• Title, Summary, Keyword: Team Learning Behavior

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The mediating role of team learning behavior between team efficacy and team innovative performance in R&D team (연구개발팀에서 팀 효능감과 팀 혁신성과간의 관계에서 팀 학습행동의 매개역할)

  • Lee, Jun Ho;Kim, Hack Soo
    • Knowledge Management Research
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    • v.13 no.3
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    • pp.105-125
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    • 2012
  • Previous studies have focused on individual and organizational learning. Amid an increasingly complex business environment, a team system designed to improve flexibility and adaptability constitutes the most basic part of an organization. Still, team learning has rarely been discussed. In addition, team learning behavior, despite being an important part of a team process, is often mentioned as a team-level outcome variable. Given that team learning behavior involves constant changes in thinking and behavior, a shared belief among team members is needed in order to positively influence innovative performance of a team. In spite of that, there has been only limited discussion of it. Besides, few domestic studies have dealt with R&D teams that can clearly demonstrate team learning behavior and team innovative performance. This study is an empirical analysis of the impact of team efficacy on team innovative performance and the mediating role of team learning behavior based on materials collected from team leaders and their immediate subordinates in 268 R&D teams. The analysis showed that team learning behavior actually has a positive effect on team innovative performance. Team efficacy also turned out to have a positive influence on team learning behavior. Lastly, the study found that team learning behavior played a mediating role in the relationship between team efficacy and team innovative performance. Based on those results, the study has identified implications and suggested directions for future research.

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The Effects of Team Learning Behavior on Team Effectiveness and the Mediating Effects of Team Dynamic Capabilities (팀 학습행동이 팀 효과성에 미치는 영향과 팀 동적역량의 매개효과)

  • Lee, Kyoun Jae;Hong, Ah Jeong
    • Knowledge Management Research
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    • v.15 no.4
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    • pp.57-78
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    • 2014
  • Since team performance has become one of the core factors for companies' success, companies are putting every effort to raise team productivity. In this vein, the purpose of this study was to examine the influence of team learning behavior upon team dynamic capabilities, team effectiveness, and to verify the mediating effect of team dynamic capabilities in corporations. 312 employees were randomly selected to participate in an questionnaire survey. The result has shown that the static correlation exists between team learning behavior, team dynamic capabilities, and team effectiveness. Team dynamic capabilities mediated the relationship between team learning behavior and team effectiveness. Based on the findings, the study implies that learning behaviors among team members should be supported in order to improve its outcome, and HR representatives must help to develop dynamic capabilities.

The effect of workplace silent behavior on team learning : mediating effect of affective commitment (조직침묵행동이 팀학습에 미치는 영향 : 정서적 몰입의 매개효과를 중심으로)

  • Suh, Kang-suk;Jung, Sung-cheol
    • Journal of Venture Innovation
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    • v.1 no.1
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    • pp.165-179
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    • 2018
  • The purpose of this study was to identify mediating effects of affective commitment between workplace silent behavior and team learning. A team leader should pay attention to workplace silent behavior in that the workplace silent behavior of the team member may have a negative impact on team effectiveness as well as on individual effectiveness. In this study, 106 employees working in diverse domestic companies were surveyed and data were analyzed. The results are as follows. At first, silent behavior has a negative effect on affective commitment. Second. silent behavior has a negative effect on team learning. Third, affective commitment partially mediated silent behavior and team learning. The meaning of these results is that the workplace silent behavior has direct influence on team learning and indirect influence on team learning via affective commitment as well. Based on the results of this study, implications, limitations, and future research topics were discussed.

