Team Learning and Reflexivity in Technology-Mediated Collaboration

2013 ◽  
pp. 302-317
Author(s):  
Hayward P. Andres
Keyword(s):  
Information Exchange ◽  
Social Impact ◽  
Team Learning ◽  
Collaborative Problem Solving ◽  
Research Approach ◽  
Team Interactions ◽  
Team Productivity ◽  
Solution Accuracy ◽  
Collocated Teams ◽  
Learning Team

This study examines technological, educational/learning, and social affordances associated with the facilitation of team learning during technology-mediated collaborative problem solving. An empirical interpretive research approach using direct observation is used to interpret, evaluate and rate observable manifested behaviors and qualitative content (i.e., discussions) associated with team learning and team reflexivity. The theory of affordances and social impact theory are integrated to develop a conceptual model that asserts that collaboration mode (collocated vs. non-collocated and videoconferencing supported) will dictate the quality of information exchange, progressive elaboration of ideas, and the social processes that influence team learning. Team learning is then suggested to give rise to task and social reflexivity behaviors aimed at monitoring and evaluating acquired understanding, adaptation of task strategy, and maintenance of quality intra-team interactions. Results showed that collocated teams did engage in better quality team learning behaviors. Further, persistent reflection on task progress and solution accuracy yielded better team productivity while maintenance of a mutual supportive and positive climate yielded higher perceived quality interpersonal interactions. Theoretical, methodological and practical implications of the study are also discussed.

Team Learning and Reflexivity in Technology-Mediated Collaboration

2011 ◽  
Vol 7 (4) ◽  
pp. 22-36 ◽  
Author(s):  
Hayward P. Andres
Keyword(s):  
Information Exchange ◽  
Social Impact ◽  
Team Learning ◽  
Collaborative Problem Solving ◽  
Research Approach ◽  
Impact Theory ◽  
Team Interactions ◽  
Team Productivity ◽  
Solution Accuracy ◽  
Collocated Teams

This study examines technological, educational/learning, and social affordances associated with the facilitation of team learning during technology-mediated collaborative problem solving. An empirical interpretive research approach using direct observation is used to interpret, evaluate and rate observable manifested behaviors and qualitative content (i.e., discussions) associated with team learning and team reflexivity. The theory of affordances and social impact theory are integrated to develop a conceptual model that asserts that collaboration mode (collocated vs. non-collocated and videoconferencing supported) will dictate the quality of information exchange, progressive elaboration of ideas, and the social processes that influence team learning. Team learning is then suggested to give rise to task and social reflexivity behaviors aimed at monitoring and evaluating acquired understanding, adaptation of task strategy, and maintenance of quality intra-team interactions. Results showed that collocated teams did engage in better quality team learning behaviors. Further, persistent reflection on task progress and solution accuracy yielded better team productivity while maintenance of a mutual supportive and positive climate yielded higher perceived quality interpersonal interactions. Theoretical, methodological and practical implications of the study are also discussed.

Technology-Mediated Collaboration, Shared Mental Model and Task Performance

2012 ◽  
Vol 24 (1) ◽  
pp. 64-81 ◽  
Author(s):  
Hayward P. Andres
Keyword(s):  
Social Influence ◽  
Direct Observation ◽  
Mental Model ◽  
Social Impact ◽  
Model Development ◽  
Research Approach ◽  
Team Process ◽  
Shared Mental Model ◽  
Team Productivity ◽  
The Impact

This study takes a direct observation research approach to examine how the impact of collaboration mode on team productivity and process satisfaction is mediated by shared mental model. Team cognition and social impact theories are integrated to provide a framework for explaining how technology-mediated collaboration constrains or enhances team shared mental model development and its subsequent impact on task outcomes. Partial least squares analysis revealed that technology-mediated collaboration impacts shared mental model development. The results also demonstrate that timely and accurate development of shared mental model facilitates increases in both productivity and team process satisfaction. Direct observation of team process behaviors suggests that collaboration modes differ not only in their impact on communication facilitation but efficacy-based, motivational, and social influence factors (e.g., self-efficacy and team-efficacy, perceived salience and credibility of contributions, social influence on action, etc.) as well. Shared mental model development requires quality communication among team members that are motivated to participate by a positive team climate that promotes idea convergence.

