Learning versus Performance in Short-Term Project Teams

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Abstract
In this article, the authors propose and test hypotheses about the relationship between learning and performance and the team processes that are most predictive of learning and performance in short-term project teams. Results show a moderate but nonsignificant relationship between learning and performance. Results also reveal that team processes most predictive of team learning include interpersonal understanding, proactivity in problem solving, and creating clear work procedures (a negative predictor). Team processes most predictive of team performance include interpersonal understanding, proactivity in problem-solving, and confronting members who break norms (a negative predictor). Results suggest that the needs of short-term project teams differ from those of longer-term teams. They also suggest the potential for tension between learning and performance in short-term project teams. Implications for theory and practice are discussed.

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