Moderating effects of transformational leadership between external team learning and research team performance outcomes

2014 ◽  
Vol 45 (3) ◽  
pp. 304-316 ◽  
Author(s):  
Vesa Peltokorpi ◽  
Mervi Hasu
Keyword(s):  
Transformational Leadership ◽  
Team Performance ◽  
Research Team ◽  
Team Learning ◽  
Performance Outcomes ◽  
Moderating Effects

Athlete Characteristics and Team Competitive Performance as Moderators for the Relationship Between Coach Transformational Leadership and Athlete Performance

2016 ◽  
Vol 38 (3) ◽  
pp. 268-281 ◽  
Author(s):  
Kai C. Bormann ◽  
Paul Schulte-Coerne ◽  
Mathias Diebig ◽  
Jens Rowold
Keyword(s):  
Transformational Leadership ◽  
Team Performance ◽  
Individual Performance ◽  
Intellectual Stimulation ◽  
Moderating Effects ◽  
Competitive Performance ◽  
Strong Focus ◽  
Source Sample ◽  
Main Effects ◽  
Player Performance

The goal of this study is to examine the effects of coaches’ transformational leadership on player performance. To advance existing research, we examine (a) effects on individual and team performance and (b) consider joint moderating effects of players’ win orientation and teams’ competitive performance on the leadership– individual performance link. In a three-source sample from German handball teams, we collected data on 336 players and 30 coaches and teams. Results showed positive main effects of transformational leadership’s facet of articulating a vision (AV) on team and individual performance and negative main effects of providing an appropriate model (PAM) on team performance. With regard to moderating effects, AV increased and PAM decreased individual performance when both moderators were low, and intellectual stimulation had a positive effect when both were high. This study expands insights into the potential and limitation of transformational leadership with a strong focus on the role of situational contingencies.

Generating team PsyCap through transformational leadership

2018 ◽  
Vol 24 (7/8) ◽  
pp. 363-379 ◽  
Author(s):  
Teresa Rebelo ◽  
Isabel Dórdio Dimas ◽  
Paulo Renato Lourenço ◽  
Ângela Palácio
Keyword(s):  
Transformational Leadership ◽  
Team Performance ◽  
Structural Equation ◽  
Team Learning ◽  
Psychological Capital ◽  
The Body ◽  
Cross Sectional ◽  
Content Type ◽  
Learning Behaviours

PurposeThe purpose of this paper was to contribute to a deeper understanding of the effects of transformational leadership on team performance, examining the role of team psychological capital (team PsyCap) and team learning behaviours as intervening mechanisms in that relationship.Design/methodology/approachA quantitative study with a cross-sectional design was conducted. The sample was composed of 82 teams from 57 Portuguese companies. Hypotheses were tested through structural equation modelling.FindingsResults revealed that transformational leadership is positively related to team PsyCap, which, in turn, is positively related to team learning behaviours. Moreover, the study’s findings supported the indirect influence of transformational leadership on team performance, through the role played by team PsyCap and team learning behaviours.Originality/valueThis is the first study that considers the mediating role of team PsyCap and team learning behaviours in the relationship between transformational leadership and team performance. In this manner, the present research contributes to the body of research on leadership, highlighting the way through which leadership might translate into team performance. Moreover, it contributes also to the positive organisational behaviour literature, identifying both antecedents and consequents of team PsyCap. The study’s findings encourage organisations to develop ways of reinforcing transformational leadership behaviours and psychological capital among teams.

scholarly journals Rivals When We Work Together: Team Rivalry Effects on Performance in Collaborative Learning Groups

2019 ◽  
Vol 9 (3) ◽  
pp. 61
Author(s):  
Oțoiu ◽  
Rațiu ◽  
Rus
Keyword(s):  
Team Performance ◽  
Team Learning ◽  
Negative Impact ◽  
Performance Outcomes ◽  
Learning Behaviors ◽  
Learning Groups ◽  
Team Members ◽  
Mediation Analyses ◽  
Positive Performance ◽  
Time Lagged

Team rivalry has been mostly studied in competition settings, between competing individuals or teams, and has been linked to positive performance outcomes due to its impact on increasing motivation. However, rivalry is not limited to such contexts, it can also occur in collaborative settings, among team members working on a collaborative task. We argue that in such settings rivalry in teams has a negative impact on team performance, due to its negative impact on team learning behaviors. We employed a time-lagged, survey-based design with a sample of 176 students (55 teams) to investigate the relationship between rivalry and team performance through team learning behaviors. Our results based on simple mediation analyses show that, for our sample, rivalry in teams was not in fact negatively correlated to learning behaviors. Furthermore, we did not find support for the hypothesized positive relationship between learning behaviors and team performance, nor for the partial mediation model we proposed. We show how a series of team and task characteristics could explain our results and discuss potential future directions in the study of rivalry in collaborative settings.

scholarly journals The relationship of team personality to team learning behavior

2015 ◽  
Vol 28 (3) ◽  
pp. 331-354
Author(s):  
HeeJin Park
Keyword(s):  
Transformational Leadership ◽  
Regression Analysis ◽  
Correlation Analysis ◽  
Team Performance ◽  
Team Learning ◽  
Hierarchical Regression ◽  
Learning Behavior ◽  
Team Personality ◽  
Relationship Of ◽  
The Relationship

