Stimulating learning by empowering leadership

2016 ◽  
Vol 37 (8) ◽  
pp. 1168-1186 ◽  
Author(s):  
Mingze Li ◽  
Pengcheng Zhang
Keyword(s):  
Information Processing ◽  
Team Learning ◽  
Hierarchical Linear Model ◽  
Hierarchical Regression ◽  
Empowering Leadership ◽  
Content Type ◽  
Team Members ◽  
Section Data ◽  
Multi Level ◽  
Different Levels

Purpose The purpose of this paper is to answer the theoretical and practical calls for an examination of the multi-level effects of empowering leadership on creativity. In addition, it attempts to link empowering leadership to creativity from the perspective of information processing, which is different from traditional mechanisms of psychology. Design/methodology/approach Based on the perspective of information processing, the authors tested how and why different levels of empowering leadership may relate to team and individual creativity. Multi-source data were collected from 62 team leaders and 295 team members. Statistical methods, such as the hierarchical linear model, hierarchical regression analysis, and bootstrapping tests, were used to analyze the data. Findings The results show that team and individual learning mediate the effects of empowering leadership on creativity at the team and individual levels. Interestingly, the authors also found that team learning negatively moderates the indirect and positive effect of individual empowering leadership on individual creativity. Research limitations/implications The main limitation of this study is that the authors used cross-section data instead of longitudinal data to analyze the causal relationship. As such, the results may not truly reveal the causality. Practical implications The findings indicate that empowering leadership is important for stimulating both individual and team learning; thus, it benefits different levels of creativity. In addition, the results also suggest that there are interplay between different level mechanisms, and empowering team leader should trade-off individual and team learning effects in order to promote both team and individual creativity effectively. Originality/value This study contributes to the existing literature by providing a multi-level and cross-level analysis of empowering leadership and creativity. It clarifies how empowering leadership stimulates individual and team creativity at different levels simultaneously.

Curvilinear effect of transformational leadership on innovative behavior among R&D teams in South Korea

2018 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dong Seop Chung ◽  
Jinxi Michelle Li
Keyword(s):  
Transformational Leadership ◽  
South Korea ◽  
Team Learning ◽  
Negative Impact ◽  
Moderating Effect ◽  
Innovative Behavior ◽  
Team Leaders ◽  
Content Type ◽  
Team Members ◽  
Multi Level

Purpose The purpose of this paper is to examine the potential consequences of transformational leadership on follower innovative behavior as well as to investigate the moderating effect of team learning on the relationship. It is argued that an excessive level of transformational leadership may even decrease the subordinates’ innovative behavior due to their negative emotions derived from the leadership, while an appropriate level of transformational leadership can positively influence innovative behavior. Furthermore, the situational factor of team learning, which reinforces the positive feelings of team members through their improved competency, can amplify the positive impact and diminish the negative impact of transformational leadership on innovative behavior. Design/methodology/approach Data were collected from R&D teams of large- and mid-sized companies in Korean industries. Survey data from 307 team members and 51 team leaders from 51 project teams were tested using hierarchical linear modeling analysis. Team members evaluated the transformational leadership of their team leaders as well as the perceived level of learning in their teams, and team leaders evaluated the innovative behavior of their team members. Findings Multi-level analysis confirmed a non-linear relationship (an inverted U shape) between transformational leadership of team leaders and innovative behavior of team members. It means innovative behavior was negatively related to excessive transformational leadership and positively related to a modest level of the leadership. Furthermore, statistical analysis confirmed the positive multi-level moderating effect of team learning. Research limitations/implications The core dimension of transformational leadership, charisma, was the only measurement of the leadership in this study. Most South Korean companies adopted performance-based compensation systems and charisma is a prevailing leadership behavior at emerging market of the nation. As such, other dimensions of transformational leadership such as “individualized consideration” or “intellectual stimulation” are relatively neglected in most companies of South Korea. Future research needs to consider these other dimensions for the generalization in research. Practical implications Leaders in emerging markets, such as project team leaders or R&D team leaders, should avoid immoderate transformational leadership and should maintain a proper level of transformational leadership. The contemporary leaders also need to utilize team learning to maximize innovative behavior. Originality/value These findings illustrate the disadvantage of excessive transformational leadership and highlight the neutralization effect of team learning on the negative impact of the excessive leadership. Team learning has the potential to enhance members’ innovative behaviors, and it could moderate the perceptions of excessive transformational leadership.

