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This text provides a comprehensive, up-to-date, and international overview of human resource development research in the area of workplace learning with contributions from academics such as Stephen Billet, Tara Fenwick and Victoria Marsick.

The importance of teamwork to organizational success in today's economy has been emphasized in literature for well over a decade. Effective teamwork can only be sustained, however, if it is supported by a process of team learning. Following Edmondson, the authors regard team learning as a group process comprising several concrete learning behaviors. The aim of this article is to report on the development of a conceptual framework and its operationalization into a measurement instrument for behaviors associated with team learning. A better understanding of these distinctive behaviors and their impact on team performance may help tailor interventions aimed at improving team performance. Based on a survey among 19 operational teams in the Dutch banking sector, the authors validated a multidimensional instrument for team learning behaviors. To prevent common-method bias, they used a multirater approach with two respondent groups, namely, team members and leaders (representing the insiders of the team), on one hand, as well as supervisors (representing the external stakeholders of the team), on the other hand. The data indicated a positive relationship between several team learning behaviors and team performance, and partly confirmed their theoretical model.

Although role stress literature has almost exclusively focused on individual role incumbents, it is conceivable that shared conditions of ambiguity, conflict, and quantitative or qualitative overload may give rise to a collective experience of role stress in teams. Testing a multilevel mediation model among 38 Dutch project teams ( N = 283), we studied the interplay among individual and team role stress, team learning behaviors, and individual and team performance. Team role stress was discerned as a separate construct next to individual role stress. Team quantitative role overload, in particular, impeded team and individual performance by inhibiting team learning behaviors and, indirectly, also hindered individual performance by increasing individual quantitative overload.