When Leadership Powers Team Learning: A Meta-Analysis

Koeslag-Kreunen, Mieke; Bossche, Piet Van den; Hoven, Michael; Klink, Marcel van der; Gijselaers, Wim

doi:10.1177/1046496418764824

Cited by 85 publications

(99 citation statements)

References 92 publications

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“…Research on teams shows that team learning behaviours—e.g. “sharing, discussing, and reflecting on knowledge and actions” (Koeslag‐Kreunen, Van den Bossche, Hoven, Van der Klink, & Gijselaers, ) or “asking questions, seeking feedback, experimenting, reflecting on results, and discussing errors or unexpected outcomes of actions” (Edmondson, , p. 353), and not least team reflexivity (e.g. overtly reflecting on and communicating about goals, process, and outcomes; Schippers, Edmondson, & West, )—are related to innovation (Schippers, West, & Dawson, ; Widmer, Schippers, & West, ) and other adaptive outcomes (Mathieu et al, ).…”

Section: Discussionmentioning

confidence: 99%

“…Both research on team learning behaviours (Koeslag-Kreunen et al, 2018;Zaccaro, Rittman, & Marks, 2001) and organizational ambidexterity (Havermans et al, 2015) point out the value of "managerial energy" or leadership to the accomplishment of episodes of the desired dynamics. A way of understanding this is through the complex systems concept of dissipative structures (Davis, Eisenhardt, & Bingham, 2009).…”

Section: Steering Complexity From Withinmentioning

confidence: 99%

“…Empirical studies of CLT has previously found that holding space for constructive dialogue and surfacing or injecting conflict are important practices of enabling leadership (Havermans et al, 2015;MacGillivray, 2010;Plowman et al, 2007), which is supported here. The descriptions from the coaches (see especially practice f in Table 3) resemble "the ideal speech situation" in Habermas's (1990) theory of communicative action, "collaborative agency" (Raelin, 2016) in the leadershipas-process literature, and team learning behaviours (Koeslag-Kreunen et al, 2018) in the team literature (Edmondson, 1999), in which people speak freely and listen to each other deeply, there is diversity in point of view and taken-for-granted values and structures are challenged.…”

Section: Steering Complexity From Withinmentioning

confidence: 99%

See 2 more Smart Citations

Doing complexity leadership theory: How agile coaches at Spotify practise enabling leadership

Bäcklander

2019

Creat Innov Manage

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Complexity leadership theory (CLT) is about balancing formal and informal organization to leverage dynamics of Complex Adaptive Systems (CAS) and produce learning, creativity, and adaptation in organizations. Based on interviews with sixteen agile coaches (AC) at Spotify, this study examines how AC practice enabling leadership, a key balancing force in complexity leadership. Coaches practice enabling leadership by increasing the context‐sensitivity of others, supporting other leaders, establishing and reinforcing simple principles, observing group dynamics, surfacing conflict and facilitating and encouraging constructive dialogue. The AC as complexity leader values being present, observing and reacting in the moment. Findings suggest flexible structure provided by an attentive coach may prove a fruitful way to navigate and balance autonomy and alignment in organizations.

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Section: Discussionmentioning

confidence: 99%

Section: Steering Complexity From Withinmentioning

confidence: 99%

Section: Steering Complexity From Withinmentioning

confidence: 99%

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Doing complexity leadership theory: How agile coaches at Spotify practise enabling leadership

Bäcklander

2019

Creat Innov Manage

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“…A aprendizagem de equipes constitui um processo contínuo de ação e reflexão coletiva que envolve aquisição, articulação e utilização de conhecimentos compartilhados pelos membros. Desse processo resulta a adoção de comportamentos como busca de feedback, questionamento, experimentação e outros (Edmondson, 1999;Koeslag-Kreunen, Van den Bossche, Hoven, Van der Klink, & Gijselaers, 2018) os quais tanto favorecem a troca de informações, como revelam a existência de visões similares. A centralidade do caráter coletivo da aprendizagem de equipes marca a diferença com relação ao conceito de aprendizagem individual que se refere a um processo intrapsíquico ocorrido no nível individual (é a pessoa que aprende).…”

Section: Aprendizagem De Equipesunclassified

Desenho do trabalho e aprendizagem de equipes: identificação do poder preditivo

Puente-Palacios

Côrtes

Nascimento³

2019

Rev. Psicol., Organ. Trab.

