Teamwork is of major importance for organizational success. Team learning is a key concept to explain the advantage of teamwork for organizational performance. Team learning is especially important for organizational complex decision-making teams. However, team learning is not well understood. The questions arise, how team learning activities and products are related, and which antecedents may lead to team learning. Therefore, relations between activities, products, and antecedents of team learning in organizational complex decision-making teams are focused in this thesis. A cross-sectional survey study with overall N₁=75 organizational complex decision-making teams was conducted. Data analysis was guided by four research questions. Focusing on antecedents of team learning activities, Research Question 1 asks what beliefs about the team’s interpersonal context are related to which team learning activity. Path modelling at the team-level was applied for hypothesis testing. Task interdependence positively predicted all investigated team learning activities. Safe team climate positively predicted knowledge sharing, task reflection, and team process reflection. Team expert roles negatively predicted these team learning activities. Research Question 2 asks about the mediating role of team reflection in the relation between transformational leadership and team innovativeness. To test the formulated hypotheses, conditional process analysis was conducted at the team-level. Team reflection mediated the relation between transformational leadership and team member ratings of team innovativeness. Furthermore, the mediating effect of team reflection was moderated by transformational leadership. However, no significant results were found with respect to team supervisor ratings of team innovativeness. The cognitive team learning product of TMM-TM, which refers to team mental models (TMMs) about team members’ occupational (TMM-OC), social (TMM-SC), meta (TMM-MC), and personal competencies (TMM-PC), is focused in Research Questions 3 and 4. Research Question 3 asks how team learning activities are related to TMM-TM. The relation between TMM-TM and the behavioral team learning product of team performance is addressed by Research Question 4. To test the formulated hypotheses, multilevel path modeling was conducted at the team-level. With respect to Research Question 3, it was found that knowledge sharing, task reflection, and team process reflection are positively related to TMM-TM concerning TMM-SC, TMM-MC, and TMM-PC. Basic reflection was positively related to TMM-SC and TMM-PC. With respect to Research Question 4, TMM-MC was positively related to team performance as rated by team supervisors with respect to team effectiveness, efficiency, and innovativeness. Furthermore, TMM-PC was positively related to team innovativeness. Overall, study results deepen our understanding of the complex relations between activities, products, and antecedents of team learning in organizational complex decision-making teams. Moreover, the study sheds some light on the barely researched construct of TMM-TM. Study limitations and implications for practice are discussed.
