Promoting team learning in schools : considering the role of team-based HRM practices (THRM)

Summary

Schools worldwide are implementing team structures as means to cope with ever increasing and changing demands, such as more diverse student population and calls for digitalization. For teams to be effective, team learning is needed. However, research shows that this requires a dramatical change in teachers’ attitude and behaviour. The current study examines to what degree and how Team-based Human Resources Management (THRM)—referring to HR practices targeted at enhancing teachers’ abilities, their motivation and opportunities to engage in team learning—can stimulate team learning within teams, specifically teachers’ engagement in information processing and boundary crossing. Analyses of three waves of survey data, among over 600 teachers working in Dutch institutions for vocational education and training, show that THRM indeed contributes to team learning. Not all but specific THRM practices – e.g., acknowledging individuals’ contribution to team achievements - were positively related to the initial levels of team learning and both forms of team learning appeared to reinforce change in the other. THRM practices thus indirectly affected change in team learning by activating the initial levels of each learning activity. The findings conclude with theoretical implications and formulate practical recommendations for school leaders.