scholarly journals Individual learning goal orientations in self‐managed team‐based organizations: A study on individual and contextual variables

2020 ◽  
Vol 29 (3) ◽  
pp. 528-545
Author(s):  
Maria Carmela Annosi ◽  
Alberto Monti ◽  
Antonella Martini
Keyword(s):  
Goal Orientations ◽  
Individual Learning ◽  
Contextual Variables ◽  
Learning Goal

scholarly journals Simulation Game Outcomes: A Multilevel Examination of Knowledge Sharing Norms, Transactive Memory Systems, and Individual Learning Goal Orientations

2020 ◽  
Vol 51 (6) ◽  
pp. 830-858 ◽  
Author(s):  
Janice Francis Super ◽  
Teresa K. Betts ◽  
Heath Keller ◽  
Joy Roach Humphreys
Keyword(s):  
Knowledge Sharing ◽  
Team Performance ◽  
Memory Systems ◽  
Goal Orientations ◽  
Transactive Memory ◽  
Individual Learning ◽  
Planning System ◽  
Simulation Game ◽  
Transactive Memory Systems ◽  
Learning Goal

Background. Because computer-based simulation games are widely used in university classrooms, it is important to investigate factors which can lead to effective student team performance and positive individual outcomes. Aim. This correlational study aimed to examine the effects of knowledge sharing norms, transactive memory systems, and individual learning goal orientations on game outcomes. Method. The setting for this study was an undergraduate logistics and supply chain class. The class uses a serious simulation game which is designed to realistically mimic the business transactions within an enterprise resource planning system (ERP). Cross-sectional surveys captured individual learning goal orientations. After multiple rounds of simulation game play, subsequent surveys captured student reactions, perceptions of knowledge sharing behaviors, and transactive memory systems. Results. Two sets of analyses were conducted using a sample of 100 undergraduates performing in 42 teams. At the group-level, OLS regression results suggest that, while there was no effect on objective team performance, knowledge sharing norms enhanced perceptions of team performance, and this effect was mediated through the development of transactive memory systems. For individual-level outcomes, multilevel results suggest that knowledge sharing norms were positively related to satisfaction with the team, but not satisfaction with the task. However, transactive memory systems were positively related both satisfaction with the team and satisfaction with the task. Individual learning goal orientation was positively related to satisfaction with the task but not satisfaction with the team. Conclusion. Our findings suggest that learning goal orientations and norms for knowledge sharing are linked to positive outcomes of team-based simulation game learning activities. Because learning goal orientations are malleable and norms for knowledge sharing can be encouraged, these factors are within the influence of the instructor. As such, they should be nurtured and developed through the active encouragement of experimentation, exploration, and communication between team members.

scholarly journals Team Leaders Matter in Knowledge Sharing: A Cross-Level Analysis of the Interplay between Leaders’ and Members’ Goal Orientations in the Chinese Context

2018 ◽  
Vol 14 (4) ◽  
pp. 715-745 ◽  
Author(s):  
Jiamin Zhang ◽  
Yi Wang ◽  
Marina Yue Zhang
Keyword(s):  
Knowledge Sharing ◽  
Goal Orientation ◽  
Goal Orientations ◽  
Team Leaders ◽  
Team Members ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Approach Orientation ◽  
And Performance ◽  
The Relationship

ABSTRACTThis article investigates the impact of cross-level interplay between team members’ and their leaders’ goal orientations (learning, performance approach, and performance avoidance) on knowledge sharing using samples from design teams in two companies in China. Our results show that team leaders’ learning goal orientation plays a critical moderating role. Specifically, team leaders’ learning goal orientation strengthens the positive relationship between team members’ learning orientation and knowledge sharing; positively moderates the relationship between team members’ performance approach orientation and knowledge sharing; and weakens the negative relationship between team members’ performance avoidance orientation and knowledge sharing. Team leaders’ performance approach orientation demonstrates a positive moderating effect when there is congruence between the performance approach orientation of leaders and members. Finally, team leaders’ performance avoidance orientation negatively moderates the relationship between team members’ learning and performance approach orientation on knowledge sharing. This research enhances our understanding of the conditions under which knowledge sharing occurs among team members, using the lens of Trait Activation Theory.

scholarly journals The impact of the level of parental involvement and parental demands on students' attitudes to learning