The Impact of Communication Medium on Virtual Team Group Process

2011 ◽  
pp. 145-163
Author(s):  
Hayward P. Andres
Keyword(s):  
Virtual Teams ◽  
Information Exchange ◽  
Group Process ◽  
Work Group ◽  
Group Processes ◽  
Virtual Team ◽  
Team Members ◽  
Collective Behaviors ◽  
Team Productivity ◽  
Collocated Teams

Organizations must provide appropriate work group structures and communication technologies in order for work groups to function effectively and efficiently. This study investigated the hypotheses that team structure (e.g., fully collocated teams vs. virtual teams) and communication mode (i.e., face-toface vs. videoconferencing) will impact virtual team group processes (e.g., team orientation, workload sharing, proclivity to seek and exchange information) that evolve. Furthermore, these group processes will dictate team member information exchange patterns (e.g., across all team members vs. only within collocated subgroups), which subsequently impact team productivity (i.e., accuracy and timeliness) and group process satisfaction. Four-person teams worked in either face-to-face (i.e., fully collocated group) or videoconferencing (i.e., dispersed subgroups) settings to develop detailed design documentation for specified enhancements to a hypothetical university information system. Results indicated that the dispersed subgroups exhibited more within subgroup collective behaviors and engaged greater within subgroup information exchange as compared to fully collocated teams, where more teamwide collective behaviors and information exchange were observed. Furthermore, greater team collective behaviors gave rise to greater information exchange and activation among team members. Finally, information exchange and activation were associated positively with productivity and process satisfaction.

Innovation during crisis: exploring reaction of Swedish university libraries to COVID-19

2020 ◽  
Vol 36 (4) ◽  
pp. 365-375
Author(s):  
Serdar Temiz ◽  
Lakshmi Pradip Salelkar
Keyword(s):  
Academic Libraries ◽  
Social Impact ◽  
Web Search ◽  
Working Hours ◽  
Research Approach ◽  
University Libraries ◽  
Content Type ◽  
Social Distancing ◽  
Digital Services ◽  
The University

Purpose While universities are using more digital tools such as learning management systems (canvas, blackboard, etc). or massive open online courses (MOOCS) such as MIT, OpenCourseWare, edX, Coursera, digitalization has also influenced university libraries. Digital services of academic libraries need exploration on how they provide digital services and how they respond to COVID-19. Therefore, the purpose of this paper is to explore and map digital services of academic libraries and their response to COVID-19 in Sweden. Design/methodology/approach Qualitative research approach is used in this study. Through a Web search, data was gathered from all 39 universities in Sweden through two means: visiting university and their respective library websites; examination of other documents provided by the university such as press releases, announcements. Evaluation of the content and digital services and libraries response to COVID-19 is conducted by thematic coding. Findings In response to the ongoing COVID-19 spread, a general trend seen among all is limited working hours, shutting down physical libraries for general public, unmanning operations. All 39 number of universities in Sweden have moved their offerings toward using online tools. The main themes that have been identified from our study are as follows: Availability of Information, Accessibility of resources, Collaboration with other actors, Increased use of existing services, motivation and support to practice social distancing. Research limitations/implications Owing to the limitations of COVID-19 conditions, time and other aspects, there was not any opportunity to visit the university libraries or book time to interview librarians or students, which led to limited level and imperfect research. There are many other activities that university libraries are offering to their employees and using their internal newsletters and email groups to reach their audience; as a result, some of digital services that are offered during COVID-19 might have not been noticed. Practical implications These findings can provide base to other universities on how to react to COVID-19 and bring more discussion. Social implications COVID-19 has big social impact on people. The findings present that libraries can go beyond their responsibilities and provide emotional and psychological support the community towards social distancing such as videos, social online meetings, live video workshops. Originality/value The findings from this study call for a review digital services of academic libraries and their response to COVID-19 in Sweden, so that best reactions and services could be understood.