Relationship between team learning and team effectiveness

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Katia Elizabeth Puente-Palacios ◽  
Raquel Trinchão de Jesus Barouh
Keyword(s):  
Team Learning ◽  
Individual Learning ◽  
Team Processes ◽  
Content Type ◽  
Team Members ◽  
Proposed Model ◽  
Team Potency ◽  
Collective Process ◽  
Antecedents And Consequences ◽  
The Individual

Purpose The purpose of this paper is two-fold: first, to demonstrate that learning occurs as a collective process in addition to traditional individual learning and second, to identify its antecedents and consequences at the team level. Design/methodology/approach Data were gathered using questionnaires answered by 356 participants organized in 90 teams. Quantitative analytic strategies were applied to verify if individual answers of team members were similar enough to compound team scores and to measure the predictive power of the proposed model. Findings Results showed that team learning is a collective phenomenon: intra-team differences were small and differences between teams were significant. Additional results demonstrated that team learning is predicted by team potency (34%) and, at the group level, explains 5% of the team’s satisfaction. Practical implications The findings of the present research suggest that organizational managers can improve the results of teams by supporting the development of social processes such as potency and learning. Originality/value Learning in organizations has received close attention in recent years. However, publications are focusing mostly on the individual learning that occurs in teams and organizations. The main contribution of this paper is to demonstrate what characterizes team learning as a collective process and which relations it maintains with other team processes.

The interactive influences of conflict, task interdependence and cooperation on perceptions of virtualness in co-located teams

2014 ◽  
Vol 20 (5/6) ◽  
pp. 221-241 ◽  
Author(s):  
Eric Stark ◽  
Paul Bierly† ◽  
Steven R. Harper
Keyword(s):  
Business Students ◽  
Preliminary Evidence ◽  
Task Interdependence ◽  
Hierarchical Regression ◽  
Conflict Task ◽  
Content Type ◽  
Team Members ◽  
Business Courses ◽  
Geographically Dispersed ◽  
Upper Level

Purpose – This paper aims to explore the interactive influence of conflict, task interdependence and cooperation on individual perceptions of team virtualness levels. The study attempts to provide additional insight regarding how or why virtual structures might develop in teams with co-located team members. Design/methodology/approach – Data were collected from 355 upper-level business students assigned to the same team in four class integrated business courses. Moderated hierarchical regression was utilized in examining the moderating role of cooperation with conflict and task interdependence in predicting virtualness. Findings – Cooperation positively moderates the relationships between relationship conflict and perceived virtualness and between perceived task interdependence and perceived virtualness. In addition, conditional support exists for a cooperation and process conflict interaction in predicting virtualness. Originality/value – Many teams are mandated to be virtual either by management direction, task and resource requirements or by necessity due to being geographically dispersed. However, additional factors may influence the level of virtualness in teams with co-located members. This study provides preliminary evidence that an individual’s experiences in teams influences the individual’s views regarding the virtual structure of his or her team.

The relationships between perceived team psychological safety, transactive memory system, team learning behavior and team performance among individual team members

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Su Min Kim ◽  
Moon Jung Kim ◽  
Sung Jun Jo
Keyword(s):  
Team Performance ◽  
Team Learning ◽  
Psychological Safety ◽  
Transactive Memory ◽  
Memory System ◽  
Learning Behavior ◽  
Cross Sectional ◽  
Content Type ◽  
Team Members ◽  
Transactive Memory System

PurposeThis study aimed to investigate the relationships between individual team member's perception of team psychological safety (TPS), individual team member's perception of transactive memory system (TMS), individual team member's perception of team learning behavior (TLB) and individual team member's perception of team performance (TP).Design/methodology/approachThis cross-sectional study used a paper-based questionnaire that was distributed to 500 employees in travel-related industries and responses were received from 467 employees. Finally, 394 surveys were used after excluding insincere responses. Using SPSS & AMOS version 25.0, factor analysis, correlation, path analysis and mediation analysis were performed.FindingsThe findings reveal that there is a significant association between TPS, TMS, TLB and TP, except for the specialization subdimension of TMS and reflective communication and knowledge codification subdimensions of TLB. There was no mediation role of TLB; however, credibility and task coordination subdimensions of TMS showed partial mediating effects between TPS and TP.Originality/valueThis study offers suggestions for management, emphasizing the importance of TPS. Recent and rapid organizational changes have dramatically increased employees' job insecurity, which can affect their psychological safety. Therefore, organizations should actively support employees to feel psychologically stable to improve performance by utilizing TMS and TLB among individual team members.

scholarly journals Team learning and service improvements in health care

2014 ◽  
Vol 20 (5/6) ◽  
pp. 242-261 ◽  
Author(s):  
George Boak
Keyword(s):  
Health Care ◽  
Team Learning ◽  
Work Teams ◽  
Empirical Studies ◽  
Learning Processes ◽  
Team Leaders ◽  
Content Type ◽  
Team Members ◽  
Support Team ◽  
Practical Implications

