scholarly journals Using Transactivity to Understand Emergence of Team Learning

2017 ◽  
Vol 48 (2) ◽  
pp. 190-214 ◽  
Author(s):  
Hildert Zoethout ◽  
Renate Wesselink ◽  
Piety Runhaar ◽  
Martin Mulder
Keyword(s):  
Team Learning ◽  
Interaction Analysis ◽  
Learning Processes ◽  
Primary Data ◽  
Teacher Teams ◽  
Team Members ◽  
Storage And Retrieval ◽  
Qualitative Interaction ◽  
Video Recordings

Team learning is a recurrent topic in research on effective teamwork. However, research about the fact that team learning processes emerge from conversations and the different forms this emergence can take is limited. The aim of this study is to determine whether the extent to which team members act on each other’s reasoning (transactivity) can be used to understand how team learning processes emerge. Research on teacher teams was used as the case study: Video recordings of three different teacher teams were used as primary data, and the data were analyzed using qualitative interaction analysis. The analysis shows that the content of team learning processes changes when team members act more closely on each other’s reasoning. In particular, team learning processes related to the storage and retrieval of information took place only in sequences in which team members acted closely on each other’s reasoning.

scholarly journals Team Learning Processes and Activities in Organization: A Case Study

2018 ◽  
Vol 56 (3) ◽  
pp. 301-319 ◽  
Author(s):  
Snežana Lazarević ◽  
Jelena Lukić
Keyword(s):  
Public Service ◽  
Team Learning ◽  
Pearson Correlation ◽  
Descriptive Analysis ◽  
Learning Processes ◽  
Service Organization ◽  
Pearson Correlation Coefficient ◽  
Team Management ◽  
Team Members

Abstract Organizations in today’s environment are relied on teams and their learning as key determinants for survival and success. The aim of this paper is to identify the key team learning processes and activities in organizations and to examine how the eventual appearance and growth of the problems in team impact on those processes and activities. Research was conducted in nine teams with 79 members in one public service organization located in Belgrade, Serbia, using interview and questionnaire techniques. Descriptive analysis, linear regression and Pearson correlation coefficient were used for processing and interpreting collected data. The results show that undefined roles of team members, a lack of trust among them, inadequate rewards, inadequate leadership and team management, will cause a moderate decrease in team learning processes and activities. The value of this research is that growing reliance on teamwork in organizations put pressure on leaders and managers to understand the factors that enable and stimulate team learning processes and activities, but also to identify and overcome all problems that may arise in teams and slow down the learning in teams as one of the most important processes.

University-Industry Linkage Through Business Incubation

2019 ◽  
pp. 223-244
Author(s):  
Dinis Caetano ◽  
Miguel T. Preto ◽  
Miguel Amaral
Keyword(s):  
Positive Impact ◽  
Participant Observation ◽  
Primary Data ◽  
Structured Interviews ◽  
Team Members ◽  
Management Board ◽  
Top Managers ◽  
The University

This chapter focuses on the role played by business incubators in developing and facilitating knowledge transfer, networks, and business support to tenant firms through a sustainable ecosystem. The authors conduct an in-depth qualitative case-study of one tech-based business incubator in Portugal—IPN, created in 1991 by the University of Coimbra—to provide insight on how the incubator's direction/management board and a group of incubatees perceive incubation and its impact. Primary data was collected via participant observation/focus group involving the incubators' CEO and six team members. Semi-structured interviews were carried out among the CEOs and top managers from 11 companies supported by IPN whether as (1) incubates, (2) under acceleration, and (3) graduates. Results show a positive impact of incubation on internationalization and growth for incubatees and companies under acceleration. However, there is a need for new post-incubation follow-up mechanisms and a normative context promoting richer interactions with graduates.

Learning in Virtual Teams

2018 ◽  
pp. 622-634 ◽  
Author(s):  
Yuqing Ren
Keyword(s):  
Virtual Teams ◽  
Social Presence ◽  
Team Learning ◽  
Common Ground ◽  
Shared Knowledge ◽  
Team Members ◽  
Storage And Retrieval ◽  
Integrative Framework ◽  
Shared Identity ◽  
And Performance

This chapter reviews and integrates the latest research on team learning and virtual teams to understand the challenges associated with how team members learn and improve performance when working across distance. Team learning is defined as changes in a team’s knowledge and performance as a function of members gaining experiences of working with one another. This chapter presents an integrative framework that links challenges in virtual teams (lack of informal, spontaneous communication, lack of social presence, lack of common ground, reduced team cohesion and identification, lack of trust, lack of shared knowledge and understanding) to four key team learning processes (knowledge acquisition, sharing, storage, and retrieval). Three remedies are proposed to overcome the challenges through a strong shared identity, the choice of effective collaboration technologies, and timely teamwork interventions.

