• Fashion & Textile Research Journal
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• v.10 no.6
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• pp.936-946
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• 2008

The purpose of this study is to analyze whether transactional leadership and transformational leadership have an effect on team empowerment and performance. To this end, a survey was conducted from August 1 to 30 in 2008, among team members of fashion companies. The data was collected with 586 subjects, the statistical analysis methods were frequency analysis, reliability analysis, factor analysis and multiple regression analysis. The results of this study were as follows; First, contingent reward of transactional leadership had an effect on team empowerment factors and team performance factors. Second, charisma, individualized consideration and intellectual stimulation of transformational leadership had an effect on team empowerment factors and team performance factors. Third, team potency, team autonomy and team meaning of team empowerment had an effect on team performance factors.

• 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.14 no.5
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• pp.81-100
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• 2013

In this era of cut-throat competition, innovation is a source of competitive advantage, and securing core competency through innovation plays a pivotal role in ensuring the survival and growth of an organization. In an organization, R&D team is a core division driving innovation, and creative tension and conflict among researchers fuels innovative performance. Despite heated debate over the positive and negative effects of conflict, insufficiently-identified process factors have left sophisticated mechanisms between conflicts and effects unaddressed. This study assumes that team learning behaviors can bean important process factor given that conflict propels learning, and that learning is a decisive factor in creating competitive advantage. This study conducted an empirical analysis of the relationship between relationship/task conflict and team innovative performance, and the mediating role of team learning behaviors using data collected from a questionnaire sent out to the heads of 262 R&D teams and second highest-ranking officials thereof. The analysis conducted based on structural equation model indicates that relationship conflict has negatively affected team learning behaviors, whereas task conflict has positively influenced team learning behaviors(full mediation effect), team learning behaviors has positively influenced team innovative performance. Based on these results, the study has suggested implications of intra-team conflict and team learning behaviors for team innovative performance.

• The Journal of Korean Association of Computer Education
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• v.10 no.3
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• pp.31-38
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• 2007

The purpose of the study was to examine the correlations between team cognition and team process and team performance in e-learning based team learning environment. 55 graduate students consisting of 11 teams participated in the study voluntarily during the spring semester. In the result, it was found that team cognition had no relationship with team process and performance although sub-variables of team cognition and team process as well as team performance had a significant relation with each other. Some further research issues were addressed in terms of team leadership and potential variables affecting each variables.

• 한국정보디스플레이학회:학술대회논문집
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• 2003.07a
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• pp.191-192
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• 2003

For the CNT-FED to be cost-effective, many efforts for the lower voltage operation have been made in the under-gate cathode structure. In this study, the effects of the frit proportion in the CNT paste, cathode electrode width, CNT-to-counter electrode gap, and the CNT length in the cathode structure were examined.

• Journal of Engineering Education Research
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• v.19 no.4
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• pp.14-23
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• 2016

This study is to analyze the team interaction in accordance with the team size. Thereby, it is to reveal the team size for the attainment of the effective team interaction and the specific goals to achieve the purpose of this study are as follows. Firstly, the frequency and percentage of team interaction in accordance with the team size are presented. Secondly, the statistical verification of the team interaction in the social emotional area is conducted. Thirdly, the statistical verification of the team interaction in the task area is conducted. In order to do this study, we explain the purpose of study, confidentiality, and withdrawal right were described and then 32 persons who agreed to participate were selected as the subjects for the study. After that, the autonomous organization of team was induced and a total of 8 teams were organized - 3 teams comprised of 3 members, 3 teams of 4 members, 1 team of 5 members, and 1 team of 6 members. Further, Bales' (1950) Interaction Process Analysis (IPA) was used in order to analyze the team interaction, and Mangold INTERACT was used as a coding program. The results of study are as follows. Firstly, the highest frequency of the team interaction showed up in the case of five or six members and the lowest in the case of 3 members. Secondly, a statistically significant difference in the social emotional (positive) area showed up in accordance with the team size and the team organizations of three or four members were effective. Thirdly, a statistically significant value in the answer area showed up in accordance with the team size and the team organizations of five or six members were effective.