From orientation to behavior: The interplay between learning orientation, open-mindedness, and psychological safety in team learning

2019 ◽  
Vol 72 (11) ◽  
pp. 1726-1751 ◽  
Author(s):  
Jean-François Harvey ◽  
Kevin J Johnson ◽  
Kate S Roloff ◽  
Amy C Edmondson
Keyword(s):  
Team Learning ◽  
Psychological Safety ◽  
Theory And Practice ◽  
Team Development ◽  
Learning Orientation ◽  
Key Factors ◽  
Team Members ◽  
New Ideas ◽  
Time Lagged ◽  
Learning Team

Do teams with motivation to learn actually engage in the behaviors that produce learning? Though team learning orientation has been found to be positively related to team learning, we know little about how and when it actually fosters team learning. It is obviously not the only factor that may impact learning in teams. Team psychological safety, or the way team members feel about taking interpersonal risks, is another important factor associated with team learning. Team open-mindedness, or the degree of curiosity that teams have for new ideas, is also likely to impact team learning. So far, these factors have been investigated independently of each other. In this article, we draw from theory on team development and goal achievement to develop a model of team learning that includes them. We report the results from a time-lagged, survey-based study designed to test our model. We found that the relationship between team learning orientation and team learning is mediated by team psychological safety. Yet, this is only true when team open-mindedness is low, not when it is high. We thus reveal initial patterns of interaction and discrimination among key factors that are related to team learning in ways that contribute to both theory and practice.

scholarly journals Gathering place: a literature review on the social role of immigrant-owned food businesses in diasporic communities

2021 ◽  
Author(s):  
Janika Oza
Keyword(s):  
Literature Review ◽  
Social Isolation ◽  
Cultural Change ◽  
Information Exchange ◽  
Social Impact ◽  
Social Role ◽  
Grocery Stores ◽  
The Social ◽  
Diasporic Communities

The importance of foodways in diasporic communities makes restaurants and grocery stores significant sites where identity is reproduced and social, political, and economic interactions occur. Considering the prevalence of social isolation amongst migrants and the potential for networks and community to develop within food businesses, this literature review examines the role of immigrant-owned food businesses as cultural, social, and informational hubs amongst migrants. This paper provides a critical review of the international literature on the role of immigrant-owned food businesses within the last two decades. The main themes that characterise the literature are as follows: 1) identity and belonging, 2) community and social ties, 3) information exchange and networks, and 4) hybridity and cultural change. This research analyzes the social impact of these food businesses within immigrant communities and links these spaces to the context of social isolation and settlement-related challenges experienced by migrants. Key Words: Immigrant, food business, social isolation, settlement, community

scholarly journals Leadership Intellectual Stimulation and Team Learning: the Mediating Role of Team Positive Affect

2018 ◽  
Vol 17 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Israel Sánchez-Cardona ◽  
Marisa Salanova Soria ◽  
Susana Llorens-Gumbau
Keyword(s):  
Positive Affect ◽  
Structural Equation ◽  
Team Learning ◽  
Equation Model ◽  
Medium Size ◽  
Intellectual Stimulation ◽  
Cross Sectional ◽  
Mediating Role ◽  
Learning Team

This study investigates how leadership intellectual stimulation relates to team positive affect and team learning. We explore the role of positive affect as mediator between leadership intellectual stimulation and team learning. Using a cross-sectional sample of 562 employees, nested within 130 teams from 44 small and medium size organizations, we implemented Structural Equation Model analysis at the team level. Results provides evidence of the strong influence that intellectual stimulation have on team learning and team positive affect, as well as the potential of positive affect for stimulate team learning. Team positive affect serves as partial mediator between intellectual stimulation and team learning, contributing to explain significant additional variance. Leadership intellectual stimulation is a relevant team social resource that provides support for team learning. As well, positive affect contributes significantly to improve learning among teams. This suggests the importance of developing leadership behaviors that encourage learning and team positive affect, which contributes to team learning and hence to performance.