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.

scholarly journals Learning across teams in project-oriented organisations: the role of programme management

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bert de Groot ◽  
Wim Leendertse ◽  
Jos Arts
Keyword(s):  
Design Methodology ◽  
Team Learning ◽  
Learning Culture ◽  
Learning Processes ◽  
Project Teams ◽  
Linked Learning ◽  
Improve Performance ◽  
Content Type

Purpose Learning across teams and organisational levels enables organisations to deal with challenges that arise from changing contexts. Project-oriented organisations increasingly use programme management to cope with such challenges and improve performance. This paper aims to find out how different programme configurations affect learning across project teams and between project teams and their parent organisation in project-oriented organisations. Design/methodology/approach A case study of a project-oriented organisation involved in five infrastructure programmes was performed. Findings The studied programmes linked learning processes at group and organisational levels by creating relationships across project teams and their parent organisation and acting as a knowledge centre. Team learning benefits from the learning culture and stable environment that programmes create for project teams. This study indicates that a programme’s features and focus strongly determines whether a programme predominantly enhances learning across project teams or learning between project teams and their parent organisation. Originality/value Although programme management is increasingly used by project-oriented organisations, there are few studies relating to learning in programmes. This study provides new insights into learning across teams through programmes.

scholarly journals Eye-opening facilitator behaviours: an Interaction Analysis of facilitator behaviours that advance debriefings

2019 ◽  
Vol 6 (4) ◽  
pp. 220-228
Author(s):  
Klas Karlgren ◽  
Fredrik Larsson ◽  
Anders Dahlström
Keyword(s):  
Video Analysis ◽  
Interaction Analysis ◽  
Video Data ◽  
Alternative Strategies ◽  
Simulation Performance ◽  
Video Assisted ◽  
Video Recordings ◽  
Starting Point ◽  
Eye Opening

IntroductionAnalyses of simulation performance taking place during postsimulation debriefings have been described as iterating through phases of unawareness of problems, identifying problems, explaining the problems and suggesting alternative strategies or solutions to manage the problems. However, little is known about the mechanisms that contribute to shifting from one such phase to the subsequent one. The aim was to study which kinds of facilitator interactions contribute to advancing the participants’ analyses during video-assisted postsimulation debriefing.MethodsSuccessful facilitator behaviours were analysed by performing an Interaction-Analytic case study, a method for video analysis with roots in ethnography. Video data were collected from simulation courses involving medical and midwifery students facilitated by highly experienced facilitators (6–18 years, two paediatricians and one midwife) and analysed using the Transana software. A total of 110 successful facilitator interventions were observed in four video-assisted debriefings and 94 of these were included in the analysis. As a starting point, the participants’ discussions were first analysed using the phases of a previously described framework, uPEA (unawareness (u), problem identification (P), explanation (E) and alternative strategies/solutions (A)). Facilitator interventions immediately preceding each shift from one phase to the next were thereafter scrutinised in detail.ResultsFifteen recurring facilitator behaviours preceding successful shifts to higher uPEA levels were identified. While there was some overlap, most of the identified facilitator interventions were observed during specific phases of the debriefings. The most salient facilitator interventions preceding shifts to subsequent uPEA levels were respectively: use of video recordings to draw attention to problems (P), questions about opinions and rationales to encourage explanations (E) and dramatising hypothetical scenarios to encourage alternative strategies (A).ConclusionsThis study contributes to the understanding of how certain facilitator behaviours can contribute to the participants’ analyses of simulation performance during specific phases of video-assisted debriefing.

