scholarly journals When Leadership Powers Team Learning: A Meta-Analysis

2018 ◽  
Vol 49 (4) ◽  
pp. 475-513 ◽  
Author(s):  
Mieke Koeslag-Kreunen ◽  
Piet Van den Bossche ◽  
Michael Hoven ◽  
Marcel Van der Klink ◽  
Wim Gijselaers
Keyword(s):  
Team Learning ◽  
Leadership Behaviors ◽  
Leadership Behavior ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Team Leadership ◽  
Task Type ◽  
Learning Behavior ◽  
Team Processes ◽  
Support Team

Team learning behavior is found to be one of the most effective team processes, as learning behavior at the team level (e.g., sharing, discussing, and reflecting on knowledge and actions) enables teams to adapt existing or develop new knowledge. Team leadership behavior is considered a critical accelerant for creating conditions that are essential to engage in team learning behavior, such as a safe environment. Yet despite the growing amount of research in team learning, this relationship remains unclear. Meta-analytic techniques were used to examine when team leadership behaviors support team learning behavior and how the task type moderates that relationship. Forty-three empirical studies reporting 92 effect sizes were synthesized. Analyses show that team leadership behavior explains 18% of the variance in team learning behavior. Furthermore, results indicate that person-focused leaders foster team learning for both adaptive and developmental tasks, whereas task-focused leaders influence team learning for adaptive tasks only.

scholarly journals Vertical or shared? When leadership supports team learning for educational change

2020 ◽  
Author(s):  
Mieke Koeslag-Kreunen ◽  
Piet Van den Bossche ◽  
Marcel R. Van der Klink ◽  
Wim H. Gijselaers
Keyword(s):  
Educational Change ◽  
Leadership Style ◽  
Team Learning ◽  
Task Complexity ◽  
Leadership Behavior ◽  
Team Leadership ◽  
Teacher Teams ◽  
Learning Behavior ◽  
Vertical Leadership ◽  
Leadership Types

Abstract University teacher teams can work toward educational change through the process of team learning behavior, which involves sharing and discussing practices to create new knowledge. However, teachers do not routinely engage in learning behavior when working in such teams and it is unclear how leadership support can overcome this problem. Therefore, this study examines when team leadership behavior supports teacher teams in engaging in learning behavior. We studied 52 university teacher teams (281 respondents) involved in educational change, resulting in two key findings. First, analyses of multiple leadership types showed that team learning behavior was best supported by a shared transformational leadership style that challenges the status quo and stimulates team members’ intellect. Mutual transformational encouragement supported team learning more than the vertical leadership source or empowering and initiating structure styles of leadership. Second, moderator analyses revealed that task complexity influenced the relationship between vertical empowering team leadership behavior and team learning behavior. Specifically, this finding suggests that formal team leaders who empower teamwork only affected team learning behavior when their teams perceived that their task was not complex. These findings indicate how team learning behavior can be supported in university teacher teams responsible for working toward educational change. Moreover, these findings are unique because they originate from relating multiple team leadership types to team learning behavior, examining the influence of task complexity, and studying this in an educational setting.

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.

Experiential Learning Style Grouping Impact on Student Outcomes in Team Leadership Coursework

2021 ◽  
pp. 104649642110235
Author(s):  
Jonathan Orsini ◽  
Laura L. Greenhaw ◽  
Bradley M. Coleman ◽  
Whitney A. Stone ◽  
J.C. Bunch
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Team Learning ◽  
Group Development ◽  
Psychological Safety ◽  
Team Leadership ◽  
Learning Behavior ◽  
Student Groups ◽  
Stages Of Group Development

This study explores how different team configurations based on members’ experiential learning styles impacted group level variables including team learning behavior, stages of team development, potency, psychological safety, and satisfaction in an undergraduate class. Groups with homogeneous learning styles experienced higher levels of friendship and lower levels of conflict, which were associated with greater satisfaction and more rapid progress through the stages of group development. Most significantly, satisfaction was more strongly correlated to team learning behavior than psychological safety, suggesting that student groups in higher education settings may rely on other factors to progress through the stages of group development.

Perceived Leadership Behaviors among Multigenerational Managers

2020 ◽  
Vol 11 (1) ◽  
pp. 164-164
Author(s):  
Yanki Hartijasti ◽  
Dodi Wirawan Irawanto ◽  
Asri Laksmi Riani
Keyword(s):  
Organizational Performance ◽  
Baby Boomer ◽  
Leadership Behaviors ◽  
Leadership Behavior ◽  
Multigenerational Workforce ◽  
Generational Diversity ◽  
Gen Y ◽  
Perceived Leadership ◽  
Behavior Description ◽  
The One

Managing four generations with different set of beliefs, values and attitudes is a critical challenge for an organization. Intergenerational conflict may emerge from diverse preferences and misinterpretation of words and actions. For instance, in the digital era tech-savvy millennials wanted to have flexible work schedules (Clendon & Walker, 2012) and less interaction with their managers (Schultz & Schwepker, 2012). Meanwhile, Baby Boomer managers preferred direct communication (Holian, 2015) because they wanted to have face-to-face discussion. Additionally, in many organizations Baby Boomer managers were still implementing command-and-control management (Faller & Gogek, 2019), while Gen Y and Gen Z workforce favored constructive feedbacks (Anderson & Buchko, 2016). For young workforce, specifically Gen Z, if their managers practice the traditional boss-subordinate relationship, they prefer to quit and move to another company. On the one hand generational diversity is an advantage, but on the other hand it can be disastrous if not handled well. Leaders are expected to minimize workplace miscommunication and conflict arising from multigenerational differences between staff and managers to attain organizational performance. To date, many leadership styles have been researched, however Leadership Behavior Description Questionnaire XII has been the most widely used to measure how a leader should behave to reduce conflict in the multigenerational work environment, criticize poor work of older-generation followers, and emphasize on high levels of performance (Littrell et al., 2018). The objectives of this study are to investigate the perceived leadership behaviors and the differences in perceived leadership behavior among multigenerational managers. Keywords: Gen Y, Indonesia, LBDQ-XII, Multigenerational Workforce, Perceived Leadership Behavior

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 A meta-analysis of the literature on climate change and migration

2021 ◽  
pp. 1-52
Author(s):  
Michel Beine ◽  
Lionel Jeusette
Keyword(s):  
Climate Change ◽  
Climatic Factors ◽  
Human Mobility ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Displacement Effect ◽  
Methodological Choices ◽  
Econometric Methods ◽  
And Migration

Abstract Recent surveys of the literature on climate change and migration emphasize the important diversity of outcomes and approaches of the empirical studies. In this paper, we conduct a meta-analysis in order to investigate the role of the methodological choices of these empirical studies in finding some particular results concerning the role of climatic factors as drivers of human mobility. We code 51 papers representative of the literature in terms of methodological approaches. This results in the coding of more than 85 variables capturing the methodology of the main dimensions of the analysis at the regression level. These dimensions include authors' reputation, type of mobility, measures of mobility, type of data, context of the study, econometric methods, and last but not least measures of the climatic factors. We look at the influence of these characteristics on the probability of finding any effect of climate change, a displacement effect, an increase in immobility, and evidence in favor of a direct vs. an indirect effect. Our results highlight the role of some important methodological choices, such as the frequency of the data on mobility, the level of development, the measures of human mobility and of the climatic factors as well as the econometric methodology.

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