1Assistant Professor, Gautam Buddha University, Greater Noida, Uttar Pradesh, India. Email id: varsha@gbu.ac.in, varshadixit2003@gmail.com
2Assistant Professor, Gautam Buddha University, Greater Noida, Uttar Pradesh, India. Email id: dsp.gbu@gmail.com
3Research Scholar, Gautam Buddha University, Greater Noida, Uttar Pradesh, India. Email id: pooja2017@gmail.com
JEL Classification Codes: M12, M14
In this competitive world, the concept of team learning has gained much attention and has been quite interesting to the researchers. From the literature review, the authors could identify that team learning is positively influencing team performance. In an organisational setup, conflicts are bound to happen. It was found that conflict has a significant role in team performance. So, the authors plan to examine the relationship between team learning process and its influence on team performance with mediating effect of relationship conflict in information technology (IT) companies. This has been shown through the conceptual model being developed with the help of literature, which has been further tested using multiple regression method.
Quantitative approach has been adopted, and data has been collected with the help of questionnaire. In this study, 377 respondents working in 36 teams in 16 organisations as middle-level managers in an Indian IT industry have expressed their perception on relationship conflict, team learning process and team performance.
The finding suggests that team learning process positively influences the team performance. In addition, relationship conflict has detrimental effect in between team learning process and team performance.
The study is being conducted to give direction about different stages of team learning process and understanding its importance in organisational context. The study implies that team leaders in IT industry should stimulate the people to engage in learning process as it has a significant impact on team performance. Further, study can be conducted by considering the cross-sectional teams.
The data is limited for one industry only. The team learning process is comprehensive but one dimension. There may be another dimension, which could work as external variable. Team learning capacity could play another important role. The present research addresses one dimension but calls for the future research on other dimensions, being indicated here.
Team learning process, Team performance, Relationship conflict, team conflict, idea generation, employee performance