• Journal of the Ergonomics Society of Korea
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• v.25 no.3
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• pp.7-16
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• 2006

Although several theories and models have been proposed to explain the effects of cultural differences in team decision making, many aspects of team decision-making in multi-cultural contexts such as team performance, team communication, and team cognition still remain unclear. In particular, little attention has paid to the empirical studies on team processes multi-cultural team members use to interact with each other to accomplish the task in different task environments. To investigate the effects of culture and task characteristics on team decision making behavior in multi-cultural contexts, this study compared culturally homogenous and heterogeneous groups in the context of logistics decision making. Results of the study showed that cultural difference and task complexity may affect team performance as well as team interaction process to varying degree.

• Journal of the Korea Society of Computer and Information
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• v.20 no.11
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• pp.77-88
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• 2015

This study attempts to investigate the effect of team diversity on individual creativity and team members' creative activities such as exploration and exploitation. We have garnered 40 team data from 249 respondents who have been participating in the team learning activities during semester in a private university. They were asked by instructor to show their creativity, and exploration and exploitation activities. The 40 teams were made up of team diversity factors such as study hour and leisure activity. We used a multilevel analysis to analyze the effects of team diversity factors on team member's creativity, and exploration and exploitation. Results showed that in general, team diversity factors like study hour and leisure activities have significant effects on the individual creativity, and exploration and exploitation. Practical implications represent that teams need to be organized considering the team diversity factors in order to improve team member's creativity, and their exploration and exploitation activities.

• Educational Technology International
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• v.24 no.2
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• pp.237-262
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• 2023

This study focuses on the instructor's role in student-centered learning and aims to test the effects and moderating role of instructor feedback on perceived loafing in team project-based learning. A conditional effect model including team efficacy, perceived loafing, instructor feedback, and team performance was proposed. Data were collected from students who registered for team project-based learning courses at a university in South Korea. A total of 420 cases were subjected to moderated mediation analysis. The results demonstrated that instructor feedback was negatively related to perceived loafing and moderated the relationship between team efficacy and perceived loafing. Furthermore, instructor feedback moderated the relationship between perceived loafing and team performance. In particular, even when perceived loafing was high, students who received frequent instructor feedback were found to significantly reduce the damage to team performance. Based on these findings, the importance of instructors' facilitation in team project-based learning is discussed.

• Journal of Engineering Education Research
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• v.19 no.5
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• pp.13-24
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• 2016

The purpose of this research is to examine the characteristics of team interaction according to the creativity of team members. Research subjects to achieve this purpose included 28 students who are in engineering education in the College of Education at A University in Daejeon and have taken robot-related courses. Through first and second MBTI, and TTCT tests, the final homogeneous and heterogeneous teams were formed, and an experimental study was conducted by developing team design activity assignment. The major research results were as follows. In terms of a comprehensive view on interaction frequency, both homogeneous team and heterogeneous team suggested had the highest frequency in suggesting opinions. However, each of the team members in the homogeneous team had different communication frequency among each other while each team member in the heterogeneous team had almost similar frequency. A microscopic analysis of the communication process of homogeneous team showed that the team members' roles were divided among each other in communication. Next, according to the microscopic analysis of the heterogeneous team's communication process, the team members exchanged opinions in the beginning, talked to themselves in words that were hard to understand the meanings, and they stopped having conversations in the end. Due to such decrease in communication, two team members could not solve the confusing state of being unable to understand each other's opinions and failed to complete their assignments. The microscopic analysis demonstrated that the homogeneous team had a smooth interaction, because when one team member suggested an opinion during a conversation, other team members agreed with it through a discussion. However, the members in the heterogeneous team experienced confusion as they could not understand each other's conversation and could not overcome this problem, leading to lack of conversations.