• 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.

• International journal of advanced smart convergence
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• v.13 no.1
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• pp.152-161
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• 2024

The purpose of this study sought to determine the impact of shared leadership perceived by organizational members on team effectiveness and team learning behavior. For this purpose, the results of the empirical analysis of 206 organizational members are as follows. First, shared leadership was analyzed to improve team effectiveness. Second, shared leadership had a positive effect on team learning behavior. Third, team learning behavior was statistically significantly analyzed for team effectiveness. This study confirmed the importance of shared leadership, which has a positive impact on team effectiveness and team learning behavior. This may require building a new culture that can demonstrate the inherent leadership of organizational members in the influence relationship between shared leadership, team effectiveness, and team learning behavior. In other words, in order to systematically demonstrate and implement shared leadership, the execution ability of executives, managers, and working-level managers is important. To this end, it is necessary to build an organizational culture that matches the characteristics of the organization and develop and continuously implement human resource development systems and programs that can implement this.

• 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.

• Korean small business review
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• v.42 no.1
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• pp.135-165
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• 2020

This study aimed to examine relationships between founders' entrepreneurial leadership, team learning behavior, team boundary spanning, and perceived performance in early-stage startups. The following results were recorded: (i) the indirect effects of entrepreneurial leadership on perceived performance via team learning behavior were statistically significant (β=.309, p<.05). (ii) relationships between team learning behavior and perceived performance were strengthened by team boundary spanning behavior (β=.259, p<.05). In this study, three practical implications are provided as follows: (i) startups need to seek team learning readiness and external learning stimulus to facilitate generative and transformative team learning; (ii) accelerators need to develop an entrepreneurial leadership program for founders; and (iii) startups need to explore external information by interacting with investors, R&D institutions, and other startups to strengthen the impact of team learning behavior on performance. Furthermore, two directions for future research are suggested as follows: (i) future researchers need to test causal relationships between entrepreneurial leadership and team learning behavior based on a newly designed time-series measurement plan; (ii) the actual effects of entrepreneurial leadership, team learning behavior and team boundary spanning on financial performance need to be tested two or three years later when the financial performance of early-stage startups usually becomes evident.

• 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.

• 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.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.5 no.6
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• pp.317-325
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• 2015

The aim of this research was to investigate the relationship among team learning behavior, individual creativity, team shared mental model(TSMM), mutual performance monitoring on team creativity and then providing the fundamental data on the education. Also it intended to acknowledge relative predictive power on team creativity of independent variables. The total of 257 college students participated the team learning for 6 weeks in a semester. Pearson's product moment correlation and regression analysis were used for data analysis and testing of significance of verification, The main research results are summarized as follows; team learning behavior, TSMM, mutual performance monitoring had no significant effects on three subfactors of team creativity such as novelty, resolution, elaboration & synthesis. Therefore followed researches are needed about inter and intra processing of team creativity.

• 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.

• 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.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.478-489
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• 2021

This study aimed to demonstrate the dual mediating effect of psychological safety(PS) and silence climate(SC) in the process of team leader's self-deception behavior(SD) influencing team learning(TL). We conducted a survey of 294 workers in domestic companies and analyzed the data statistically using SPSS 21 and SPSS Process Macro for hierarchical regression and bootstrapping. The results are as follows: 1. all correlation coefficients are significant showing that SD has positive correlations with SC and negative correlation with PS and TL, 2. simple mediation effects(SD-PS-TL and SD-SC-TL) are all significant, 3. the dual mediation effect of psychological safety and silence climate on the relation between team leader's self-deception behavior and team learning(SD-PS-SC-TL) is verified. This study showed that the authenticity of team leaders could be an crucial element for organizational communication and effectiveness. Finally, limitations and suggestions for future research were discussed.