The influence of ethical leadership and team learning on team performance in software development projects

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nattaya Chamtitigul ◽  
Weining Li
Keyword(s):  
Software Development ◽  
Team Performance ◽  
Ethical Leadership ◽  
Team Learning ◽  
Information Storage And Retrieval ◽  
Learning Processes ◽  
Information Storage ◽  
Development Projects ◽  
Content Type ◽  
Storage And Retrieval

Purpose The purpose of this paper is to examine the effect of team learning processes (information acquisition, information processing and information storage and retrieval) on team performance in software development projects and to assess the effect of ethical leadership and its influence on these processes. Design/methodology/approach The authors examined 354 software development project teams in Thailand. A quantitative study was conducted through a Web-based survey, with structural equation modelling used to test the hypotheses. Findings The results of this study revealed that ethical leadership is positively correlated with the team learning processes of information acquisition, information processing and information storage and retrieval. However, only information processing and information storage and retrieval are positively related to team performance. The results indicate that ethical leadership has a positive direct effect on team performance. The results also show that the positive relationship between ethical leadership and team performance is partially mediated by team learning processes, namely, information processing and information storage and retrieval. Research limitations/implications This study highlights the importance of ethical leadership and guides managers towards considering the characteristics of both ethical leadership and team learning processes for enhancing team performance in software development projects. Originality/value This is the first study to the best of authors’ knowledge to examine the role of team learning processes in mediating the relationship between ethical leadership and team performance, particularly concerning software development projects. The present research contributes to the literature on team performance management, emphasising the manner in which ethical leadership can result in team learning and team performance. The findings of this study can be used to encourage organisations to develop ethical leadership behaviours and team learning processes in software development projects.

scholarly journals Research on Project Success Factors within the Construction Industry of Ghana: Evidence from Wide Horizon Ghana Limited

2017 ◽  
Vol 3 (5) ◽  
pp. 38-43
Author(s):  
Saviour Ayertey Nubuor ◽  
Xu Hongyi ◽  
Samuel Kwadwo Frimpong
Keyword(s):  
Construction Industry ◽  
Leadership Style ◽  
Success Factors ◽  
Project Success ◽  
Project Managers ◽  
Primary Data ◽  
Project Failure ◽  
Team Members ◽  
Wide Horizon

The purpose of this investigation is to identify the key determinants of project success within the construction industry of Ghana using Wide Horizon Ghana limited as a case study. A self-administered questionnaire is used to gather primary data from relevant stakeholders within the scope of the study. The results showed that project manager’s influence and leadership style, project team members’ coordination, availability of resources and funds, organizational success and client’s satisfaction as well as the completion of projects on time were the main project success factors in the industry. Negative influences from stakeholders among others were seen as factors that contribute to project failure. It is recommended that Construction project managers or leaders should pay more attention to these success factors to ensure project success or minimize the rate of project failure within Ghana and the West African sub-region.

scholarly journals Moving beyond language(s): a case study on a newcomer’s translanguaging practices

2020 ◽  
Vol 8 (2) ◽  
pp. 181-201
Author(s):  
Sarah Degano ◽  
Claudine Kirsch
Keyword(s):  
Prior Knowledge ◽  
Education System ◽  
Migration Background ◽  
Learning Processes ◽  
Classroom Activities ◽  
Video Recordings ◽  
Trilingual Education ◽  
Field Notes ◽  
Semiotic Perspective

AbstractNumerous scholars have investigated translanguaging in students with a migration background by examining the deployment of their linguistic repertoire. By contrast, few studies have adopted a social semiotic perspective on translanguaging. Similarly, studies on newcomers in this field are scarce. Newcomers, especially those to the trilingual education system in Luxembourg, face significant language challenges. The present paper explores the ways in which Portuguese-speaking Harry combined the resources of his semiotic repertoire in science and French lessons in Year 4, and discusses different combinations of resources. Findings based on field notes and video-recordings of classroom activities show that the eleven-year-old engaged in learning by activating his prior knowledge and deploying his semiotic repertoire in resourceful ways. He mobilised features of five languages, coordinated linguistic, paralinguistic and extralinguistic resources, and aligned his resources to those of his peers. Furthermore, he reproduced the semiotic combinations of peers as well as the translanguaging practices in class. We show that a newcomer orchestrates his semiotic resources in complex ways to communicate, make meaning and engage in learning processes. Further research into the deployment of the semiotic repertoire at school is needed.

Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

2019 ◽  
Vol 4 (6) ◽  
pp. 1267-1282
Author(s):  
Jessica Salley ◽  
Sarah Krusen ◽  
Margaret Lockovich ◽  
Bethany Wilson ◽  
Brenda Eagan-Johnson ◽  
...  
Keyword(s):  
Brain Injury ◽  
Medical Setting ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Team Members ◽  
School Activities ◽  
School Based ◽  
Language Pathology ◽  
Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

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