Purpose – This study aims to propose a typology of team learning processes, based on a study of teams of health care therapists across England who were engaged in improving their services. Design/methodology/approach – Information was gathered from 35 teams of health care therapists, through analysis of reports produced by the teams and by interviews with team leaders. The actions taken to achieve service improvements were analysed through a lens of team learning. Findings – Team learning is an appropriate frame of reference for analysing actions designed to bring about change and improvement. Seven distinct team learning activities are defined. Research limitations/implications – The implication of the study is that it is useful to apply a theoretical framework of organisational learning to service improvements undertaken by work teams. The study indicates learning processes that were important elements in these changes. The study limitation was that information was gathered mainly from the leaders of each team; other team members may have contributed different perceptions. Practical implications – Leaders of organisations and of teams should adopt team learning as a useful perspective for improving services and should consider how to encourage and support team learning. Originality/value – This is one of a small number of empirical studies of team learning processes in work organisations.

Team psychological safety and team learning: a cultural perspective

2016 ◽  
Vol 23 (6) ◽  
pp. 458-468 ◽  
Author(s):  
Peter Cauwelier ◽  
Vincent M. Ribière ◽  
Alex Bennet
Keyword(s):  
Cultural Differences ◽  
Team Learning ◽  
Psychological Safety ◽  
Cultural Perspective ◽  
The West ◽  
National Cultures ◽  
Content Type ◽  
Team Members ◽  
The Usa ◽  
The One

Purpose The purpose of this paper was to evaluate if the concept of team psychological safety, a key driver of team learning and originally studied in the West, can be applied in teams from different national cultures. The model originally validated for teams in the West is applied to teams in Thailand to evaluate its validity, and the views team members have on the antecedents of team psychological safety are analyzed. Design/methodology/approach The core of the sequential explanatory mixed method research was an experiment with nine teams from a single engineering organization (three teams from each the USA, France and Thailand). Team learning behaviors were analyzed from the conversations between team members. Team psychological safety was analyzed through a quantitative instrument and one-on-one structured interviews with each team member. Findings The results showed that the original model is confirmed for the teams from the USA and France but not confirmed for teams from Thailand. The thematic analysis of the one-on-one interviews highlights important differences between teams from the USA and France on the one hand and teams from Thailand on the other hand when it comes to the role of the team manager and the views that team members have on the diversity between them. Originality/value This research confirms that the concept of team psychological safety, and its impact on the way teams learn, needs to be adjusted if it is to be applied to teams in countries with national cultures different from those prevalent in the West. The implications are that researchers who develop theories in the social sciences field should evaluate how cultural differences impact their models, and that managers who implement learning and solutions should take national cultural differences into consideration.

Learning conditions, members’ motivation and satisfaction: a multilevel analysis

2015 ◽  
Vol 22 (2) ◽  
pp. 131-147 ◽  
Author(s):  
Isabel Dórdio Dimas ◽  
Teresa Rebelo ◽  
Paulo Renato Lourenço
Keyword(s):  
Multilevel Analysis ◽  
Team Learning ◽  
Learning Support ◽  
Organizational Setting ◽  
Learning Beliefs ◽  
Content Type ◽  
Team Members ◽  
Shared Learning ◽  
Mediating Role ◽  
Learning Conditions

Purpose – The purpose of this paper was to contribute to the clarification of the conditions under which teams can be successful, especially those related to team learning. To attain this goal, in the present study, the mediating role played by team members’ motivation on the relationship between team learning conditions (shared learning beliefs and team learning support) and members’ satisfaction with the team was analysed. Design/methodology/approach – An empirical study with a multilevel design was carried out. Data concerning learning conditions, motivation and satisfaction were obtained from a survey among 398 employees working in 71 teams that perform complex tasks from 24 companies. A multilevel analysis was conducted. Findings – Overall, the results showed that both team learning conditions – shared learning beliefs and team learning support – had a significant positive effect on members’ satisfaction, which was mediated by members’ motivation. Originality/value – The proliferation of groups in the organizational setting has set new challenges for organizational research. In fact, more than ever it is necessary to study the conditions under which teams can be successful. Our findings put forward the relevance of creating conditions in the team to learn to increase team effectiveness, namely, in terms of team members’ satisfaction.

