organizations (Witherspoon, 2022; Ryymin and Lamberg, 2022, respectively), soccer teams (Kérivel et al , 2022) and decision-making teams (Marques-Quinteiro et al , 2022). The diversity of this sample shows the relevance of learning across different teams and contexts and inspires us to further explore the role of team learning in contexts that have been less investigated.…”

“…This special issue encompasses case studies (de Groot et al , 2022; Ryymin and Lamberg, 2022), action research (Witherspoon, 2022) and various longitudinal approaches (e.g. qualitative, by Kérivel et al , 2022; simulation and experimental, by Marques-Quinteiro et al , 2022).…”