Collaborative Technology and Dimensions of Team Cognition

2013 ◽  
Vol 4 (3) ◽  
pp. 22-37 ◽  
Author(s):  
Hayward P. Andres
Keyword(s):  
Mental Model ◽  
Team Learning ◽  
Second Order ◽  
Team Cognition ◽  
First Order ◽  
Interaction Quality ◽  
Order Construct ◽  
Team Mental Model ◽  
Learning Team ◽  
Collaboration Mode

The purpose of this study was to explore team cognition as a multidimensional activity comprised of team learning, team reflexivity, and team mental model during project teamwork. A laboratory experiment was conducted to examine the effects of two different modes of collaboration – face-to-face and technology-mediated collaboration on team cognition and its subsequent impact on task outcomes. Team cognition was represented as a second-order construct comprised of three first-order dimensions. A direct-observation rating scale used to derive measures of the first-order dimensions was shown to have strong psychometric properties. The partial least squares method was used to test a structural equation model where the second-order construct was presented as a mediator between collaboration mode and task outcomes (productivity and interaction quality). As hypothesized, team cognition significantly influenced productivity and interaction quality outcomes. Further, collaboration mode significantly improved team cognition through its specific effects on the team learning, team reflexivity, and team mental model development. The main contribution of the study lies in its finding that team cognition can be viewed as a hierarchical construct that accounts for distinct yet cognition-related behaviors. This finding offers an extension to current related research models and identifies behavioral indicators that can be monitored by project managers in developing prescriptive measures aimed at promoting project success.

Team Learning and the Human Resource Development/Human Resource Management Interface

2021 ◽  
pp. 153448432110626
Author(s):  
Manuel London
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Team Learning ◽  
Readiness To Change ◽  
Future Research ◽  
Self Awareness ◽  
Environmental Pressures ◽  
Research And Practice ◽  
Team Interactions ◽  
20Th Anniversary

This editorial reviews my work on team learning published in HRDR, celebrating the 20th anniversary of the journal. The articles conceptualized the value and need for member expansiveness; team’s and individual members’ readiness to change; and the effects of environmental pressures for adaptive, generative, and transformative team learning. I conclude this review with directions for future research and practice in HRD and HRM to support changing conditions, collective self-awareness, and variations in team interactions using advancing technologies.

scholarly journals Tracking the Boom in Queensland’s Gasfields

2014 ◽  
pp. 1-9 ◽  
Author(s):  
Will Rifkin ◽  
Vikki Uhlmann ◽  
Jo-Anne Everingham ◽  
Kylie May
Keyword(s):  
Natural Gas ◽  
Iterative Process ◽  
Social Impact ◽  
Resource Development ◽  
Research Approach ◽  
Cumulative Impacts ◽  
Action Research Approach ◽  
Natural Gas Development ◽  
Management Plans ◽  
Small Set

During rapid resource development in a highly contested arena, effective processes for characterising cumulative, social and economic impacts are needed. In this article, we explain a strategy that uses an iterative process involving stakeholders to identify indicators of impacts of onshore natural gas development. The aim of the strategy is to arrive at a small set of indicators that those in the community, government and industry agree are salient and credible.Four major joint ventures are investing more than A$60 billion to tap Queensland, Australia’s onshore natural gas resources. Thousands of wells are reaching into natural gas in seams of coal that lie below aquifers that residents refer to as essential for their heavily agricultural region. The magnitude of these developments has been depicted as threatening the traditional base of political power that has rested with farmers. Nearby coal mining has given some communities the experience of the boomtown cycle, but it is placing unfamiliar strains on municipal resources in other towns. Gas companies provide funds in attempts to mitigate impacts, satisfying requirements of their elaborate social impact management plans (SIMPs).The research reported in this paper, though only mid-way to completion, suggests that an action-research approach to developing indicators of cumulative impacts on housing, business, employment, liveability and trust in government shows promise for enabling stakeholders to track the multi-faceted effects of a resource boom.  We hope that such work helps stakeholders to mitigate the ups and downs of the cycle of boom, bust and recovery that can be driven by resource development.

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