The Effects of Project based Action Learning in Web-based SMEs : ALPACO Case

  • Kwon, Soo-Ra
    • Journal of Information Technology Applications and Management
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    • v.16 no.3
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    • pp.113-124
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    • 2009
  • How can action learning program promote organizational learning performance and especially project based team performance in Web-based small and medium-sized enterprises (SMEs)? This article discusses the association between project based team in action learning program and the performance of Web-based SME to be learning organization. In the case of ALPACO, action learning program that promote employee communication behavior, knowledge sharing, and organizational learning are found to be positively associated with the project based team performance and organizational learning, The results indicate that action learning program in SMEs indeed associated with greater knowledge sharing, learning communication skills and changing organizational culture. Learning organization can be, in turn, positively developed by project based team through action learning program for creating competitive advantage, Also, this study offers further support for the practical perspective on learning organization performance. The evidence from this case study suggests that the project team in action learning program playa significant role in team performance and the development of learning organization of the firm. Therefore, in the future, Web-based SMEs should consider making investments in action learning program that encourage project team's effective management in decision making, knowledge sharing, and organizational learning.

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The Relation with Shared Cognition for Knowledge Worker and Team Effectiveness (지식근로자의 공유인지와 팀 효과성의 관계)

  • Lim, HuiJeong;Kang, HyeRyeon
    • Knowledge Management Research
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    • v.6 no.2
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    • pp.67-90
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    • 2005
  • Attention has been focused recently on the concept of shared cognition which encompasses the notion that effective team members hold knowledge that is overlapping and complementary with teammates. This shared cognition is expected to improve team effectiveness. In contrast to the continued efforts in developing theoretical approach of shared cognition, empirical studies are meager. Thus, we conducted an empirical study to investigate the role of shared cognition on team effectiveness. This study classifies shared cognition into two types, team mental model and transactive memory system, by shared meaning. A total of 121 new product development teams in the IT industry were surveyed for the data collection. The results of analysis can be summarized as follows: first, team mental model has a positive influence on team performance, team innovative behavior and team learning effect. And the relation with team mental model and team performance is moderated by the similarity of knowledge structure among the expert. Second, transactive memory system has a positive influence on team performance, team innovative behavior and team learning effect.

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The Effects of University Entrepreneurship Education on Innovation Behavior: Focusing on Moderating Effect of Team-Based Learning (대학의 기업가정신교육이 혁신행동에 미치는 영향: 팀기반학습의 조절효과를 중심으로)

  • Kim, Jiyoung;Jeon, Byung Hun
    • Asia-Pacific Journal of Business Venturing and Entrepreneurship
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    • v.12 no.6
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    • pp.99-109
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    • 2017
  • University learning for innovation places great importance on maximizing the creation of new opportunities. In other words, universities are carrying out a new meaning that entrepreneurship education should enable students to discover potential opportunities and play an important role in the development of new society and industry. However, current entrepreneurship education programs are being developed and are being developed from diverse perspectives on rapidly changing environments. However, there is a growing awareness of the necessity of developing more professional and systematic entrepreneurship education programs, and it is argued that the emphasis on necessity is not enough have. This study empirically analyzed the cognitive abilities that influence innovative behavior to create and realize innovative ideas and the usefulness of team-based learning that influences these factors. The results of empirical research showed that self-directed learning ability and problem solving ability had a positive effect on innovation behavior and problem solving ability had a positive effect on innovation behavior as a part of self-directed learning ability. Team-based learning in entrepreneurship education has been shown to be beneficial as a moderating effect on the relationship between problem-solving ability and self-directed learning ability and innovation behavior. In the case of four factors of team-based learning, Respectively. This study suggests the effectiveness and application of team-based learning method in entrepreneurship education.

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A Study on the Relationship among Communication Competency, Social Network Centralities, Discussion Performance, and Online Boarding Activity in the Team Based Learning (팀 기반 토의 수업에서 의사소통능력, 사회연결망 중심도, 토론성과 및 온라인 게시활동의 관계 연구)

  • Heo, Gyun
    • Journal of Fisheries and Marine Sciences Education
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    • v.27 no.1
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    • pp.108-114
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    • 2015
  • The purpose of this study is to find the relationships among communication competency, social network centrality(trust centrality and knowledge sharing centrality), discussion performance, and online boarding activity in the team based learning situation. For investigating this topic, 44 students are participated in the classes of educational technology. In order to find out the relationships among communication competency, social network centrality, discussion performance, and online boarding activity, compared t-test and path analysis are used. Followings are the results of the research: (a) Communication competency is improved significantly after team based learning. (b) Trust centrality effects significantly on the knowledge sharing centrality. (c) Knowledge sharing effects significantly on discussion performance. (d) Trust centrality effects on the online boarding activity in the team based learning.

