Learning to Share

Wang, Lan; Han, Jian; Fisher, Colin; Pan, Yan

doi:10.1177/1046496417690027

Cited by 40 publications

(15 citation statements)

References 43 publications

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“… Edmondson et al (2001) reasoned that team leaders might adapt their behaviors depending on actual team processes, such as stimulating team members toward a more innovative work approach by stimulating members to not only share but also to seek controversy. We suggest that an understanding of these processes requires examining the reciprocal effect of the team process and leadership behavior, as well as how this relationship develops over time (e.g., ( Burke et al, 2006 ; Day et al, 2004 ; Ilgen, Hollenbeck, Johnson, & Jundt, 2005 ; Wang, Han, Fisher, & Pan, 2017 ).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

When Leadership Powers Team Learning: A Meta-Analysis

Koeslag-Kreunen

Bossche

Hoven

et al. 2018

Small Group Research

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Team learning behavior is found to be one of the most effective team processes, as learning behavior at the team level (e.g., sharing, discussing, and reflecting on knowledge and actions) enables teams to adapt existing or develop new knowledge. Team leadership behavior is considered a critical accelerant for creating conditions that are essential to engage in team learning behavior, such as a safe environment. Yet despite the growing amount of research in team learning, this relationship remains unclear. Meta-analytic techniques were used to examine when team leadership behaviors support team learning behavior and how the task type moderates that relationship. Forty-three empirical studies reporting 92 effect sizes were synthesized. Analyses show that team leadership behavior explains 18% of the variance in team learning behavior. Furthermore, results indicate that person-focused leaders foster team learning for both adaptive and developmental tasks, whereas task-focused leaders influence team learning for adaptive tasks only.

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Section: Conclusion and Discussionmentioning

confidence: 99%

When Leadership Powers Team Learning: A Meta-Analysis

Koeslag-Kreunen

Bossche

Hoven

et al. 2018

Small Group Research

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“…Likewise, some studies have suggested that a relationship exists between the quality of work coordination and the final performance of the students engaged in the online learning as group (e.g., Engel & Onrubia, 2010). Also, there are also studies that show that the quality of work coordination is moderated by the stage and the task when analyzing the relationship between the centrality of the coordinators and learning behaviors (Nahrgang et al, 2013;Van der Haar, Koeslag-Kreunen, Euwe, & Segers, 2017;Wang et al, 2017).…”

Section: Ssn and Coi (Moderated By The Task)mentioning

confidence: 99%

“…In this scenario, there are few studies dedicated to analyze the relationships between the SSN and the performance considering the online learning process (e.g., Gunawardena, Lowe, & Anderson, 1997;Wang, Han, Fisher, & Pan, 2017) and the type of task as a moderating variable (e.g., Tirado-Morueta, Maraver-Lo´pez, Hernando-Go´mez, & Harris, 2016;Tirado-Morueta, Maraver-Lo´pez, & Hernando-Go´mez, 2017;Ab Jalil & de Laat, 2014;Mohammed & Harrison, 2013).…”

Section: Introductionmentioning

confidence: 99%

Exploring Social Network Structure Patterns Suitable to the Community of Inquiry Model Moderated by the Task

Morueta

López

Pérez-Rodríguez

et al. 2019

Journal of Educational Computing Research

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There are few studies devoted to analyze the relationships between the structure of the social network and performance in the online learning process as group. In this study, the Community of Inquiry (CoI) model is used as an analytical framework, along with quantitative content analysis and social network analysis, in order to identify the effect of density, centralization, and centrality—of the coordinators—in the different categories of CoI model in self-regulated groups, according to the type of task. Over a period of 3 academic years, a total of 96 discussion forums and 7,155 units of analysis were analyzed, focusing on two types of tasks. The results showed that the effects of the density, centralization, and centrality of the coordinators on the categories of social and cognitive presence were moderated by the type of task. The findings contribute to identify the adequate structure of the social network for the CoI model categories and the learning tasks.

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“…In teams having a high level of shared leadership, as members detect variation in work demands, they can respond rapidly instead of reporting to their team leader (Gupta, Huang, & Niranjan, 2010). In other words, a change in demands may trigger a reflexive process within the teams to design new or refined practices that respond to new expectations (L. Wang, Han, Fisher, & Pan, 2017).…”

Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

Disentangling the relationship between empowering leader behaviors and adaptive performance in work teams

Rousseau

Aubé

2019

Group Processes & Intergroup Relations

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When teams operate in a dynamic and complex environment, their ability to adapt to changing demands is crucial for organizational success. The aim of this study is to investigate the role of empowering behaviors exhibited by team leaders in team adaptive performance by taking into account the mediating role of shared leadership displayed by team members and the moderating effect of access to resources. Data were collected from 82 work teams (i.e., 394 members and 82 immediate supervisors) in a public safety organization. Results of path analyses show that the relationship between empowering leader behaviors and team adaptive performance is mediated by shared leadership. Moreover, we found that the relationship between empowering leader behaviors and shared leadership is moderated by access to resources, such that this relationship is stronger when the level of access to resources is high. Overall, the findings shed light on the process through which team leaders can enhance the adaptive performance of their team.

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Learning to Share

Cited by 40 publications

References 43 publications

When Leadership Powers Team Learning: A Meta-Analysis

When Leadership Powers Team Learning: A Meta-Analysis

Exploring Social Network Structure Patterns Suitable to the Community of Inquiry Model Moderated by the Task

Disentangling the relationship between empowering leader behaviors and adaptive performance in work teams

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