Fostering team learning orientation magnitude and strength: Roles of transformational leadership, team personality heterogeneity, and behavioural integration

2020 ◽  
Author(s):  
Chia‐Yen (Chad) Chiu ◽  
Hao‐Chieh Lin ◽  
Cheri Ostroff
Keyword(s):  
Transformational Leadership ◽  
Team Learning ◽  
Leadership Team ◽  
Learning Orientation ◽  
Team Personality

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.

The influence of shared leadership on team performance with team personality composition as a moderating variable in student business project at Ciputra University Surabaya

2021 ◽  
Vol 9 (1) ◽  
pp. 7
Author(s):  
Michelle Koesoema ◽  
Fanny Septina
Keyword(s):  
International Business ◽  
Team Performance ◽  
Shared Leadership ◽  
Sampling Method ◽  
Business Management ◽  
Leadership Team ◽  
University Student ◽  
Team Personality ◽  
Management Students ◽  
The Relationship

This study was conducted to determine the effect of shared leadership and team performance with team personality composition as the moderating effect  on Ciputra University Student business project. In order to collect data, this study distributed questionnaires to 146 International Business Management students class of 2017 by using the purposive sampling method. In this study, an analysis of the variables of shared leadership, team performance and team personality composition were analyzed as moderators for shared leadership on team performance. The results of the study found that the shared leadership variable had a significant effect on team performance. Meanwhile, the team personality composition did not moderate the relationship between shared leadership and team performance.

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.

Examining the Cross-Level Influence of Dispositional and Team Goal Orientations on Employee Self-Regulation and Performance in a Complex Task Environment

2016 ◽  
Vol 52 (4) ◽  
pp. 396-421 ◽  
Author(s):  
Tal Katz-Navon ◽  
Esther Unger-Aviram ◽  
Caryn Block
Keyword(s):  
Negative Affect ◽  
Job Performance ◽  
Team Learning ◽  
Employee Performance ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Goal Orientations ◽  
Learning Orientation ◽  
Complex Tasks ◽  
Regulatory Processes

The study examined the mediating role of individual’s self-regulatory processes of deep cognitive strategies (meaningful learning rather than a reproduction of knowledge) and negative affect in the relationship between dispositional and team goal orientations and team member’s performance of complex tasks. Thirty-three research and development teams and their managers participated. Results demonstrated that dispositional performance orientation (focus on success) increased negative affect, which, in turn, lowered employee job performance. Whereas team learning orientation (focus on learning and improvement) decreased negative affect, which, in turn, was associated with higher employee job performance. Additionally, both dispositional and team learning orientations were positively and significantly associated with individuals’ use of deep cognitive strategies. However, deep cognitive strategies were not associated with employee performance. Findings suggest that managers of teams performing complex tasks may want to consider ways to create and sustain a high learning orientation in order to reduce negative affect and increase use of deep cognitive strategies within their teams.

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