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Resumo A aprendizagem de equipes constitui temática que tem despertado enorme interesse, mas o conhecimento construído até o momento ainda não responde claramente os questionamentos sobre os seus principais antecedentes. Assim, o objetivo deste estudo foi mensurar o poder preditivo do desenho do trabalho em relação à aprendizagem de equipes. Participaram do estudo 362 pessoas organizadas em 106 equipes. As informações foram levantadas mediante a aplicação de duas escalas: desenho do trabalho e aprendizagem de equipes. Os resultados mostraram que os fatores Características das tarefas e Características do conhecimento têm efeito significativo (R 2 = 17%) sobre a aprendizagem das equipes. Esses resultados demonstram que gestores de equipes devem atentar a aspectos como autonomia ou variedade de tarefas assim como às demandas e complexidade do conhecimento, pois esses afetam o quanto a equipe adota comportamentos de aprendizagem. Work design and team learning: identification of predictive power Abstract Team learning constitutes a subject that has aroused great interest, but the knowledge built up so far still does not clearly answer the questions about its main antecedents. Thus, the objective of this study was to measure the predictive power of work design in relation to team learning. An empirical study was carried out with a sample of 362 individuals organized in 106 teams. The information was collected through the application of questionnaires with previously obtained validity evidence. The results showed that the factors, Characteristics of the tasks and Characteristics of knowledge, two dimensions of work design, have a significant effect (R 2 = 17%) on team learning. These results demonstrate that team managers should pay attention to aspects such as autonomy or variety of tasks, as well as to the demands and complexity of knowledge, since these aspects affect to what extent teams adopt learning behavior. Diseño del trabajo y aprendizaje de equipos: identificación del poder predictivo Resumen Aprendizaje de equipos es un tema que ha despertado gran interés, pero el conocimiento construido hasta este momento no responde claramente a las preguntas sobre los principales antecedentes. El objetivo de este estudio fue mensurar el poder predictivo del diseño del trabajo en relación con el aprendizaje de equipos. El estudio empírico fue realizado a partir de una muestra de 362 personas organizadas en 106 equipos. Las informaciones se recolectaron mediante cuestionarios con evidencias de validez. Los resultados mostraron que los factores Características de las tareas y Características del conocimiento-dos dimensiones del diseño del trabajo-tienen efecto significativo (R 2 = 17%) sobre el aprendizaje de los equipos. Esos resultados demuestran que los gestores de equipos deben estar atentos a aspectos como autonomía o variedad de tareas, así como a demandas relativas a la complejidad del conocimiento, pues estos afectan lo mucho o poco que adopta el equipo con respecto a comportamientos de aprendizaje.

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“…The ability to reflect, to experiment with new ways, rejecting old models and adopting more appropriate strategies, i.e., the capacity to learn, emerges as a fundamental process for individuals, teams and organizations (Wilson, 2001). As teams are the cornerstone of modern organizations (Mathieu, Tannenbaum, Donsbach, & Alliger, 2014), team learning has a central role in the team and organizational success (Decuyper, Dochy, & Van den Bossche, 2010;Koeslag-Kreunen, Van den Bossche, Hoven, Van der Klink, & Gijselaers, 2018;Sessa & London, 2008).…”

Section: Introductionmentioning

confidence: 99%

A Nonlinear Dynamical System Perspective on Team Learning: The Role of Team Culture and Social Cohesion

Dimas

Rebelo

Lourenço

et al. 2019

Lecture Notes in Computer Science

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This paper examines team learning within a nonlinear dynamical system (NDS) perspective. Research has successfully identified various conditions that promote learning behaviors in teams. In the present study, our focus is on the role played by team culture and by social cohesion as supporting conditions of team learning. Previous studies revealed that a culture oriented to learning tends to promote the adoption of team learning behaviors in the group. Results concerning the role played by social cohesion in team learning is, however, less clear. Indeed, while social cohesion might promote learning behaviors because it increases the willingness to work together and to help each other, high levels of social cohesion could also lead to uncritical acceptance of solutions. The complex relationship between social cohesion and team learning behaviors led us to study it under the NDS framework. Using the dynamic difference equations model, the present research proposes a cusp catastrophe model for explaining team learning, implementing team culture as the asymmetry variable and social cohesion as bifurcation. The sample of the present research is constituted by 44 project workgroups, and data were collected at two moments of the life cycle (half-time and end) of teams, with single-item visual analogue scales. Convergent validity studies with the original instruments on which these single-items were based were carried out revealing satisfactory psychometrics qualities of these measures. Results reveal that the cusp models are superior to the pre-post linear models by explaining a larger portion of the variance. In addition, the cubic term, the bifurcation effect and the asymmetry term are statistically significant. Social cohesion acts as a bifurcation factor, that is to say, beyond a certain threshold of social cohesion, groups that have the same cultural orientation might oscillate between two attractors, the modes of high and low learning behaviors respectively. These results suggest that a small variation of social cohesion causes the system to enter an area of unpredictability in terms of team learning, where sudden shifts in the outcomes might be expected. Leaders and members need to monitor the levels of social cohesion of the team, to avoid phenomena like groupthink, which jeopardizes the implementation of learning behaviors, such as the exploration of different opinions or error discussion.

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When Leadership Powers Team Learning: A Meta-Analysis

Cited by 85 publications

References 92 publications

Doing complexity leadership theory: How agile coaches at Spotify practise enabling leadership

Doing complexity leadership theory: How agile coaches at Spotify practise enabling leadership

Desenho do trabalho e aprendizagem de equipes: identificação do poder preditivo

A Nonlinear Dynamical System Perspective on Team Learning: The Role of Team Culture and Social Cohesion

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