Virtual Team Learning: Reflecting and Acting, Alone or With Others

This paper examines virtual team learning in new product development situations. New product development activities manifest novelty, uncertainty and complexity, presenting an extreme need for learning in the course of the work. We present data from an exploratory study of learning processes in globally dispersed new product development teams. These qualitative data are used to investigate components of team learning previously highlighted in the team learning literature-namely reflection-oriented and action-oriented behaviors-and to examine the boundaries of these learning behaviors. We find that effective virtual teams, like co-located teams, engage in both reflective and action-oriented learning behaviors. However, the virtual context highlights distinct participation strategies in teams' learning patterns, which aim to leverage deep, specialist knowledge, on one hand, or seek to integrate diverse knowledge, on the other hand. Moreover, our findings suggest that, in the virtual setting, the boundary of team membership is not centrally associated with different learning behaviors and outcomes, as argued in other team learning research. Instead, virtual team learning behaviors are likely to be shaped by boundaries that delimit timely access to relevant knowledge and skill. In conclusion, we discuss implications for future virtual team learning research.