2021 ◽  
Vol 70 (1) ◽  
pp. 69-86
Author(s):  
Ranka Perućica ◽  
Olivera Kalajdžić
Keyword(s):  
Parental Involvement ◽  
Goal Orientation ◽  
Family Environment ◽  
Approaches To Learning ◽  
Goal Orientations ◽  
Approach To Learning ◽  
Learning Goal ◽  
Significant Difference ◽  
Students Attitudes ◽  
The Impact

The attitudes that parents have towards learning are very significant for the forming of staudents' attitudes towards learning. The importance of this study lies in uncovering the extent to which students' own attitudes to learning depend on the level of parental involvement and parental demands, and the extent to which the insights obtained can be used as the basis for determining the manner in which parents should be engaged in and devote attention to their children's learning. In this paper, students' attitudes to learning were observed through two variables, namely students' learning goal orientation and their approaches to learning. The research sample consisted of 802 seventh-, eighthand ninth-grade primary school students. We started from the assumption that certain differences exist among the given variables. For the purposes of the study we used an instrument for measuring students' approach to learning, an instrument for measuring learning goal orientations and an instrument for measuring the level of demands and the level of support in the family environment. The reliability of the instruments was verified through Cronbach's alpha coefficient. The data obtained indicate that there is a statistically significant difference in learning goal orientations and approaches to learning among students depending on the level of parental demands and the level of parental involvement. Students whose parents provide high levels of support are more likely to have mastery goal orientation and an in-depth approach to learning, regardless of the level of demands. The pedagogical recommendation that can be made based on the results is that parents should provide their children with a high level of support for learning so that they can achieve the best possible results.

De invloed van doeloriëntaties op de effectiviteit van re-integratie

2008 ◽  
Vol 21 (3) ◽  
Author(s):  
Gera Noordzij ◽  
Edwin A.J. Van Hooft
Keyword(s):  
Logistic Regression ◽  
Job Search ◽  
Goal Orientations ◽  
The Other ◽  
Control Group ◽  
Performance Goal ◽  
Unemployed People ◽  
Training Conditions ◽  
Learning Goal

The influence of goal orientations on the effectiveness of reemployment counseling The influence of goal orientations on the effectiveness of reemployment counseling G. Noordzij & E.A.J. Van Hooft, Gedrag & Organisatie, volume 21, August 2008, nr. 3, pp. 209-225 The present study investigates the influence of training goal orientations on job search and reemployment outcomes among unemployed people who were searching for a job. Unemployed individuals (N = 109) were randomly assigned to one of three training conditions: (1) Learning goal orientated training (LGO), (2) Performance goal orientated training (PGO), and (3) control group. LGO is defined as focusing on increasing competences whereas PGO is defined as focusing on demonstrating competences. Participants of the LGO-training had more intentions to search for a job and more activities than the other participants. Logistic regression demonstrated that participants of the LGO-training had five times more change to find a job than the other participants. These results lead us to conclude that the LGO-training is an effective tool for reemployment counseling.

Do trainer style and learner orientation predict training outcomes?

2014 ◽  
Vol 26 (5) ◽  
pp. 331-344 ◽  
Author(s):  
T. Brad Harris ◽  
Wonjoon Chung ◽  
Holly M. Hutchins ◽  
Dan S. Chiaburu
Keyword(s):  
Goal Orientation ◽  
Business Students ◽  
Initial Step ◽  
Goal Orientations ◽  
Content Type ◽  
Training Outcomes ◽  
Positive Effects ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Training Satisfaction

Purpose – The purpose of this paper was to examine the additive and joint effects of trainer directiveness and trainees’ learning goal orientation on training satisfaction and transfer. Design/methodology/approach – Survey responses from a sample (N = 243) of undergraduate business students enrolled at a large US university were examined. Findings – Trainer directiveness and trainee learning goal orientations each additively predicted training satisfaction and transfer over and above one another and study controls. Further, trainer directiveness and trainee learning goal orientation jointly predicted satisfaction and transfer, such that the positive relationship between trainer directiveness and both outcomes was accentuated (more positive) when learning goal orientations were high (compared to low). Practical implications – This study suggests that scholars and practitioners need to be mindful of both trainer and trainee characteristics when evaluating potential training programs. In addition to selecting competent trainers, organizations might be well-served to encourage trainers to use a directive style. Further, organizations might be able to boost the positive effects of trainer directiveness on trainee satisfaction and transfer by priming (or selecting on) trainee learning goal orientations. Originality/value – With few exceptions, prior research has devoted comparatively little attention toward understanding how trainer characteristics influence training outcomes. Of this research, even less considers possible interactions between trainer and trainee characteristics. The present study provides an initial step toward addressing these gaps by examining the additive and joint influences of trainer directiveness and trainee learning goal orientations. Results support that additional variance in training satisfaction and transfer can be explained by considering both trainer and trainee characteristics in tandem.