The role of knowledge sharing and LMX to enhance employee creativity in theme park work team

2018 ◽  
Vol 30 (5) ◽  
pp. 2343-2359 ◽  
Author(s):  
Shu-hsien Liao ◽  
Chih-chiang Chen ◽  
Da-chian Hu
Keyword(s):  
Knowledge Sharing ◽  
Theme Park ◽  
Employee Creativity ◽  
Content Type ◽  
Team Members ◽  
Individual Level ◽  
Member Exchange ◽  
Multi Level ◽  
Customer Services ◽  
The Individual

Purpose This paper aims to empirically test individual, team and multi-level relationships among knowledge sharing (KS), leader–member exchange (LMX), employee creativity (EC) and team innovation (TI). The study tests how KS affects EC via LMX at lower and multi levels. At a higher level, how creativity affects TI is also tested. Design/methodology/approach Questionnaires were sent to 43 team leaders and 215 team members from the largest theme park in Taiwan, E-DA, who are engaged in offering creative and innovative customer services. Multilevel analysis was conducted based on the questionnaires received. Findings Major findings agree the contention that KS can improve EC via LMX at both employee and multi-level. The results also indicate that KS affects team creativity (TC) at the team level; however, TC and TI do not have a significant positive relationship. Originality/value The study examined how to enhance employees’ creativity from the individual and team levels in a theme park, an area with rare literature. The authors found that LMX is an important mediator between KS and EC. The mediated effect of KS on EC through LMX is higher in a cross level than individual level. In addition, a team’s KS has more effect on EC than the individual level.

Examining consumer responses to cross-border brand acquisitions

2018 ◽  
Vol 52 (7/8) ◽  
pp. 1727-1749 ◽  
Author(s):  
Xiang Fang ◽  
Xiaoyu Wang
Keyword(s):  
Design Methodology ◽  
Home Country ◽  
Brand Image ◽  
Hierarchical Regression ◽  
Chinese Consumers ◽  
Content Type ◽  
Consumer Responses ◽  
Cross Border ◽  
Practical Implications ◽  
Different Levels

PurposeThe purpose of this study is to investigate the effect of cross-border acquisitions on brand image dimensions (functional, symbolic and global image) of the acquirer brand from a consumer’s perspective.Design/methodology/approachThe authors measured Chinese consumers’ perceptions of eight fictitious cross-border acquisition scenarios and tested the hypotheses by using multiple hierarchical regression.FindingsFirst, the acquisition significantly improves functional, symbolic and global image of the acquirer brand. Second, both image perceptions of the acquirer and the acquired brands before acquisition significantly impact post-image of the acquirer. The effect is greater for pre-image of the acquirer (dominance effect). Finally, brand fit, product fit and country-of-origin fit influence attitude toward the acquisition significantly.Research limitations/implicationsThere are limitations in the generalizations of the findings due to its reliance on a single country (China) and one industry (home appliances).Practical implicationsFirst, engaging in cross-border acquisitions significantly enhances the brand image of the acquirer brand. The global image has the largest improvement. Second, practitioners should carefully consider different levels of fit before the acquisition.Originality/valueThis study contributes to the extant literature by investigating brand acquisitions from the perspective of home country consumers (acquirer) and integrating multiple brand image dimensions and various levels of fit simultaneously.

scholarly journals Measuring team learning behaviours through observing verbal team interaction

2015 ◽  
Vol 27 (7) ◽  
pp. 476-500 ◽  
Author(s):  
Elisabeth Raes ◽  
Anne Boon ◽  
Eva Kyndt ◽  
Filip Dochy
Keyword(s):  
Team Learning ◽  
Research Field ◽  
Project Teams ◽  
Important Conclusion ◽  
Content Type ◽  
Team Members ◽  
Team Interaction ◽  
Study Team ◽  
Individual Contributions ◽  
Learning Behaviours

Purpose – This study aims to explore, as an answer to the observed lack of knowledge about actual team learning behaviours, the characteristics of the actual observed basic team learning behaviours and facilitating team learning behaviours more in-depth of three project teams. Over time, team learning in an organisational context has been investigated more and more. In these studies, there is a dominant focus on team members’ perception of team learning behaviours. Design/methodology/approach – A coding schema is created to observe actual team learning behaviours in interaction between team members in two steps: verbal contributions by individual team members are coded to identify the type of sharing behaviour and, when applicable, these individual verbal behaviours are build up to basic and facilitating team learning behaviours. Based on these observations, an analysis of team learning behaviours is conducted to identify the specific characteristics of these behaviours. Findings – An important conclusion of this study is the lack of clarity about the line of demarcation between individual contributions and learning behaviours and team learning behaviours. Additionally, it is clear that the conceptualisations of team learning behaviour in previous research neglect to a large extend the nuances and depth of team learning behaviours. Originality/value – Due to the innovative approach to study team learning behaviours, this study is of great value to the research field of teamwork for two reasons: the creation of a coding schema to analyse team learning behaviours and the findings that resulted from this approach.

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