The Influences of Learning Behavior on the Performance of Work Teams -- A System Dynamics Approach Elaine Lizeo Albany-MIT 4th SD Colloquium April 5, 2002

Motivation Apply system dynamics to pre-existing theories of team learning New understanding New questions about original theory Attempt to answer the question: What are the factors that promote a team’s engagement in learning behavior?

Learning Individual Learning Argyris and Sch Ö n (1978): learning as a process of detecting and correcting errors Organizational Learning Levitt and March (1988): the encoding of inferences from history into routines that guide behavior Stata (1989): a process through which organizations modify their behavior by sharing knowledge, insights and mental models, and by building on past knowledge and experience. Schein (1992): any form of organizational learning is a change process of some sort

Team Learning Basis for organizational learning and change (Senge, 1990) Team’s ability to survive, improve, and adapt to changing circumstances (Ancona et al., 1996) Learning goals: finding innovative approaches to problems, becoming more efficient over time, acquiring new skills, changing norms and procedures An ongoing process of reflection and action, characterized by asking questions, seeking feedback, experimenting, reflecting on results, and discussing errors or unexpected outcomes of action (Edmondson, 1996)

Team Effectiveness Organizational Level Organizational culture Reward system Team design (team composition, task nature, and team structure) Team Level Internal team process Ability of teams to learn Individual Level mutual respect for each others' views assumptions-testing and discussion of opinions openly, within the group

A Team Learning Model Edmondson, Amy C. (1996). "Group and Organizational Influences on Team Learning." Ph.D. Dissertation. Harvard Business School. MA. 1996

Antecedent Conditions Team Structures Context support: team design – composition – mix of skills, backgrounds, and personalities nature of task team structure – size, work distribution and organization, formal role members, goals and norms Rewards – incentives for collaboration Team leader coaching Supportive, non-defensive, responsive leader helps create safe and trustful environment Direction-setting

Team Beliefs Psychological safety A condition that provides an environment of trust and enables appropriate risk-taking, motivating team members to learn and change (Schein, 1995) “The shared belief held by members of a team that the team is safe for interpersonal risk-taking” (Edmondson, 1996)

Team Behaviors Team Learning Behavior A process through which a team can engage in learning behaviors that will help team members to adapt and improve. Learning behaviors – feedback seeking, error discussions, information sharing and experimentation

Outcomes Team Performance Measured by the satisfaction of customer needs and expectations

A Team Learning Model Edmondson, Amy C. (1996). "Group and Organizational Influences on Team Learning." Ph.D. Dissertation. Harvard Business School. MA. 1996

A Dynamic Team Learning Model Key Variables Team performance Team learning Learning behaviors/activities Psychological safety Context support Team leader

Working Harder or Smarter?

Team Learning

“People who feel self-confident are those who have had success in designing and implementing their actions and in detecting and correcting any errors that they may have produced. Such people enter a situation with a greater degree of certainty that they can behave competently… …This sense of certainty makes them less vulnerable and hence more likely to identify and correct errors. This outcome reinforces their sense of competence and their sense that the world is basically just." (Argyris, 1982, p.97) “Team psychological safety facilitates learning behavior in work teams because it alleviates the excessive concern about others' reaction to actions that have the potential for embarrassment or threat, which learning behaviors often have." (Edmondson, 1999, p.355)

Team Leader Role

Simulations - The base case Scenario Team with no previous experience in working together but a supportive environment no psychological safety minimum level of productivity skillful and supportive leader supportive organizational context

Simulations - The base case Performance Goals Psychological Safety Team Productivity

Subsequent Simulations Changes in psychological safety (low, high) performance goals Leader characteristics organizational context Simulation of two different teams (from Edmondson’s study)

Subsequent Simulations Results

Impact of Performance Goals on Team Performance Impact of Leader on Psychological Safety Leader Coaching and Self-Confidence on Team Performance Normal Level of Psychological Safety on Indicated Performance

Subsequent Simulations Results Three factors play a critical role in fostering team learning and promoting performance: (a) less aggressive performance goals, (b) a minimum level of psychological safety, (c) a high level of team self-confidence

Subsequent Simulations Results (a) Performance Goals Less aggressive performance goals as motivator of team learning Large gap between desired and actual level of team performance keeps team learning at lower levels Non-favorable evaluation results harm self-confidence and psychological safety Lower expectations  more positive evaluations  more self-confidence High performance goals may operate as limits to growth Efficiently lower (not low) level of performance goals

Subsequent Simulations Results (b) M inimum Level of Psychological Safety -- and Context Support supportive environment adequate resources and reward systems and access to information level of psychological safety > level of learning anxiety

Areas for improvement Future research Applications Dialogue, Discussion and Feedback