Learning process in new product development teams and effects on product success: A socio-cognitive perspective

The study purports to develop and empirically test a model of team learning process and its effects on team performance in new product development teams. Using the socio-cognitive theory of learning in groups and organizations, several hypotheses were tested to show that the primer components of social cognition (that is, information acquisition, information dissemination, information implementation, unlearning, thinking, intelligence, improvisation, sense-making, and memory) form an interactive process model of the team learning phenomenon. By studying 165 new product development projects, it was shown: (i) that the eight primer socio-cognitive factors of information acquisition, information dissemination, information implementation, memory, thinking, improvisation, unlearning, and sense-making constitute interrelated sub-components of a higher-order team information-processing construct; (ii) that team intelligence is positively related to components of team information-processing; and (iii) that information-processing facilitates new product success primarily through the positive effects of superior information implementation. Theoretical and managerial implications of the study findings are discussed.