Learning Domains: A Contingency Model Relating Team Learning Behavior to Performance in Innovation Teams

The authors propose a contingency model relating learning behavior to performance in innovation teams. The model suggests that the relationships between different types of team learning behaviors and team performance depend on the technological and market newness an innovation team faces. The authors draw on team learning and innovation research to identify essential constructs and to propose new relationships among them. The authors contribute to the growing literature on team learning by developing theory to explain how contextual factors moderate the effectiveness of team learning behaviors in innovation teams. This theory provides new direction for future research focused on how innovation teams might adjust their learning strategy to the task context to perform optimally.