Systemic design for improving team learning climate and capability : A case study
By: YANG, Jen-shou
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Contributor(s): CHEN, Chin-yi.
Material type: 
ArticlePublisher: UK : Routledge, August 2005Subject(s): Systemic training programme | Team learning climate | Team learning capability | Quality improvementTotal Quality Management & Business Excellence 16, 6, p. 727 - 740 Abstract: More and more quality management activities involve team-based work. When teams are low on learning ability, difficulties will be encountered in their quality improvement process. Knowledge of how to improve learning ability at team level, therefore, becomes critical in continuous quality improvement. This article reports a case study of a learning organization project implemented in a manufacturing company, focusing on designing a systemic training programme to promote a team learning climate and learning ability. We found four components important in the training programme, including participant selection, course content design, course process design, and vision projects as practice fields. These components as a whole stimulate self-reinforcing mechanisms that motivate participants to acquire knowledge and to apply learned skills, and help teams to promote learning climate, learning capabilities, as well as product quality, production volume and profit margin.
More and more quality management activities involve team-based work. When teams are low on learning ability, difficulties will be encountered in their quality improvement process. Knowledge of how to improve learning ability at team level, therefore, becomes critical in continuous quality improvement. This article reports a case study of a learning organization project implemented in a manufacturing company, focusing on designing a systemic training programme to promote a team learning climate and learning ability. We found four components important in the training programme, including participant selection, course content design, course process design, and vision projects as practice fields. These components as a whole stimulate self-reinforcing mechanisms that motivate participants to acquire knowledge and to apply learned skills, and help teams to promote learning climate, learning capabilities, as well as product quality, production volume and profit margin.
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