The purpose of this study was to examine the effects of 5 factors(extraversion, openness to experience, conscientiousness, agreeableness, and neuroticism) of team personality on team learning behavior, the moderating effect of transformational leadership between five factors of team personality and team learning behavior, the relationship of team learning behavior and team performance. Data was collected by 227 individuals from 58 teams in 8 organizations and analyzed by correlation analysis and hierarchical regression analysis. The findings from correlation analysis were that team extraversion, team agreeableness, and team conscientiousness were positively related to team learning behavior and that team neuroticism was negatively related to team learning behavior. Additionally, team openness was somewhat significantly related to team learning behavior. The results from hierarchical regression analysis indicated that team extraversion and team agreeableness were positively related to team learning behavior but that team openness, team conscientiousness, and team neuroticism were not significantly related to team learning behavior. In addition, transformational leadership moderated the relationship between team agreeableness and team learning behavior. That is, in the low level of transformational leadership, team agreeableness was positively related to team learning behavior whereas team agreeableness was negatively related to team learning behavior in the high level of transformational leadership. Contrary to the expectations, transformational leadership did not moderate the relationship of team extraversion, team openness, team conscientiousness, and team neuroticism to team learning behavior. Finally, team learning behavior was significantly related to team performance.

Team Learning Behaviors and Performance: A Meta-Analysis of Direct Effects and Moderators

2021 ◽  
pp. 105960112110169
Author(s):  
Christopher W. Wiese ◽  
C. Shawn Burke ◽  
Yichen Tang ◽  
Claudia Hernandez ◽  
Ryan Howell
Keyword(s):  
Team Performance ◽  
Team Learning ◽  
Task Complexity ◽  
Meta Analysis ◽  
Sample Type ◽  
Learning Behaviors ◽  
Learning Teams ◽  
And Performance ◽  
The Relationship ◽  
Team Familiarity

Under what conditions do team learning behaviors best predict team performance? The current meta-analytic efforts synthesize results from 113 effect sizes and 7758 teams to investigate how different conceptualizations (fundamental, intrateam, and interteam), team characteristics (team size and team familiarity), task characteristics (interdependence, complexity, and type), and methodological characteristics (students vs. nonstudents and measurement choice) affect the relationship between team learning behaviors and team performance. Our results suggest that while different conceptualizations of team learning behaviors independently predict performance, only intrateam learning behaviors uniquely predict performance. A more in-depth investigation into the moderating conditions contradicts the familiar adage of “it depends.” The strength of the relationship between intrateam learning behaviors and team performance did not depend on team familiarity, task complexity, or sample type. However, our results suggested this relationship was stronger in larger teams, teams with moderate task interdependence, teams performing project/action tasks, and studies that use measures that capture a wider breadth of the team learning behavior construct space. These efforts suggest that common boundary conditions do not moderate this relationship. Scholars can leverage these results to develop more comprehensive theories addressing the different conceptualizations of team learning behaviors as well as providing clarity on the scenarios where team learning behaviors are most needed. Further, practitioners can use our results to develop more guided team-based policies that can overcome some of the challenges of forming and developing learning teams.

scholarly journals Relating Competitive Golfers’ Perceived Emotions and Performance

2021 ◽  
pp. 003151252110059
Author(s):  
Erik Lundkvist ◽  
Henrik Gustafsson ◽  
Gunilla Björklund ◽  
Paul Davis ◽  
Andreas Ivarsson
Keyword(s):  
Perceived Control ◽  
Performance Outcomes ◽  
Skill Level ◽  
Complex Nature ◽  
Moderating Effects ◽  
Dynamic Relationship ◽  
And Performance ◽  
Player Skill ◽  
Task Oriented ◽  
The Relationship

The present study examined relationships between golfers’ self-perceived emotions (e.g., irritability, nervousness, tension), task-oriented coping, perceived control, and performance during a golf competition. We implemented a process-oriented golf analysis in which competitors rated these variables hole-by-hole in a competitive golf round. Within a two-level Bayesian multivariate autoregressive model, we showed that (a) within persons, emotions and task-oriented coping were reactions that stemmed from performance on the previous hole; and (b) between persons, player skill level predicted both better scores and the ability to limit the influence of negative affect on performance. These findings highlight the complex nature of the relationship between emotions and performance. Future studies might use a similarly ecologically valid research design to more precisely measure aspects of time and potentially moderating effects of player skill level and personality. An increased understanding of the dynamic relationship between emotions and performance can promote the development of effective psychological interventions for optimal performance outcomes.

Extending Your Research Team: Learning Benefits When a Laboratory Partners with a Classroom

BioScience ◽  
2013 ◽  
Vol 63 (9) ◽  
pp. 754-762 ◽  
Author(s):  
C. W. Miller ◽  
J. Hamel ◽  
K. D. Holmes ◽  
W. L. Helmey-Hartman ◽  
D. Lopatto
Keyword(s):  
Research Team ◽  
Team Learning
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