Effects of Informal Communication and Mindfulness Practice on the Non-Class-Related Behavior in the Team-Based Learning using Smartwork Tool: Focusing on Mediating Effects of Perceived Self-Efficacy (스마트워크 도구를 이용한 팀 기반 학습에서 비공식적 커뮤니케이션과 마음챙김 실천이 수업외적인 행동에 미치는 영향: 자기효능감 지각의 매개효과를 중심으로)

  • Lee, Jong Man
    • Journal of Internet Computing and Services
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    • v.18 no.3
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    • pp.63-70
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    • 2017
  • The purpose of this study was to investigate the mediating effect of perceived self-efficacy in the effects of informal communication and mindfulness practice on non-class-related behavior in the Team-Based Learning(TBL) using smartwork tool. To do this, total of 80, college students participated in this survey. The results of this empirical study is summarized as followings. First, informal communication do not have a direct effect on non-class-related behavior but perceived self-efficacy mediates the effect of informal communication. Second, mindfulness practice do not have a direct effect on non-class-related behavior but perceived self-efficacy mediates the effect of mindfulness practice. Third, informal communication and mindfulness practice have positive effect on perceived self-efficacy. In this study, we suggested the importance of perceived self-efficacy in establishing the TBL policy using smartwork tool.

Effects of Knowledge-based Service Organization CEO' Transformational Leader ship and Learning Organization Building Factors on Innovative Behavior in the Age of Convergence (융복합시대에 지식서비스기업 최고경영자의 변혁적 리더십과 학습조직 구축요인이 혁신행동에 미치는 영향)

  • Ryu, Jin-Hyuk;Kim, Sun-Bae
    • Journal of Digital Convergence
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    • v.13 no.4
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    • pp.147-161
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    • 2015
  • The purpose of study was to test the effects of CEO' transformational leadership and learning organization on innovative behavior in the Knowledge-based Service Organization showing the characteristics of convergence service and the moderating role of learning organization between transformational leadership and innovative behavior. For this study, the data were collected from 348 Knowledge-based Service industrial employees in metropolitan area by using structured questionnaires. Collected data were analyzed by hierarchical regression technique. The results showed that both of CEO' transformational leadership and seven learning organization building factors had a positive effect on employees' innovative behavior. And also found out the only four out of the seven learning organization building factors, namely 'Create continuous learning opportunities', 'Promote inquiry and dialogue', 'Encourage collaboration and team learning', 'Provide strategic leadership for learning' had the moderate roles between CEO's transformational leadership and employees' innovative behavior. The theoretical and practical implications of the findings were discussed and the directions for future research were presented.

Effects of a Team Facilitation Program on Team Activities in Problem Based Learning (문제중심학습(PBL)에서 팀 활동을 촉진을 위한 퍼실리테이션 프로그램 적용에 대한 융합 연구)

  • Yang, Bok-Sun;Choi, Kyeong-Yoon;Sim, Jeoung-Ha
    • Journal of the Korea Convergence Society
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    • v.10 no.6
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    • pp.299-308
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    • 2019
  • This quasi-experimental study was conducted to develop and implement a team facilitation program as well as to evaluate the effects of the program on Problem Based Learning (PBL) and how these influence on team dynamics. Data were collected in a convenient sample of 126 nursing students (intervention group=69; control group=57). Data were analyzed using ${\chi}^2$ test, T-test, and ANCOVA. SPSS23 was used. The intervention group received the PBL team facilitation program, whereas the control group received a human interaction training. The intervention group than the control group demonstrated significantly higher scores in a team dynamic among team members(F=10.35,p<0.01), trust among team members(F=9.86,p<0.01), communication(F=5.69,p<0.05), learning behavior of a team(F=4.57,p<0.05), and individual capability evaluation(F=5.12,p<0.05). Team performance was not significantly different between groups. This study reveals that the team facilitation program is an effective strategy to maximize the effects of PBL. We propose the need for educational strategy to support team function.