Structure and learning in self-managed teams: Why ‘Bureaucratic’ teams can be better learners

This paper considers the effect of team structure on a team's engagement in learning and continuous improvement. We begin by noting the uncertain conceptual status of the structure concept in the small groups literature and propose a conceptualization of team structure that is grounded in the long tradition of work on formal structure in the sociology and organization theory literatures. We then consider the thesis that, at least in self-managed teams dealing with stable tasks, greater team structure–i.e., higher levels of specialization, formalization, and hierarchy–can promote learning by encouraging information sharing, reducing conflict frequency, and fostering a climate of psychological safety; that is, we examine a mediated model in which the effect of structure on learning and improvement in teams is mediated by psychological safety, information sharing, and conflict frequency. This model was largely supported in a study of self-managed production teams in a Fortune 100 high-technology firm, although the observed pattern of mediation was more complex than anticipated. Higher structure was also associated with actual productivity improvements in a subsample of these teams. The theory and results of this study advance our understanding of team learning and underscore the importance of team structure in research on team processes and performance.