Cross-level impact of team goal orientation and individual goal orientation on individual creativity

2018 ◽  
Vol 26 (5) ◽  
pp. 677-699 ◽  
Author(s):  
Jian Zhang ◽  
Ming Ji ◽  
Ch. Mahmood Anwar ◽  
Quanxi Li ◽  
Guanghua Fu
Keyword(s):  
Goal Orientation ◽  
Information Exchange ◽  
Team Learning ◽  
Individual Learning ◽  
Hierarchical Level ◽  
Team Members ◽  
Work Related ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Avoidance Goal

AbstractThis study explored how individual and team-level goal orientation influence individual creativity in a work setting. By creating a cross-level theoretical framework, we tested 562 members of 81 teams currently working in various companies in China. The study analyzed the relationships between individual goal orientation, team goal orientation, and individual creativity from cross-level perspective linked by motivated information processing theory. Applying multilevel research method and hierarchical-level modeling, we found that team learning goal orientation and individual learning goal orientation influence individual creativity through different information activities at their own levels. Moreover, team learning goal orientation has a positive and team performance-avoidance goal orientation has a negative effect on individual creativity through team information exchange, while individual learning goal orientation poses a positive effect on individual creativity through individual information elaboration. In conclusion, it was indicated that team members tend to elaborate more work-related information when teams are more learning-orientated. Conversely, team members do not tend to elaborate information when their team has higher performance-avoidance goal orientation.

Simulation Games: Learning Goal Orientations and Norms for Knowledge Sharing

2019 ◽  
Vol 2019 (1) ◽  
pp. 15436
Author(s):  
Jan Super ◽  
Roy Heath Keller ◽  
Teresa Kay Betts ◽  
Joy Roach Humphreys
Keyword(s):  
Knowledge Sharing ◽  
Goal Orientations ◽  
Simulation Games ◽  
Learning Goal

Weakest Link Goal Orientations and Team Expertise: Implications for Team Performance

2019 ◽  
Vol 50 (3) ◽  
pp. 315-347
Author(s):  
Sorin Valcea ◽  
Maria Hamdani ◽  
Bret Bradley
Keyword(s):  
Goal Orientation ◽  
Team Performance ◽  
Team Member ◽  
Weak Link ◽  
Goal Orientations ◽  
Theory And Practice ◽  
Team Composition ◽  
Improve Performance ◽  
Learning Goal ◽  
Weakest Link

Using prior theory and research, we argue that a team member with a low learning goal or a high avoid orientation is detrimental for the expertise–performance relationship in team tasks. Results from a study of 82 teams showed that, after controlling for goal orientation team composition, expertise improved team performance only when teams did not have a weak link team member. In contrast, when teams had this weak link teammate, expertise did not improve performance, and in some cases damaged it. Implications for theory and practice are discussed.

Examining the achievement goal orientation levels of Turkish pre-service music teachers

2017 ◽  
Vol 36 (3) ◽  
pp. 313-333 ◽  
Author(s):  
Aylin Mentiş Köksoy ◽  
Mehtap Aydıner Uygun
Keyword(s):  
Music Education ◽  
Goal Orientation ◽  
Music Teachers ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Medium Effect ◽  
Achievement Goal Orientation ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Service Music

Achievement goal orientation (AGO) might help music teacher candidates make their learning processes more effective by revealing how they are motivated towards the learning tasks. In this respect, the purpose of this study was to examine the levels of achievement goal orientation of pre-service music teachers according to eight variables. The participants of the study consisted of 1250 undergraduate students studying in the departments of music education during the academic year 2013–2014 in Turkey. The data were collected through an Information Form and the Achievement Goal Orientation Scale (AOS). The results of the study revealed that gender, grade level, students’ achievement level and willingness had small effects on students’ learning goal orientation. Practice time in music, students’ evaluation of their own achievement levels among their peers, the extent to which students found themselves skilled in music and pursuing another profession had a medium effect on learning goal orientation. Informing students about the achievement goal orientation and the effects of these goals on the teaching and learning process may help students with their achievement goal orientations towards the desired direction.

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